![]() Since Fall 2020, Miro was adopted for teaching in Fall 2020 and Spring 2021 courses, including a graduate course, ARC 699 - Directed Research (Pre-Thesis), and an upper-level undergraduate studio - SLICES: Structural Foam + Robotic Stereotomy (Architecture Design - ARC 407/509/510/609). After requesting a free educational license, and working with Academic Technologies’ Roberto Gonzalez to implement, Miro was adopted to support these activities for remote and hybrid classes. A digital whiteboard was necessary to support typical visual communication and learning experiences in architecture including the sharing of drafts in weekly-pin-up sessions, providing handwritten feedback, and presenting progress at midterm, and final reviews. Denis Hector, Associate Professor at the School of Architecture to narrow down a collaborative digital whiteboard that can support courses and research projects at the School of Architecture. In Summer 2020, Professor Lamere collaborated with Dr. ![]() ![]() Joel Lamere, Assistant Professor at the School of Architecture Utilize collaborative concept mapping by using the tool to work as a group on a sense-making activity after brainstorming has been completed.Ĭreate a space for sharing or checking in, allowing participants to flexibly insert text and various objects (e.g., shapes, pictures) for generative or engaging activities (e.g., for lower elementary grades, students can move their names above different feeling words or images as a quick temperature-check before starting a lesson).Use of Miro in ARC 699 - Directed Research Miro Use collaborative graphic organizers in which participants can add their thoughts to different pre-populated virtual posters or templates (e.g., KWL or RAND chart). Sharing a topic or content analysis can also help other participants fill gaps in understanding. You can also take this one step further by circling and naming each group to further highlight themes from the brainstorming session.īuild action steps by taking common themes, areas of need, and/or interests and start putting those ideas into action based on a shared understanding and buy-in.ĭo a gallery walk where participants first answer a question individually and then take time to read others’ ideas and pull out themes, ask questions, or have the opportunity to add more context to help clarify what they shared. The act of “bucketing” virtually can be done by moving around the sticky notes to bring common themes together. Star favorites to agree with, second, and support other participants’ ideas - much like you would do during an in-person gallery walk.īucket ideas based on topic, commonalities, and more. This list is not all-inclusive, but rather a sampling of the engaging and effective ways virtual collaboration can be done using one of the tools mentioned above.īrainstorm and share ideas by having participants fill in various sticky notes (you can even color-code these notes by a participant and include multiple virtual “posters”). To simulate an in-person collaborative session using sticky notes, it is important to think about the variety of activities that can be done to ensure active sharing, understanding, connecting, and application. Miro also offers education options that are free. Miro: A more complex tool for organizing and connecting thoughts includes lite, free version with limitations. Padlet: Simple, easy-to-organize space though limited to three boards for free users Google Hangouts: Built-in whiteboard feature for video meetings Zoom: Built-in annotations for video meetings Explore the programs below to discover more and identify which would work best for collaboration in your classroom, grade-level team meeting, or system-level discussion.Īlternative Digital Collaboration Tools to Jamboard However, other programs have also developed engaging functionalities that enable non-Google users to collaborate digitally. Google Jamboard has risen to the top for many people because of its price (free with a Google for Education or regular Google account), and because it can be accessed anytime and anywhere on the web. There are many virtual strategies and tools to create the same type of sticky-note experience to reach these same goals in a remote environment. ![]() So, what do we do in the virtual world when in-person sticky-note activities aren’t possible? This has been a favored item for classrooms and offices alike because it enables children and adults to uncover ideas in a collaborative, generative, and engaging manner. When thinking about ways to collaboratively share ideas, build alignment, and push thinking, we often naturally jump to the age-old sticky note. Virtual Learning Academy Charter School (VLACS).How can I support quality remote and hybrid learning?.What are the conditions needed for success?.What can teaching and learning practice look like?.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |