Using Padlet in teaching: A reflection on purpose and practice

Using Padlet in teaching: A reflection on purpose and practice

 

By: Dr Anna De Amicis, Henley Business School, a.deamicis2@reading.ac.uk

In the years since the pandemic, digital platforms have become a familiar presence in university classrooms. Padlet, Miro and Mentimeter are often presented as ways to boost interaction, make lectures more engaging, and give students new ways to share ideas. But their effectiveness depends less on the technology itself and more on how we, as educators, choose to integrate them.

Why Padlet?

When I introduced Padlet into my social enterprise teaching, my aim was not simply to try out the latest tool. I wanted to encourage more discussion, present concepts visually, and make students’ contributions visible and connected.

Padlet offered a creative space, a digital canvas where students could post images, examples and reflections. It promised to energise the classroom, turning abstract concepts like “mission statements” into something students could critique, rework and co-create together.

What worked (and what didn’t)

In practice, some aspects worked well. When I co-facilitated with a colleague (Jacqueline Fairbairn from CQSD-TEL), the prompt was better received, and students were more responsive. Structured tasks – such as asking students first to find a mission statement, then critique it, then collaborate on improvements – helped scaffold their learning. In these moments, Padlet supported active engagement. Frameworks can help here as shown in the Padlet engagement framework (see Figure 1.1), which sets out clear activity sequences from individual reflection through to group co-creation and evaluation.

Padlet engagement framework diagram showing four structured activity sequences for classroom use. The left side is divided into “Scaffolding individual participation” and “Scaffolding collaborative participation.” Activities include: (1) individual response, (2) paired/group discussion, (3) paired/group co-creation of posts, and (4) peer review. Each activity outlines steps such as posing a question, displaying a joining URL or QR code, and using Padlet for posting and discussion. The right side includes a “Finisher: the plenary” section with guidance on effective wrap-up strategies, including asking open questions and avoiding redirection of posts.
Figure 1.1. .Padlet engagement framework. For an enhanced version with contextualised information, see Fairbairn (2025).

However, there were also times when Padlet fell flat. Used as a quick ten-minute add-on, it disrupted the lecture flow. Students sometimes saw it as “extra work” rather than as part of the lesson. Interestingly, in sessions where we focused purely on facilitation and dialogue, the energy and depth of conversation were even stronger.

Lessons learned

The experience underscored an important point: the value of a digital tool depends on how well it is aligned with the purpose of the session. Students engage most when they clearly see the relevance of an activity and how it links to their learning outcomes.

This is not so much a limitation of Padlet as a reminder for us as lecturers to be intentional. Any classroom activity (whether digital or low-tech) needs meaningful design, clear integration, and facilitation that draws students in. Sometimes, the simplest methods can achieve just as much as a digital platform.

Wider implications

In business education, and particularly in teaching vocational modules, we often emphasise using resources wisely and with purpose. The same principle applies to teaching practice. Innovation in the classroom is not about adopting every new platform but about making deliberate choices that serve our students’ learning.

Digital tools have become part of higher education, and many can be genuinely valuable. But adopting tools because they look innovative is best avoided. What matters is that students experience activities as meaningful, purposeful, and connected to their learning journey.

Reflections

Padlet reminded me of a simple truth: students want to understand the value of what we ask them to do. They respond positively when they see how an activity supports their learning.

So, the real question may not be whether we need Padlet, but how we, as educators, design experiences that are intentional and values led. Technology can play an important role, but only as part of thoughtful, purposeful teaching practice.


References and resources

Padlet & STEM notation: How can you make polls with a program source code on Padlet?

Padlet & STEM notation: How can you make polls with a program source code on Padlet?

 

By: Dr Alan Guedes, School of Mathematical, Physical and Computational Sciences, a.guedes@reading.ac.uk

 

As a computer science lecturer, I am required to show programming source codes in my lectures, particularly for in-class activities like quizzes (e.g. “Determine the output of the following code” or “Identify the logical error within this code”). These quizzes allow me a do an in-class knowledge check for the students.

The recent support for Padlet at the University of Reading prompted me an investigation into an effective approach for displaying a source code in Padlet. However, it became apparent that Padlet is not explicitly designed for this purpose. My initial attempt involved directly placing the source code into a post’s title (image below), but this revealed the limitation of Padlet titles do not support multi-line text. In the following sections, I will share some options I discovered.

