Starting point for Digital Learning in Collaborative Courses
Reflect with all co-teachers:
- Which learning environments work best for all universities involved?
- How can I minimise data privacy risks?
- Are the environments suitable to achieve the learning outcomes?
- How to make the onboard the diverse group of students into the chosen platforms and tools mix?
- What will be the course policy on AI usage in assignments and assessment? How will the students be communicated?
Prefer services that are supported/provided/security checked by one of the universities involved.
- Remember to check how does the service work with guest users, i.e. users from other universities.
Avoid "free services" or at least don’t make their usage compulsory
- Free services can create data privacy risks if student data is provided and handled by third parties for various purposes that have not been checked and approved by any of the partner universities.
If lecture recordings are necessary, plan your sessions to avoid that
student data will be stored needlessly (interaction in breakout
rooms, don’t save chat, etc).
Encourage students to engage with new technology – Technical skills are transversal
Unite! Metacampus
Unite! also has its own Moodle-based learning management system that offers easy login to all users who own credentials in any of the 9 partner universities. For this reason, Unite! Metacampus is an excellent platform for running Collaborative Courses.
Do you want to learn how to use Metacampus? Enrol to the How to use Metacampus self-study course
Do you want to request a course workspace or a new feature on Metacampus?
Is Metacampus the right platform for your course?
Background
Online and hybrid? Learning is enabled by a set of learning environments including not only tools and platforms but also their contents , all orchestrated by the educators . Digital education encompasses a range of technologies and teaching approaches, with a specific focus on online learning, distance education, and blended learning (Røe et al., 2021) as well as collaborative courses . The selection of these components is crucial for the success of learning of learners participating in the events. In this chapter, we share a map of selected digital learning environments and discuss their pros and cons in different learning contexts. We also share testimonials from students and educators on how they see the environments support various learning activities. Educators and educational leaders can thus be better informed and prepared when designing their courses’ programs and other learning facilities. Students benefit from this map, they can use it to give their educators tips on improving courses, and also learn how to learn with the help of various learning environments.
Digital tools are increasingly popular among students and teachers as they enable quicker learning and make students responsible for their learning . The Pandemic period made the tools familiar to students and teachers and online teaching and learning was a kind of compulsory way . Nowadays, students prefer a hybrid mode of TLAs . Students benefit more from their higher education when a higher level of educational technology is integrated into their learning experience (Neves & Hewitt, 2020). They appreciate digital activating tools used in class. They feel beneficiary of them. On the other hand, too many activities may be boring for students, even distractive. The digital tools should be presented to teachers along with instructions.
The COVID-19 pandemic forced a sudden transition to online teaching for university instructors, impacting over 1.5 billion students globally (UNESCO, 2021). While there was an initial eagerness to adapt, over a year into the pandemic, many educators have expressed frustration. For example, a UK survey showed that higher education teachers saw their teaching had become mainly focused on technical tasks, leading to a more transmission-oriented pedagogical role (Watermeyer et al., 2020). However, the pandemic has democratized online learning platforms and tools - especially in education a lot of tools have emerged since . For teachers, it is easy to get lost because there are a lot of choices. Using digital tools is important to motivate and diversify pedagogical activities ( Røe et al., 2021) . Digital learning technologies are poised to revolutionize higher education. The European Commission's 2021-2027 Digital Education Action Plan (European Commission, 2021) emphasizes the need for more personalized, flexible, and student-centered teaching through digital education. However, this shift places considerable demands on university educators, who have traditionally faced challenges in adapting to technology (Børte et al., 2020). Implementing digital technologies at their best can be extremely demanding for university teachers. To help do so, we present 16 of the most popular online tools for education to help you choose and use digital to facilitate students' learning.
