Padlet officially approved to be used in the Faculty of Education after Privacy Impact Assessment (PIA)

All tools and technologies that are not officially supported by UBC, need to go through a Privacy Impact Assessment (PIA) process, before being implemented for teaching and learning and used by students.

Educational Technology Support (ETS) recently completed a PIA for Padlet, a real-time collaborative web platform in which users can upload, organize, and share content to virtual bulletin boards called “padlets”. At the Faculty of Education (FoE), padlets are embedded within the Canvas learning management system, allowing instructors and students to post content and respond to discussions.

What is PIA?

PIA is a risk management and compliance review process used to identify and address potential information privacy and security issues, thus avoiding costly program, service, or process redesign and minimizing exposure to potential privacy breaches. British Columbia’s Freedom of Information and Protection of Privacy Act (FIPPA) requires public bodies such as UBC to conduct a PIA for all new or substantially modified projects.

To learn more about the PIA process, visit the following article by Privacy Matters @ UBC:
Privacy Impact Assessment (PIA) at Privacy Matters @ UBC

Approval and mitigation plan

After conducting the PIA, Padlet has been officially approved to be used in the Faculty of Education following a mitigation plan to protect information and work in a safe environment. The mitigation plan includes disposing all personal information beyond the one-year mark, developing a records retention plan, discouraging registration using Google, Apple, or Microsoft credentials, using UBC password standards, and including privacy notifications.

To read the full report, click on the following link:
PIA Report – Padlet Use in FoE Courses

Get started using Padlet in your classroom

To learn more about Padlet and ways you can use it in your classroom, visit our new Padelt page on the ETS website.

Below is a Padlet from our Beyond Canvas: Collaborative Spaces workshop.

Padlet

Create a virtual classroom bulletin board and add numerous media resources with Padlet

Padlet is a real-time collaborative web platform in which users can upload, organize, and share content to virtual bulletin boards. It supports a wide variety of file types and allows you to embed content from anywhere on the web, including YouTube, Instagram, Twitter, Vimeo, and 400 other apps.

Padlet Updates

July 3, 2024

Padlet now supports auto-captioning for audio and video files. When a user uploads a video or audio file, captions will be automatically generated, improving accessibility for students and streamlining the captioning process for instructors. To enable the captions, click the cog icon on the video or audio player and select the language. The captions will be displayed at the bottom of the player. To learn more about this new feature, read Padlet’s article on auto-captioning.

What is this tool for?

Padlet is a tool used to foster engagement by creating virtual bulletin boards for displays (also known as Padlets). More than one person can contribute to a Padlet wall, making it a great tool for teamwork and group projects. Different types of multimedia can be added to Padlets, such as videos, GIF’s, audio, text, images, etc. This makes Padlet a tool where instructors and students can participate in creative activities that are more engaging and meaningful. Instructors can share Padlets via links or QR codes and these can be easily accessed on computers and laptops, Chromebooks, iPads, or smartphones.

Padlet also offers different options for privacy and security, allowing Padlets to be public, secret, password-protected, or totally private.

Highlights

- Easy and intuitive
- Simple link sharing allows quick collaboration
- Sign up not required
- Objects Privacy and security options

How do I get started?

How to start using Padlet (click to expand)

To start using Padlet, simply visit www.padlet.com and signup for an account. You can either use Padlet in your browser or download it as an application (Windows and Mac).

For more details about first steps see the section below (additional resources).

Additional Resources

Notice

As established by the Privacy Impact Assessment (PIA) for Padlet, make sure you always include the notice below. For more information about the PIA read the following article: Padlet officially approved to be used in the Faculty of Education after Privacy Impact Assessment (PIA)

Note about Privacy

Your personal information is collected under the authority of section 26(c) of the Freedom of Information and Protection of Privacy Act (FIPPA). This information will be used for the purpose of enabling your participation in UBC courses and evaluating your participation. Questions about the collection of this information may be directed to lddi.educ@ubc.ca.

