Indeed an institutional LMS is safe since password security is handled by moodle administration team, who take the responsibility of implementing measures such as encrypted password, storage and regular security measures. However, there cost implications of technical installation.
Yes in my case for collaborative tool, I used WhatsApp. It provides immediate peer to peer and instructor communication. Instructor can instantly respond to a question, which doesnât help individual but all the students in the WhatsApp group. Since it is familiar to students, thatâs where they can freely express themselves and be motivated to share their thoughts without fear of being judged. Even introverted students overcome the barrier of social live interaction. Students can participate in class-wide discussions. Students have no option but to be initiative an group chats promote shared learning, foster peer support and reduces the need to repeat instructions individually.
Bula Everyone,
In my equipment safety lesson, I used Google Classroom as the Learning Management System (LMS) and WhatsApp as a collaborative tool. Both were selected with the SECTIONS model in mindâparticularly focusing on Ease of Use and Interaction, which are vital for student engagement in the Pacific TVET context.
Google Classroom provided a simple, structured platform where students could easily access lesson materials, complete tasks, and submit their assignments. The interface is user-friendly, and most students were already familiar with it, which minimized the learning curve. This addressed the Ease of Use criterion effectively, allowing more time for learning and less for troubleshooting.
On the other hand, WhatsApp encouraged real-time communication and collaboration. Students were able to ask questions, share ideas, and even send images of their practical work during and after class hours. This greatly enhanced Interaction, helping to build a supportive learning environment, especially for students who might be hesitant to speak up in class.
Overall, these tools helped keep learners connected, engaged, and actively involved in the lessonâwhether they were in class or learning remotely. Looking ahead, I plan to explore more offline-capable tools and encourage students to work in small groups using these platforms to deepen collaboration and critical thinking.
Bula From Fiji,
In my equipment safety lesson for Year 12 Home Economics, I used Google Classroom as the LMS and WhatsApp as the collaborative tool. These platforms worked well together to support student engagement, especially when viewed through the lens of the SECTIONS model.
Ease of Use was a major factor in my selection. Most students are already comfortable with both Google Classroom and WhatsApp, so there was minimal learning curve. This allowed us to focus more on the contentâlike the safe use of kitchen toolsârather than spending time figuring out how to use the technology.
Interaction was equally important. Google Classroom helped structure the lesson with uploaded slides, safety checklists, and video resources. WhatsApp enabled quick, real-time discussions and reminders, making it easier for students to ask questions and clarify doubts outside of classroom hours. For example, students shared photos of how they arranged equipment at home based on what they learned, and peers offered feedback in the group chat.
Together, these tools created an engaging and interactive learning environment that supported both independent learning and collaboration, which are key to making safety lessons relevant and practical.
Thanks so much, everyone, for sharing your reflections! Letâs keep sharing more about whatâs worked well (and whatâs been challenging!) so we can all learn from each otherâs experiences and keep improving our practice. Well done!
There are lots of LMS and collaborative tools which we can use follwoing SECTION criteria in our classroom easily such as Google Classroom, Padlet, Google docs, Google slides etc.