Redesigning the Process of Learning in a Collaborative Virtual Classroom

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21630%2F22%3A00362856" target="_blank" >RIV/68407700:21630/22:00362856 - isvavai.cz</a>

Result on the web

<a href="https://doi.org/10.21125/edulearn.2022.0901" target="_blank" >https://doi.org/10.21125/edulearn.2022.0901</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2022.0901" target="_blank" >10.21125/edulearn.2022.0901</a>

Result language

angličtina

Original language name

Redesigning the Process of Learning in a Collaborative Virtual Classroom

Original language description

Todays classrooms have gone through rapid transformation due to new technologies, which enable students to be physically in different parts of the world while collaborating in teams in virtual classrooms. To keep pace with new technologies is not just a challenge for student participants, but also for teachers. The educators’ task is to prepare a new generation of creative and innovative individuals who will meet the high demands of many industries. Student participants of the Agile Bootcamp course, which is offered by the Masaryk Institute of Advanced Studies at the Czech Technical University in Prague, used Miro and Figma for team-based collaborative learning. Working in this highly collaborative environment rests on principles which will be summarized in this article. One of the core principles of working in the collaborative virtual classroom is working together, but also individually. At first, students need to brainstorm and come up with their own ideas as a possible solution to the given problem, but later things come together, and they share their ideas and continue to develop the best ones together. At the beginning of the course, student participants receive templates in Miro and Figma for various activities in the Design Sprint. Each template has its purpose and structure, but it leaves some space around for sketches, ideas and quick iterations. Very often, it can be intimidating for students to share their ideas, if they are not completely ready to be shared. In Design Sprint, there is a time set for each activity and even if the ideas are not developed to perfection, this process teaches student participants to share these partly developed ideas. Many of them are then further developed together. Student participants learn to embrace the discomfort of turning in and sharing partially developed ideas. Doing these activities over and over (in iterations) makes student participants more skilled in requesting and responding to the feedback of their team mates. Such principles, identified based on three rounds of the Agile Bootcamp course, and experiences with conducting the course, will be described and summarized in the paper.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

EDULEARN22 Proceedings

ISBN

978-84-09-42484-9

ISSN

—

e-ISSN

2340-1117

Number of pages

4

Pages from-to

3691-3694

Publisher name

IATED Academy

Place of publication

Valencia

Event location

Palma de Mallorca

Event date

Jul 4, 2022

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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