Since the 2020 pandemic, tools for online learning have developed at a pretty fast pace as most of the world had to adjust to the unusual circumstances where teaching and learning were inaccessible in classes. Every school and university had to elaborate their way and vision for managing teaching and learning environments (Neves & Hewitt, 2020). As a result, a lot of great tools were created and launched. Now, the main question is how we continue using these tools and methods, developed due to the pandemic, to our best advantage in educational practices and not discard all these achievements coming back to class . We are sure that tools for digital education are promising and can enrich TLAs with additional activating components . Online tools can increase the accessibility of learning and provide opportunities for participants, in such activities as collaborative courses, to experience information sharing.
Online education provides many benefits to young learners. It facilitates the implementation of collaborative courses. Nowadays, classroom-only learning is no longer accepted by younger generations. Nevertheless, there are also many negative implications of online education e.g. (answers from the survey: lots of different tools and platforms used by teachers - it can be confusing). That is why we want to prepare a map of digital learning environments and simple start instructions on how to use them.
Pros and cons of online teaching and modern learning methods
In a survey addressed to students of various universities of the Unite! network. questions were formulated regarding the biggest problems they encountered during e-learning/remote classes/using modern methods and regarding the best examples and practices they witnessed during this type of classes.
When it comes to the biggest problems , students draw attention to many issues. The first is the use of many different tools , which means that students are not able to get to know all of them properly. The following statement proves this: Lots of different tools and platforms used by teachers - it can be confusing. Reluctance of instructors to use this form of teaching. This often made the classes boring and I found it difficult to concentrate on them. Another issue they raised are problems related to internet connection , both on the teacher's side and on the students' side. Students wrote that they were a problem: Connection to the internet in a train, internet connection & human connection (it's hard to make friends over zoom chat). Internet connection, not sharing the screen.
Another group of problems that students drew attention to are video problems. First of all, they complained about sometimes too long recordings during which they could not ask questions. In their opinion, video as a form of communication with students is very welcome, but they should be short , not long videos. This is evidenced by the following statements: Lack of attention during long videos and that it’s not possible to ask questions easily. It's hard to try to stay engaged. Students also complained about the frequent inability to record parts of classes in order to review the material before exams: Teachers weren't willing to record themselves.
Students also pointed out that some elements of classes should not be performed using remote learning tools and not everything can be learned in this way. They indicate as a problem the use of remote tools to learn practical skills, which in their opinion should not happen: During the pandemic period we had laboratories in a remote form but it didn't let practice e. g. how to construct a system to synthesis or what can go wrong during the experiment . However, they pointed out that the tools developed during the pandemic should continue to be used and developed and not doing so is a big mistake: All of the improvements that were made during the pandemic were gotten rid of when the pandemic ended.
Among the best practices used by the instructors, attention was paid to the use of video in various forms during classes, both YouTube videos and videos produced directly by universities using their IT infrastructure. Attention was paid to ensure that such videos were compressed as much as possible and were made available to students also outside classes: Videos provided by the University. Videos with changing speed options for the lecture and live feedback/question sessions. Short, 5-20 minute videos about lecture topics instead of regular lectures. The same amount of information in a well packaged, easy to learn and understand format and it even takes less time and is easy to rewatch . As can be seen from the quote above, attention was paid to the possibility of using tools to ask questions and provide feedback . Another statement noted that short quizzes can complement this type of video recordings: Instead of long recorded lectures, using shorter youtube-like videos discussing and explaining the relevant topics combined with short quizzes about the content.
Another group of practices that students praised was the use of tools to carry out common tasks and interaction during the work of small groups of students during classes. It is a good alternative to classes conducted in the form of a traditional lecture: I liked it when we had small group interactions sometimes instead of a lesson. And I liked it when we went over the last lesson in the next lesson to remember it better. Students also drew attention to the possibility of using a tool such as Discord during classes: In the remote English classes, the teacher led the classes via Discord with discussions on various topics. In addition, he introduced games such as punches and Among Us. In this way, we learned English and at the same time the classes were interesting.
