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Workshop write up<\/h2>\n
You can watch a recording of the session on Panopto<\/a>.<\/p>\n Dr Jessica Francombe-Webb started the session by introducing one of the many research themes being developed by colleagues in the Physical Cultural Studies research group in the Department for Health: Slow<\/em> Leisure and Slow<\/em> Tourism. The philosophies of the \u2018Slow<\/em> movement\u2019 (see Hartman and Darab 2012; Silk et al 2014) look to transgress and transform fast-paced living in order to embrace complexity, nuance and develop more holistic forms of engagement (with culture, sport, exercise etc.). \u00a0Building from this research agenda, it seemed logical to applying these slow<\/em> philosophies to pedagogical approaches.<\/p>\n A slow<\/em> pedagogy aims to create learning spaces and opportunities that provide students with time to read, think, step back and reflect on knowledge in order to contextualise it according to a broad range of important social issues: a shift towards holistic, relational teaching. By\u00a0taking the time to reflect on knowledge students can develop their understanding by joining up years of experience, teaching content, literature and teachers can facilitate their learning by asking questions such\u00a0as: how could you use this knowledge?<\/em>;\u00a0what does this knowledge mean to you\/the profession\/the field?<\/em>; and\u00a0how can you apply this knowledge?<\/em>\u00a0\u00a0This is where online multimedia message walls come in: they allow a place to collate content and provide students with the space to critically engage with learning materials and peers\u2019 ideas.<\/p>\n As part of one of Jess\u2019 final year taught modules, she encourages students to communicate and ask questions through a Padlet board that is embedded into the Moodle page. \u00a0This board acts as a repository of information including,\u00a0links to articles, resources the students have read and downloaded, cultural artefacts the students have found, and ideas the students have. Jess moderates these multimedia message walls by moving content so that themes are created and students\u2019 ideas around similar topics\/concepts are collated, which can take some time. \u00a0However time is also saved by being able to provide feedback to all students at once rather than having to send and reply to individual emails.<\/p>\n During the workshop, Jess made it clear that the use of multimedia walls will depend, in part, on the pedagogic issue that is being overcome or contended with. For instance, this\u00a0final year module\u00a0is focused on advancing students\u2019 understanding of complex concepts and their ability to apply and reflect on their own and others\u2019 work\/experiences. As such there is some peer assisted learning. However, students in\u00a0earlier\u00a0years of their degree programme\u00a0are more reluctant to comment and analyse\u00a0their coursemates' ideas and as such the Padlet is used more as a point of contact and a site for ongoing formative feedback throughout the semester.<\/p>\n While the use of these boards is not assessed in Jess\u2019 classes, she does expect final year submissions to contain reflections on the comments which are posted and articulation of how other people\u2019s thoughts have shaped their own views. \u00a0Student feedback is\u00a0generally positive<\/a> with comments on how much they have enjoyed watching others develop on their ideas, however there are some concerns that those who are engaging are providing a significant advantage to those who do not fully engage.<\/p>\n The second half of the workshop involved participants engaging with Padlet and other online multimedia walls (e.g., LinoIt) in order to experience these digital platforms for themselves, share their thoughts (both positive and negative) and receive support from e-learning officer Geraldine Jones. A LinoIt board was set up specifically for the session<\/a> which participants have commented on before, during and after the workshop.<\/p>\n <\/p>\n Have a browse of the LinoIt board created during the event<\/a>, or the Padlet created by students<\/a> on their thoughts of multimedia message walls.<\/p>\n![\"LinoIt](\"http:\/\/blogs.bath.ac.uk\/litebox\/wp-content\/uploads\/sites\/88\/2015\/10\/linoit.png\")
![\"An](\"http:\/\/blogs.bath.ac.uk\/litebox\/wp-content\/uploads\/sites\/88\/2015\/11\/embedded-in-Moodle.jpg\")
![\"For](\"http:\/\/blogs.bath.ac.uk\/litebox\/wp-content\/uploads\/sites\/88\/2015\/11\/lino1.jpg\")
![\"For](\"http:\/\/blogs.bath.ac.uk\/litebox\/wp-content\/uploads\/sites\/88\/2015\/11\/padlet11.jpg\")
![\"1.](\"http:\/\/blogs.bath.ac.uk\/litebox\/wp-content\/uploads\/sites\/88\/2015\/11\/step2.jpg\")
![\"padleyvslinoit\"](\"http:\/\/blogs.bath.ac.uk\/litebox\/wp-content\/uploads\/sites\/88\/2015\/11\/padleyvslinoit.png\")