Similar Tools

Etherpad – a simple to use, “multiplayer” text editor which supports synchronous document editing and collaboration.
Mind Mapping Tools – visual diagrams used to organize information

Support Available

Support for this tool is provided by LDDI.

Eduardo Rebagliati

Learning Technology Specialist
eduardo.reba@ubc.ca | 604.827.0489

What are your main “big picture” responsibilities at LDDI?

I identify, analyze, and coordinate educational technology initiatives with various stakeholders to maximize affordances in learning experiences. I am responsible for envisioning solutions that improve usability, accessibility, interoperability and service sustainability.

What are some of your specific, hands-on, day-to-day tasks at LDDI?

I do privacy impact assessments of digital tools, manage educational technology initiatives, produce multimedia objects for projects developed at LDDI, do updates and maintenance of the LDDI website, and assist in the development of credit and non-credit courses in Canvas.

Who do you primarily work with (faculty, staff, other.)

I work closely with other members of LDDI, and with educational stakeholders including faculty, program leaders, researchers, support staff and students.

How does your work help support the LDDI office, and the Faculty of Education as a whole?

My work ensures that technologies appropriately, effectively, consistently and sustainably support the educational objectives in various programs across the Faculty of Education.

What are some major projects you are currently involved in? Are there any previous projects you would like to mention?

I am currently involved in developing faculty projects with the Emerging Media Lab, performing a Privacy Impact Assessment of tools that are used or will be used in the Faculty of Education, and supporting the development of non-credit courses.

What are your specific areas of interest in the field of educational technology or beyond? How is your work at LDDI contributing or playing into those areas of interest?

I am interested in discovering the unique affordances that technology brings to learning environments to create experiences that are more meaningful, efficient, engaging, and student-centred. Working at LDDI allows me to explore, learn, and stay up to date with educational technologies while being mindful of common issues around accessibility, usability, and privacy.

Credentials:

2022 Master of Educational Technology, The University of British Columbia
2012 Bachelor of Fine Arts (Hons. Music), York University
2012 Cross-Disciplinary Media Certification, York University

H5P Symposium

H5P is an open-source technology that enables users to create interactive and engaging online content. H5P makes it possible to integrate interactive pedagogical elements into static course content, webpages, or open educational resources. H5P applications include formative quizzes, timelines, slide decks, flashcards, images with clickable hotspots, and interactive videos. In this multi-day H5P symposium, we will introduce you to H5P, demonstrate its strengths and limitations, and highlight successful examples of implementation and course integration for various content types (e.g. multiple choice question sets, auto-graded essays, drag and drop, and interactive videos). We will also offer studio time with the support of experienced content creators to introduce you to the authoring platform and help you brainstorm how it could be used in your context.

Facilitators: Parm Gill + CTLC

Gabrielle Coombs

Learning Designer
gabrielle.coombs@ubc.ca | 604.822.6333

Main “Big Picture” Responsibilities at LDDI

The biggest part of my role at LDDI is learning design. I work extensively within the Early Childhood program, the MEd in Literacy Education program, French immersion cohorts and other courses within the faculty. This work requires deep thinking about assessment, content delivery and learning technologies, and how to ensure these aspects of learning experiences are equitable, inclusive and push to de-colonize education.

I collaborate with my other LDDI colleagues on projects, workshops and learning design work. I also engage with the broader UBC community, having collaborated with the Emerging Media Lab on the AAC Simulator project, and being part of the 2024 Universal Design for Learning (UDL) Fellows program alongside Dr. Laurie Ford for the Early Childhood Program. I also co-chair the Faculty of Education’s Accessibility Working Group with Dr. Surita Jhangiani.

Day-to-Day Tasks at LDDI

My day-to-day work involves collaborating with faculty in the design of courses, pushing for accessible design that meets the needs of all learners. This involves learner-centered approaches, and engaging, intuitive designs for online learning. I also answer queries from instructors about Canvas, learning technologies and accessibility issues.