To sum up, the survey shows that there is wide variation among students in terms of the tools they would like to use while learning
Digital learning environments and simple start instructions
This section contains a short description of the learning tools that were most often indicated by the surveyed students was prepared. The description includes the advantages and disadvantages of the tools, main features and applications, and student quotes about them.
Quizizz
|
|
|
Description: Quizizz is a Learning platform that offers multiple tools to make a classroom engaging. You can create lessons, conduct formative assessments and assign homework. Main functions: Instructor paced Lessons and Quizzes. |
|
Testimonials / quotes from interviews: “Very good application, but more fun focused.”, “Nice to use during classroom sessions.” |
|
Size of the group: <30 people ( free version). Bigger groups ( premium version) |
|
Advantages: Students progress at their own pace and you see a leaderboard and live results for each question or lesson. |
|
Disadvantages: Every student must have the Internet in the classroom. Different pace of every student. |
|
Application in Collaborative Courses:You can utilize Quizizz in collaborative courses by creating interactive quizzes that encourage teamwork and group participation, by using: Team Mode, Discussion Rounds, Leaderboards, Customization, Review Sessions, Peer Learning, Project Integration, Feedback and Reflections. |
|
Link: https://quizizz.com/ |
Zoom
|
|
|
Description: a communications platform that allows users to connect with video, audio, phone, and chat. Zoom requires at least an internet connection and a headset. Main functions: creating and scheduling meeting including Importing meeting registrants by CSV upload and Scheduling a recurring meeting, participating in Meetings |
|
Testimonials / quotes from interviews: “Zoom is more convenient as a standalone app.”, “Really liked it. It wasn't overcomplicated with some groups and stuff, just a very simple tool for video conference, easy to share screen, easy whiteboard to use. Whenever we had to do something in groups, the group video rooms were easily created. That was my favourite app to use during remote school and my favourite tool to use when I was tutoring my cousins or doing some uni project with friends.”, “More complex than google meets. I have never had any issues.”, “Almost all of my lectures during pandemy were on zoom. I had to use it but I didn't really like it.”, “Ok for e-learning streams but "Teams" is better if the streams are cyclic.” |
|
Size of the group 100 (free version) up to 1000 (add-ons) |
|
Advantages: operating at macOS, Windows, Linux, Android, available in 16 languages, easy to install and use |
|
Disadvantages: files sent via zoom are available only during the meeting unless they are downloaded. |
|
Application in Collaborative Courses: Here's how you can leverage Zoom for collaborative courses:Virtual Meetings, Breakout Rooms, Screen Sharing, Interactive Whiteboard, Polls and Surveys, Recording Sessions, Guers Speakers and Experts, Document Sharing, Virtual Office Hours, Integration with other tools. |
|
Link: https://explore.zoom.us/en/services-description/ |
Microsoft Teams
|
|
|
Description: The Teams service enables instant messaging, audio and video calling, rich online meetings, mobile experiences, and extensive web conferencing capabilities Main functions: Recording meetings and group calls |
|
Testimonials / quotes from interviews: “I used teams all the time in high school. Very cool. Very easy to use.”, “It was annoying at first. It often has connection issues, works slowly and it's overcomplicated. I don't like the interface and have had problems with notifications many times. What I also don't like is the video conference view - when there are more than two people on the call it's difficult to make the view look the way you want it to. I was happy that most of my teachers didn't use it”, “Better than zoom. I have used it in e-classes only.” |
|
Size of the group: <100 people ( free version). <300 people ( premium version) |
|
Advantages: Integration with another Microsoft 365 Tools |
|
Disadvantages: Limited flexibility |
|
Application in Collaborative Courses: Microsoft Teams is a versatile platform that can be effectively utilized for collaborative courses by: Creation of Teams and Channels, Real-time Communication, File Sharing and Collaboration, Announcements, Assignments and Grading Organization, Integration with Education Apps, Collaborative Note-taking, Polls and Surveys, Guest Access, Recording Sessions, Discussion Boards, Analytics and Insights Usage, Security and Privacy protection; By effectively leveraging Microsoft Teams, educators can create a dynamic and engaging learning environment that supports collaborative courses, both in physical and virtual settings. |