Screenshot of a poll creation interface titled “Poll.” The Java code snippet is formatted in a single line with line breaks, showing overloaded add methods and a call to add(2.5, 2). Below the code are multiple-choice options represented by radio buttons arranged in two rows.
Figure 1.1. Pasting source code into the title of a Padlet post

Option 1: Uploading code as a text file

This approach involves using two Padlet posts (image below), where one post is dedicated to an uploaded source code file and other for the poll. The advantage of this method is that it generates syntax colouring for the code, which significantly enhances student readability. However, it presents two drawbacks. First, it requires an additional post solely for the poll, since a single post cannot accommodate both the file and the poll. So, the second post should “refer” to the one before. Second, it suffers from resolution degradation when viewed on mobile devices, what may require students do a second click to “open the file” and improve readability.

Screenshot of a coding question posted by a teacher named Alan Guedes. The question asks, “What is the output of the code below?” followed by a Java code snippet with overloaded add methods for integers and doubles, and a call to add(2.5, 2). Multiple-choice options are 2.5, 2, 4, and 4.5. No votes or comments are present.
Figure 1.2. Using two Padlet posts

Option 2: Code block in the body

This solution involves use only post, which has the code inside its body (Figure 1.3). The post title should remain concise and directly address the quiz query. The source code is then added as a “code block” within the body of the post. This method ensures student readability by preserving indentation and utilizing a monospace font, characteristics common in programming editors.

While this represents a good solution, it has one drawback: it has been observed that Padlet’s default layouts may automatically wrap longer lines of code (Figure 1.4). This can complicate student readability.

Coding question interface showing a multiple-choice question: “What is the output of the code below?” Options are 2.5, 2, 4, and 4.5. The code block includes two overloaded add functions—one for integers and one for doubles—and a call to System.out.println(add(2.5, 2));.
Figure 1.3. Inputting the code block in the body of a post
Screenshot of a coding question displayed in a two-section layout labeled “Section 1” and “Section 2.” Section 1 contains the same Java code snippet and multiple-choice question as Image 1. Section 2 is empty.
Figure 1.4. Code block displayed without text wrapping

To mitigate this issue, the “stream” layout is identified as the optimal configuration. This layout (Figures 1.5 & 1.6) will render content vertically without unnecessary text wrapping, thereby maintaining the readability of the source code.

Screenshot of an application’s appearance settings. Options include wallpaper set to dark, color scheme set to light, font set to Alba, and post size set to standard. Layout format is set to “stream,” with an arrow indicating selection. Group posts by section is toggled on, sorting is set to drag and drop, and new posts appear first. Comments and reactions are enabled.
Figure 1.5. Selecting the text wrapping option
Screenshot of a coding question posted by a teacher named Alan Guedes. The question asks, “What is the output of the code below?” followed by a Java code snippet with overloaded add methods for integers and doubles, and a call to add(2.5, 2). Multiple-choice options are 2.5, 2, 4, and 4.5. No votes or comments are present.
Figure 1.6. The “stream” post with text wrapping enabled

Final remarks

In conclusion, while Padlet may not be inherently designed for showing source code, the file upload and code block options are viable for displaying source code. These methods can be beneficial for lecturers conducting in-class activities involving source code.

If you have a query about the institutional Padlet, please raise a ticket with the TEL Team.


If you’re a University of Reading staff member, you can watch the recording of Alan’s presentation about notation in Padlet by selecting the following link: TEL: Showcase: Power Up your Teaching with Padlet.


 

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic

 

By: Rita Balestrini, Department of Languages and Cultures, r.balestrini@reading.ac.uk

Overview

The project built on T&L innovation embraced in the Department of Languages and Cultures (DLC), where Microsoft’s OneNote Class Notebook (CN) was trialled during the Covid-19 pandemic to overcome the constraints of teaching languages remotely. The outcomes provided knowledge of DLC students’ experience of CN and understanding of the type of support needed by CN users to staff users of CN, and to colleagues in Technology Enhanced Learning (TEL) and Digital Technology Services (DTS), and informed the development of technical and pedagogical support and guidance for CN users.

Objectives

The project aimed to enhance student learning by improving the use of CN, and had the objective to facilitate sharing of knowledge and expertise, gain insights into students’ experience of CN and inform TEL and DTS decision-making on the tool.