Specific areas of interest in the field of Educational Technology

I am deeply passionate about accessibility particularly for learners with disabilities, and for learners from diverse linguistic backgrounds. My previous experience as an EAL teacher, and working within the disability sector, has made me particularly passionate about ensuring equity and functionality of access for all learners. My focus on UDL’s guiding principles, and experience with teaching learners of diverse abilities, language levels and walks of life, have had a huge impact on how I approach my work at LDDI.

Credentials

2021 Graduate Certificate in Learning Design – University of Technology, Sydney, Australia
2020 Graduate Certificate in Education and Digital Learning – University of Technology, Sydney, Australia
2016 Certificate in Teaching English to Speakers of Other Languages (CELTA) – UTS Insearch, Sydney, Australia
2016 Double Bachelor of Arts in Communications and International Studies – University of Technology, Sydney, Australia

Learning Design Primer

Elements of Design

At LDDI, we move beyond the course content “putting things online,” and focus on how students best learn. While we cannot design learning itself, we can design FOR learning. This series of resources provide guidance on major elements of designing for learning, including writing learning outcomes, constructive alignment and designing assessments, formative activities and learning materials. We strive to work with instructors and create engaging learning experiences for the students while they connect with the course content.

Design Frameworks

Models of Instructional / Learning / Educational design can guide the work involved in creating great learning experiences. At LDDI, we use an expanded version of the ADDIE model, which includes the basic aspects of Backwards Design.

Course Modalities

Courses can be offered in many different ways, on a spectrum from face-to-face to blended to fully online, with a variety of tools and teaching strategies used to support each learning experience.

Canvas: Evaluation and SpeedGrader

Learn how to grade and give feedback in Canvas. This one-hour workshop is interactive and requires pre-registration so we can prepare your activities. It is intended for instructors currently teaching using Canvas.

Using a time-saving tool called SpeedGrader, you can give students enhanced feedback using document annotation, media comments, and rubrics. This workshop will give you hands-on experience in using it to the benefit of you and your students.

Facilitators: Gabrielle Coombs + Hazel Chongoti

Preparing your Canvas course

If you have taught this course before? Copy your Canvas course from a previous term.

If you have not set up your course in Canvas before, use the ETS Starter Template. Our ETS Starter shell helps to create a uniform learning experience for students. Watch the video to learn more about our template.

Elements of the starter course can be tailored to specific course needs while maintaining continuity and preserving a more continuous learning experience for students. It helps you create a format in Canvas that is consistent from the beginning to the end of the course. It guides you in structuring the modules and designing pages that are intuitive and easy to navigate. It lays out the key pieces that you should consider including in your assignments. Email us and we will enable the template in your course.

As you set up your course also make sure to:

ETS Canvas Showcase

Our ETS Showcase is an excellent resource providing options for multimedia use, alternative assessment options, and content delivery strategies.Thinking about why, how, and what tools you might use to support this are great starting questions to consider.

Asynchronous Activities

Whether planning a blended course or preparing for your course to go online for a week, come explore engaging asynchronous activities that can give your students new ways to interact with each other and course content. This workshop will explore theories of blended practice and introduce you to a series of asynchronous activities and how to personalize these for your course. Come share your ideas!

Facilitators: Yvonne Dawydiak + Simone Hausknecht

Videos in Canvas

Using video in your courses can have positive benefits to student learning, and Canvas supports videos in multiple ways. This workshop will review various ways to make and use videos, including:

- Creation of videos, such as lecture videos, using UBC-supported tools like Camtasia and Kaltura Capture
- Using video feedback in Canvas to help provide positive encouragement to students
- Uploading your videos to Kaltura, a UBC video platform which gives you full control over sharing and access.
- Making your videos accessible using automated captions.
- Sharing of resources for learning how to make great videos.

Facilitators: Ian Linkletter + Ka-Yee Chu