|
Link: https://www.microsoft.com/pl-pl/microsoft-teams/log-in |
Moodle (see also Unite! Metacampus)
|
|
Description: Moodle is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalized learning environments Main functions: Course overview dashboard. Course calendar. File storage and sharing. Course forums. Grades and feedback. Personalised learning paths |
|
Testimonials / quotes from interviews: “Heavily used by many professors. Some used it to its full potential, some just as a place to share files. Can be really beneficial.”, “Good backbone as a learning management platform.”, “It is good for uploading tasks and remote exams but it lacks mobile compatibility.”, “Mostly not working. I don't like it, especially when I have to use it.” |
|
Size of the group: small and large groups (free version) |
|
Advantages: open source, free, supported by a global community |
|
Disadvantages: you need some technical skills, not user friendly |
|
Application in Collaborative Courses: Discussion Forums, Group Assignments, Wiki Activities, Database Activity, Workshop Module, Collaborative Quizzez, Glossary Building, Peer Evaluation, Feedback and Surveys |
|
Link: https://moodle.org/ |
Discord
|
|
|
Description: Discord is a voice, video and text communication service Main functions: share voice, video, and text chat |
|
Testimonials / quotes from interviews: “Classic. I use it on daily basis.”, “Better teams without Microsoft, but rarely used, because of smaller attention to video and cameras, and also possibly because of a different managing solution”, “I am using it for everything else than learning.”, “As uni class we have our own channel there, working well.” |
|
Size of the group: small and large groups (free version) |
|
Advantages: free to use, suitable for large and small groups, intuitive |
|
Disadvantages: notification system, limited chanell library, recording |
|
Application in Collaborative Courses:Here are some ideas on how to make the most of Discord for educational purposes: Create Dedicated Channels,Lecture and Q&A Sessions,Text Channels for Discussions,Announcements,Collaborative Projects, Assignments and Homework, Scheduling events,Private Messaging,Bot Integration, Guest Speakers and Experts, Student Moderators, Code Sharing, Resource Repository, Gamification, Rules and Guidelines, Feedback Channels |
|
Link: https://discord.com/ |
YouTube tutorials
|
|
|
Description: Videos on youtube platform with educational purpose. Main functions:Video hosting and sharing Content discovery through subscriptions and recommendations User engagement through comments, likes, and shares |
|
Testimonials / quotes from interviews: “Having a YT account is always a nice bonus for the students.”, “A place with a ton of learning resources. Not used by uni.”, “Good for watching tutorials. I like it.”, “I wish there were no ads for free, like in the good old days. Still it's one of my favourite places on the internet and I often looked for some learning videos on the topics I didn't understand.”, “I used it every day to listen to music, for entertainment, studying.” |
|
Size of the group: small and large groups |
|
Advantages: Readily available, high comfort of usage, a good way to understand a hard topic, having the ability to rewind convoluted parts |
|
Disadvantages: There’s most likely a video covering the topic you want to upload to YT, no cons from student perspective |
|
Application in Collaborative Courses: Playlist for course content, video discussions, collaborative video projects, annotations and captions, live streaming for lectures, collaborative channel creation, video analysis assignments, youtube community tab, interactive video quizzes, collaborative playlists, feedback and reflection videos |
|
Link: https://www.youtube.com/ |
Kahoot
|
|
|
Description: An application used for interactive quizzes in real time with one winner at the end. Main functions: Seamlessly engage audiences across hybrid workspaces through live online polling, surveys, Q&As, quizzes, word clouds, and more. |
|
Testimonials / quotes from interviews: “Kahoot in my opinion is not a very viable tool for usage during lessons”, “Terrible. Only wasting time. I hate to compete.”, “I used it in high school. Not my cup of tea.”, “Gamification of quizzes. Very interesting but i don't see a way to use it at university level of classes”, “Fun way to check knowledge”, “Very fun to play games with people and friends.” |
