Redesigning the Process of Learning in a Collaborative Virtual Classroom
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Redesigning the Process of Learning in a Collaborative Virtual Classroom
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Redesigning the Process of Learning in a Collaborative Virtual Classroom
Popis výsledku anglicky
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.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
EDULEARN22 Proceedings
ISBN
978-84-09-42484-9
ISSN
—
e-ISSN
2340-1117
Počet stran výsledku
4
Strana od-do
3691-3694
Název nakladatele
IATED Academy
Místo vydání
Valencia
Místo konání akce
Palma de Mallorca
Datum konání akce
4. 7. 2022
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
—