By Greg Sutton (Learning Technology Support Officer)
Padlet has been part of the University of Derby’s digital toolkit for seven years, supporting a wide range of creative and innovative uses. In this case study, we’ll highlight some of the most impactful and imaginative approaches adopted across the Institution.
1. Module Feedback
Dr Anne Danby (Subject Lead Environmental Sciences) has integrated Padlet into her Ecology modules as a tool for in-module feedback. The Padlet is introduced to students early in the module and the link is reiterated weekly to encourage ongoing engagement. Any posts made during the week are acknowledged in the following class, and where appropriate, responses are provided directly within Padlet—particularly when a comment warrants a more formal reply. In Week Six, students are given a dedicated 10-minute slot during teaching to contribute any additional feedback they wish to share.
2. Gathering Opinions
Dr Maren Huck (Lecturer in Animal Behavioural Ecology) incorporated Padlet into a Level 5 module to gather student perspectives on the question: “What is problem solving?” This approach allowed students to share their thoughts anonymously1 and without the pressure of speaking up in class, fostering a more inclusive and reflective learning environment.
Similarly, Sarah Brown (Senior Lecturer in Public Health & Social Care) uses a Padlet titled “What do you want out of today?” in her Independent Studies module. The Padlet is linked from the Blackboard module and made available before each session, with additional time allocated during the session for students to contribute. This strategy helps shape the session around students’ needs and expectations as Sarah explains:
“Students are often anxious at the start of Independent Studies. Alongside delivering the planned content, it’s helpful to understand what they want to know or ask. We revisit the Padlet at the end of the session to ensure we’ve addressed their concerns. While there are recurring themes each year, there are always unique questions too, this process helps reassure students and makes the session more responsive and personalised.”
3. Answering FAQs
Sarah also uses Padlet in multiple modules to collect questions about assignments.
“Usually, I have a Padlet that students can upload to in and outside of class to ask questions about the assignment. I tend to make it anonymous again so students feel they can ask any question. I respond to them on the Padlet so they can all see my reply and, if required, we can then address questions in class.”
4. Formal Assessment
Dr Anne Danby uses Padlet as part of the formal assessment process in her ‘Adaptation to Environment’ module, specifically for a presentation/conference-style task. Students upload their posters to Padlet ahead of the in-class presentations, allowing peers to view and engage with the content in advance. By clicking on each Padlet post, students enlarge the posters to read finer details, helping them prepare thoughtful questions for the authors.
During the live assessment, each student has one minute to present the key points of their poster, followed by a Q&A session where peers pose their pre-prepared questions. This approach not only supports deeper engagement with the material but also helps foster a more interactive and collaborative learning experience across the cohort.
5. Collecting and Sharing Resources
Dr Anne Danby uses Padlet to support active learning approaches during taught sessions. Students are given a topic to research, and they then post their findings to a shared Padlet. Each post must include specific details about the subject and a reference to the source material. This approach encourages independent research and provides a foundation for in-class discussion and peer learning.
Sarah Brown also employs Padlet in an ongoing activity within a Public Health module. Students are encouraged to post links or images of public health initiatives or interventions they encounter in their everyday lives. These contributions are then reviewed and discussed in class, helping students connect theoretical concepts to real-world examples. Sarah reflects:
“As students build their understanding of different theories, reviewing their Padlet posts helps bring Public Health to life.”
6. Creating and disseminating content
Professor Ian Turner (Subject Lead Biomedical and Forensic Science) uses Padlet Canvas to introduce a research study titled “A Model of Knowledge Mobilisation of SoTL with Students, for Students.” The canvas format, featuring linked posts and directional arrows, served as a visual stimulus for participants ahead of research interviews conducted with international colleagues. A duplicate version of the Padlet, enhanced with additional context, was later used to present the study at a research conference.
In another initiative, Ian created an “On Shelf” Padlet titled “Gamification / Game-Based Learning Bookshelf.” Organised into sections, this virtual bookshelf offers researchers a curated starting point for reading around game-based learning and gamification.
Padlet now includes an AI-powered feature that can generate reading lists on specific topics. While this is a useful tool, students are reminded to use the Leganto Resource List in Blackboard, which links directly to accessible library resources curated specifically for their programme of study.
7. Group learning agreements
Further to her use of Padlet in a ‘Public Health’ module, Sarah Brown also uses Padlet to facilitate the creation of a group learning agreement in the ‘Safeguarding Children’ module. Establishing a shared agreement is a valuable classroom management strategy, especially in a module dealing with sensitive and impactful content.
The Padlet is anonymous, allowing students to contribute freely and highlight what matters most to them. If important topics, such as safeguarding disclosures or confidentiality, aren’t initially raised, they are added to the agreement to ensure comprehensive coverage. A prominent link to the Padlet is included in the Blackboard module, and the agreement remains a ‘living document’: it can be amended as needed and is revisited regularly, particularly during activities like debates, to ensure it remains relevant and supportive of a respectful learning environment.
Padlet is a dynamic and versatile tool that empowers educators and students alike. As these case studies illustrate, its thoughtful integration across modules—from gathering feedback and facilitating discussion to supporting formal assessment and resource sharing—has helped foster more inclusive, responsive, and engaging learning environments. These examples not only highlight the creativity of our academic community but also reaffirm the value of digital tools in enhancing pedagogy. As we continue to explore new possibilities, Padlet remains a powerful ally in our commitment to student-centred learning and innovation.
References
- While Padlet offers the option to “hide authors,” it’s important to understand that this does not make posts truly anonymous. Hiding authors simply removes visible names from the main Padlet interface. However, Padlet still tracks contributions internally.
Even when students are not logged into Padlet, the system assigns them a unique anonymous identifier (e.g., “Anonymous Hedgehog”). This means all posts from the same user during a session can be linked together, allowing patterns of contribution to be identified. If a student is logged in, their identity is tied to their posts regardless of whether author names are displayed.
This is particularly relevant when using Padlet for sensitive topics or feedback. While it can help students feel more comfortable sharing, colleagues should be aware of these limitations and communicate them clearly to students to manage expectations around privacy and data visibility. ↩︎