|
Size of the group: small groups |
|
Advantages: Easy to set up, can be done relatively quickly, can check the knowledge level |
|
Disadvantages: Good internet connection needed; very hard to pull of with many participants , not a good educational app; it has uses in free time, having one winner can be demoralizing, no grand scoretable |
|
Application in Collaborative Courses: Team Kahoot, Discussion Rounds, Peer-Generated Kahoots, Review Sessions, Collaborative Challenges, Integration with Course Content, Real-Time feedback, In-class competitions, Discussion Board Integration |
|
Link: https://kahoot.it/ |
Duolingo
|
|
|
Description: Language app with plethora of languages to choose from, has a paid version with small benefits, can be fully used for free. Main functions:Language lessons through gamified activities Vocabulary building through repetition Speaking and listening exercises |
|
Testimonials / quotes from interviews: “A very good tool for private learning by yourself. I cannot see the usage in academic fields.” |
|
Size of the group: small groups |
|
Advantages: A good tool for learning language on your own, personalized experience |
|
Disadvantages: Has big drawbacks in terms of ability to skip some content and get into parts you are interested in, but for that there are other apps. There’s no possibility of checking someone's progress directly and quantitatively. |
|
Application in Collaborative Courses: Group Challenges, Leaderboards and competition, Interactive Challenges, Discussion Forms |
|
Link: https://www.duolingo.com/ |
Google Classroom
|
|
|
Description: Google Classroom is a free web-based learning platform developed by Google, where teachers can run a class online, create curriculums, and share assignments with students in a paperless way Main functions: Create and manage classes, assignments, and grades online without paper. Add materials to your assignments, such as YouTube videos, a Google Forms survey, and other items from Google Drive. Give direct, real-time feedback. |
|
Testimonials / quotes from interviews: “In my experience a very comfortable to use app, learning Japanese during covid with Dr Ota using Google Classroom left me speechless on how one could pull off such a good lesson flow, without any real time video or sound connection.” |
|
Size of the group: small and large groups |
|
Advantages: Very clean interface, good posts interface, can be fused with other google apps, for example for tests and quizzes |
|
Disadvantages: No calling options |
|
Application in Collaborative Courses:Assign Collaborative Projects, Discussion Threads, Shared Google Docs, Google Meet Integration, Group Assignments and Grading, Calendar for Schedule Coordination, Integration with Google Drive |
|
Link: https://classroom.google.com |
ChatGPT
|
|
|
Description: An AI powered language model, which is basically a chatbot with vast knowledge on most topics, without any specialist grade knowledge. Main functions:Natural language conversation Text generation for a variety of purposes Language understanding and contextual responses |
|
Testimonials / quotes from interviews: “ChatGPT is a groundbreaking tool that can be used alongside other educational paths of learning, it’s mostly reliable when it comes to available knowledge, and can help with getting the idea about some harder to understand concepts. It can provide some base materials for projects, like some code examples, to help with a problem. Students need to use it with a lot of critical thinking, so that they avoid misusing this tool.”, “Using for studying, for making reports, etc”, “Always fact-check, please don't generate tests in it.”, “Helpful for doing boring simple tasks with text.”, “Pretty good. Speeds up the most common tasks, but can give false information.”, “You have to know what you are looking for and have the knowledge to assess whether the given information is correct or not.”, “All the times I used it, it wasn't able to really solve my problems. (Used it to help with writing some MATLAB code).” |
|
Size of the group: small and large groups |
|
Advantages: 3.5 ver is free, it’s an amazing tool for breaching the knowledge barrier when confronting a new subject, has info about topics that are hard to find on the internet, can be used for text formatting and editing, it’s a good tool for learning basics of topics |
|