Context

CN is a digital T&L tool to store materials (e.g. text, images, handwritten notes, links, recorded voice, videos), where students and teachers can work interactively in and outside the classroom. It is organised into three parts:

  • ‘Content Library’ – where only the teacher can add, edit, and delete materials.
  • ‘Collaboration Space’ – a place to collaborate in groups open to everyone in the class, where multiple users can work on a page simultaneously or asynchronously.
  • ‘Teacher Only’ – a private space invisible to students.
  • ‘Student Notebook’ – a private area that only a student and their teacher can see and use, where they can interact directly on a page.

CN continues to be used in some language modules as it proved to be effective beyond a remote teaching environment and offered features that supported accessibility and inclusivity in language learning.

screenshot of the classroom notebook
Screenshot of a Class Notebook © Rita Balestrini

Implementation

  • In 2022–2023, I held three sessions with DLC staff users to share practice and ideas on using CN, and record information on what support would enhance teaching with CN. I also held in-person, small group meetings with DLC CN student users from all year groups to gain insights into their experience of CN. The feedback gathered informed the development of a branched MS Forms survey, which was completed by 28 (of 50) student CN users.
  • I facilitated a cross-School (DLC, Institute of Education, Law) ‘teaching conversation’ to reflect critically on the pedagogical value of CN.
  • I wrote a project report for DTS and TEL and shared with them the findings from the needs analysis.

Impact

  • The project created a ‘space’ for the sharing of practices, knowledge, experience and expertise, which in turn, enabled the enhancement of the use of CN.
  • It enhanced students’ learning and increased their engagement with CN learning activities – as evidenced by the students’ survey.
  • As part of ‘internal monitoring and review’ practice, the outcomes of the ‘teaching conversation’, informed the School of Literature and Languages (SLL) T&L enhancement process.
  • The project should inform the integration of CN with other applications (e.g. Teams), and the provision of technical and pedagogical support for CN users.

Reflections

CN offers a paperless learning environment and facilitates the organisation of T&L materials in a clear and, ‘potentially’ visually intuitive, hierarchical structure. Students evaluated CN positively as a useful ‘digital binder’ and ‘learning tool’ (Average Rating [AR] 4.15 and 4:00 respectively, on a scale of 1 to 5). Most of them felt that materials and resources were easy to access (AR 3.89), and it was easy to take notes within CN (AR 3.74).

CN users generally agreed that navigation in CN is quite ‘fluid’ compared to Blackboard. However, I think that for this fluidity to be fully meaningful pedagogically CN requires a thoroughly thought-out structure, with reasoned and transparent ‘labelling’ throughout the learning environment.

There can be issues in meeting current assessment policies when using CN for summative assessment. However, CN greatly facilitates the provision of feedback with a digital pen or by audio-recording on a page. Staff value the possibility of monitoring individual and group activities and providing private, individualised feedback in different formats; students appreciate highly receiving feedback directly in their personal notebook, which stands out as a noteworthy result of the survey (AR 4.26), especially considering that feedback in general ‘is often framed as the dimension of students’ experience with which they are least satisfied’ (Winstone & Carless, 2020, p. 5).

The ‘Collaboration Space’ can be used for class activities, collaborative projects, sharing resources, and a channel for students’ voice – additional uses of this area depend on the subject taught. CN allows students to take ownership of a shared area and use it for independently chosen purposes, which helps create a sense of ‘community’ and a feeling of ‘online connectedness’ (Hehir et al., 2021).

Regarding technical issues, 68% of respondents did not report any. The others mentioned a variety of problems (e.g. syncing issues, ‘handwriting’ and ‘highlighting’ not anchored to text). Many reported difficulties were linked to using different CN versions, devices, or operating systems, which suggests that improvements could come with advice from technical support specialists.

Follow up

In future, students’ experience of using CN could greatly benefit from:

  • staff sharing and discussing practices across different subjects to facilitate pedagogical enhancements (e.g., communities of practice, special interest groups, TEL forums);
  • making access to CN easier and facilitating its integration with Teams and Blackboard;
  • the availability of expert support from DTS and TEL (e.g. technical assistance, TEL resources and sessions for users).

References

  • Hehir, H., Zeller M., Luckhurst, J., & Chandler T. (2021) Developing student connectedness under remote learning using digital resources: a systematic review. Education and Information Technologies, 26, 6531-6548. https://doi.org/10.1007/s10639-021-10577-1
  • Winstone, N., & Carless, D. (2020) Designing effective feedback processes in higher education. Routledge.