Disadvantages: it always delivers answers with full confidence, even when providing wrong data, or informations it pulled out of thin air, needs a lot of work to learn prompt engineering for it to be usable to its full potential |
|
Application in Collaborative Courses: Here are some ideas on how to leverage ChatGPT for educational purposes: Q&A and Clarifications, Virtual Tutoring, Writing Assistance, Idea Generation, Language Learning, Debates and Discussions, Test and Quiz Preparation, Coding and Programming Help, Exploration of Complex Topics, Simulated Scenarios, Project Feedback, Multilingual Support, Automated Grading, Course Content Creation, Conversational Practice. |
|
Link: https://chat.openai.com/auth/login |
Quizlet
|
|
|
Description: It’s a memorization tool, which allows registered users create sets of terms and definitions for their individual needs. Main functions: User may study using several modes: flash cards, learn, write, spell, match and live. |
|
Testimonials / quotes from interviews: “LOVE IT, the fact that you can share folders with others or look for some ready to learn folders. The fact that you can use a mobile app on the phone or use a website on the computer is just great. My friend used to share the file before the test with the teacher and she uses those files till today - so other students have ready study materials thanks to him.”, “Good for language and all the quizzes.”, “9\10” |
|
Size of the group: small groups |
|
Advantages: Students can be easily differentiated, there are another way to prepare for tests, convenient to use |
|
Disadvantages: ads can be distracting sometimes (free version), there is possibility students learn incorrect informations, quizlet can be used to cheat |
|
Application in Collaborative Courses: Quizlet can be a valuable resource for collaborative courses, offering various features to enhance group learning: shared study sets, group study sessions, discussion and comments, collaborative games, peer teaching, progress tracking, integration with other tools such as learning management systems or communication platforms, customized learning paths |
|
Link: https://quizlet.com/ |
Studo
|
|
|
Description: Studo is a task and project management app designed for students. Main functions:Task and assignment tracking, Schedule management, Collaboration features |
|
Testimonials / quotes from interviews: |
|
Size of the group: small and large gropus |
|
Advantages: Streamlines academic tasks Facilitates collaboration among students User-friendly interface |
|
Disadvantages: Limited integration with other platforms Mobile app may lack some features |
|
Application in Collaborative Courses: Collaborative Task List, Group Discussions, Shared Documents and Files, Project Management, Peer Review and Feedback, Live Sessions and Webinars, Discussion Forums for Community Building |
|
Link: https://studo.com/en |
Jamboard
|
|
|
Description: Jamboard is a collaborative digital whiteboard developed by Google Main functions:Real-time collaboration on a digital canvas Integration with Google Workspace Drawing and annotation tools |
|
Testimonials / quotes from interviews: “Only virtual board I have used. It is good enough.”, “Too simple. Bad experience when you don't have a graphic tablet.”, “Good for collaboration.” |
|
Size of the group: small and large groups |
|
Advantages: Seamless collaboration for remote teams Easy sharing and access to boards Integration with Google ecosystem |
|
Disadvantages: Advanced features may have a learning curve |
|
Application in Collaborative Courses: Here are several ways to use Jamboard for educational purposes: Interactive Whiteboard, Group Brainstorming, Virtual Workshops, Concept Mapping, Collaborative Note-Taking, Peer Review and Feedback, Group Projects, Virtual Posters, Problem Solving and Math Exercises, Language Learning, Storytelling and Creative Writing, Guest Speakers and Webinars, Peer Teaching, Assessment and Quizzes, Visual Feedback, Project Planning, Time Management and Schedules. |
|
Link: https://jamboard.google.com |
Canva
|
|
|
Description: Canva is a graphic design platform that allows users to create a variety of visual content. Main functions: Drag-and-drop design interface Templates for various design projects Collaboration features |
|
Testimonials / quotes from interviews: “Best for making presentations.”, “I like it, because it allows me to be more creative, with my lackluster graphical abilities. A very good application for creating presentations, and an eye opening change from PowerPoint.” |
|
Size of the group: small and large groups |
|
Advantages: User-friendly for non-designers Extensive library of templates and graphics Cloud-based storage |
|
Disadvantages: Some advanced features are behind a paywall, Limited to online use |
|
Application in Collaborative Courses: Here are some ways to leverage Canva for collaborative courses: Shared Design Projects, Interactive Presentations, Visual Assignments, Feedback and Review, Shared Templates, Collaborative Infographics, Design Workshops, Digital Portfolios, Branding and Identity, Visual Summaries, Group Projects, Event Promotion, Peer Review and Assessment, Export and Share, Integration with Learning Management Systems; By integrating Canva into your collaborative courses, you can enhance the visual aspects of learning and engage students in creative design projects, ultimately enriching the educational experience. |
|
Link: https://www.canva.com/ |
Google Meet
|
|
|
Description:Google Meet is a video conferencing tool developed by Google Main functions:Video and audio conferencing Screen sharing and collaboration features Integration with Google Calendar |
|
Testimonials / quotes from interviews: “I really like all of Google's environments so I really liked to use it, although only one teacher used it so I don't know it that well. Still if I had to choose some video conference tool, Google Meets would be second after Zoom.”, “Mostly working. Simpler ui than zoom but less modifications to set up.”, “Good, but there are better.” |
|
Size of the group: small and large groups |
|
Advantages: Easy integration with Google Workspace Reliable video and audio quality Scalable for large meetings |
|
Disadvantages: Some features require a paid subscription Requires a Google account for access |
|
Application in Collaborative Courses: Virtual Collaborative Sessions, Breakout rooms for small group discussions, Screen sharing for Presentations, Interactive Whiteboard for Collaboration, Q&A Sessions and Discussions, Guest Speakers and Experts, Recording Sessions for Review, Polls and Surveys, Calendar Integration for Scheduling |
|
Link: https://meet.google.com/ |
Telegram
|
|
|
Description: Telegram is a cloud-based messaging ap with a focus on speed and security Main functions:Encrypted messaging Channels and groups for communication File sharing and multimedia support |
|
Testimonials / quotes from interviews: “More for private communication.”, “Good communication app but for private use.”, “Not for studies.” |
|
Size of the group: small and large groups |
|
Advantages: High level of security and encryption Large file sharing capabilities Cross-platform synchronization |
|
Disadvantages: Less popular than some other messaging apps Limited integration with third-party apps |
|
Application in Collaborative Courses: Creation of a dedicated Telegram group for the course, Sharing course materials, Facilitate discussions, Assign group projects, Conduct polls and surveys, Offer real-time support, Share multimedia content, Foster a sense of community |
|
Link: https://web.telegram.org |
Spatial Chat
|
|
|
Description: Spatial Chat is a virtual space where you can interact simultaneously with other members. Main functions: One can create different rooms and customize the virtual environment. Participants are able to use audio and video during the meetings. Offers file sharing and multimedia support. |
|
|
|
Size of the group: small groups for free, events for larger groups/longer events possible via a commercial license. |
|
Advantages: Very versatile platform. No sign up required. Backgrounds and themes availables to customize the rooms. Access Roles and Permissions for the rest of the users, can be chosen by the main user. Utilize the Stage for captivating, large-audience presentations, ensuring active participation. |
|
Disadvantages: For bigger audiences requires a license ( https://www.spatial.chat/pricing ). Not yet a widely known environment. |
|
Application in Collaborative Courses: Real time interaction in a virtual environment, Facilitate discussions, Offer real-time support, Share multimedia content, Foster a sense of community by being in the same room at the same time. |
|
Link: https://www.spatial.chat/ |
Recap list
-
Learning thrives in digital environments orchestrated by educators, where the choice of tools and content is vital for success, fostering creativity and collaboration among learners.
-
Digital tools, popularized during the pandemic, empower students, accelerate learning, and offer the freedom to learn anytime and anywhere, although excessive activities can be tedious.
-
Students now prefer hybrid learning, valuing digital methods in class for enhanced creativity and collaboration, while also enjoying the flexibility to learn from various locations and at their own pace.
-
The pandemic democratized online learning tools, offering educators numerous choices, particularly in education, which can promote creative and collaborative teaching methods.
-
Leveraging online learning tools effectively remains a challenge as in-person classes return, with the potential to enrich education by fostering creativity, collaboration, and the freedom to learn on flexible schedules.
-
Students appreciate online education's benefits, such as flexibility to learn from any location and the potential for creative, collaborative learning, while acknowledging challenges like tool variety, connectivity issues, and lengthy videos, emphasizing practical learning and continued tool development.
Glossary
Accessibilities of Learning: The extent to which educational resources and opportunities are available to diverse groups of learners.
Democratization: The process of making educational resources and opportunities accessible to a wider population, often through digital means.
Digital Tools: Software applications or online resources that aid in the delivery of educational content and facilitate learning activities.
Educators: Individuals responsible for facilitating and guiding the learning process, typically teachers or instructors.
Feedback: Information provided to students about their performance or progress in order to improve their learning outcomes.
Hybrid Learning: An educational approach that combines both in-person and online instruction, allowing students to engage with course content and peers through a blend of physical classrooms and virtual environments.
Instructions: Guidelines or rules for using digital learning tools and platforms effectively.
Internet Connection: The ability to access the internet, which is essential for online learning.
Virtual Laboratories: Controlled online environments where students conduct experiments and practical activities to enhance their understanding of scientific concepts.
Creative and Collaborative Learning Environments: The spaces or contexts in which learning occurs, encompassing tools, platforms, content, and instructional methods to facilitate creativity and collaboration..
Online Learning: A mode of education where students access educational materials and interact with instructors through the internet, typically using digital tools and platforms.
Online Teaching: The practice of delivering instruction and facilitating learning experiences through online platforms and technologies.
Pandemic: An outbreak of a disease that occurs on a global scale, often leading to widespread disruptions, as seen with COVID-19.
Pedagogical Activities: Teaching and learning activities designed to facilitate the acquisition of knowledge and skills.
Pedagogical Practices: Strategies and methods employed by educators to engage students in effective learning.
Practical Skills: Abilities and competencies that involve hands-on, real-world application of knowledge, often learned through practical experiences.
Survey: A data collection method that involves posing questions to individuals or groups to gather information or opinions.
Video Communication: The use of video technology to facilitate communication, including recorded lectures, live sessions, and feedback.
Quizzes: Short assessments or tests designed to evaluate students' understanding of course material.
Small Group Interactions: Collaborative learning experiences involving a limited number of students, often used to foster discussion and teamwork.
References
Børte, K., Nesje, K., and Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teach. Higher Educ., 1–19 . https://doi.org/10.1080/13562517.2020.1839746
European Commission (2021). Digital Education Action Plan (2021-2027): Resetting Education and Training for the Digital Age [Online]. Available: https://ec.europa.eu/education/education-in-the-eu/digital-education-actionplan_en (Accessed 10.10, 2023).
Neves, J., & Hewitt, R. (2020). Student Academic Experience Survey. Advance HE . Retrieved October 13, 2023, from https://www.hepi.ac.uk
Røe, Y., Wojniusz, S., and Bjerke, A. (2021). The Digital Transformation of Higher Education Teaching: Four Pedagogical Prescriptions to Move Active Learning Pedagogy Forward. Front. Educ. , 6 (784701), 1-6. https://doi.org/ 10.3389/feduc.2021.784701
UNESCO (2021). COVID-19 Education Response. Available at: https://en.unesco.org/
Watermeyer, R., Crick, T., Knight, C., and Goodall, J. (2020). COVID-19 and Digital Disruption in UK Universities: Afflictions and Affordances of Emergency Online Migration.
High Educ. (Dordr
), 1–19. Https://doi.org/10.1007/s10734-020-00561-y