Use in the Classroom

• Describe the Purpose/Problem Definition
  • General Overview: With more and more work being done remotely, it’s more vital than ever for teams to be able to successfully communicate and collaborate. The latter is true, especially in the recent pandemic case, where people across the globe were forced to work remotely. Like many other online collaboration tools that promote digital communication, Miro is one such tool that enables brainstorming and collaboration with team members remotely. Every organisation – public or private – made use of different collaboration tools.
  • Classroom Activity: At the beginning of the class lecture, a brief, ten-minute overview of the Miro topic restates the lecture’s objectives and summarises what is Miro and how it benefits HE teachers and students while online collaboration. The teacher may choose to pose questions to the students, e.g., “what is online collaboration?”, “what are the different types of digital collaboration tools?”, “which collaboration tool is better and effective?” and “how can Miro be used to create mind maps?” Students may choose to volunteer some answers. Next, by using the above understanding, teachers need to create groups of 4 to 5 students each.
• Implement the Tool
  • General Overview: Once students are clear on what is the purpose of online collaboration and or using tools to digitally communicate, it is time to implement Miro using different examples.
  • Classroom Activity: As an activity, all groups should be given a list of examples to choose one from. Herein, we explain how Miro can be used and implemented in a HE classroom setting using different examples e.g., Mind Map. HE teacher can also provide other examples.
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      Using Miro to Create a Mind Map: A mind map is a diagram used to visually organise information. A mind map is hierarchical and shows relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the centre of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas. The teacher can use the Thinking Map in Miro in different phases of the lesson, e.g.: in the introductory phase – introduce the lesson topic by recalling knowledge related to the topic, referring to the previous topic/chapter by reviewing, repeating, and consolidating the knowledge learned. In the main phase – discuss on the notes that complement and extend the knowledge and that follows the phase of working with the book, source materials, or the teacher’s oral lecture, focus on team problem solving and develop a form of cross-range exercises to provide support for communication exercises.

    Miro can be used and implemented in a HE classroom setting also to use Ishikawa Diagram:
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      Using Miro to Create an Ishikawa Diagrams: Ishikawa Diagrams (also known as Fishbone Diagrams) help to identify possible causes for an effect or problem. Can be used in class to answer the following questions that often arise in troubleshooting: What are the potential causes of the problem? What category of process inputs is the greatest source of variation in the output of the process? HE teacher can use the Ishikawa Diagram in class for problems where several causes are suspected or where we are unable to identify a potential cause at all. The Ishikawa Diagram can also be applied to everyday problems or disputes in class. It helps to focus attention on the problem rather than on personal comments or personal skirmishes.

• Collect Data after Tool Implementation
  • General Overview: Once the implementation of Miro tool is clear, they can consider evaluating each department’s positioning, resulting in collecting data (either via survey, focus groups, or interviews) to understand the outcomes of implementing Miro.
  • Classroom Activity: Once all the groups in the classroom have presented their findings related to their chosen organisation, the teacher can collate the main points presented by each group, either by creating a self-constructed questionnaire or merely extract main points from their presentation of the tool.
• Analyse the Data and Reflect on the Outcome
  • General Overview: Check with the students what features they have explored in Miro and what they like the most to work on, to gain more skills with this Tool. You can have a rating session and eventually create a top 3 or top 5 of the Miro features, which you could explore with your students deeper. Thus, they will have the most benefit of this tool.
  • Classroom Activity: Let your students form groups based on one the Miro’s feature’s top 3 or top 5 and ask them to prepare a presentation about that feature with some examples. Thus, they will already learn everything about the feature of their preference and will be able to experiment with it already for the examples. By seeing the presentations of other groups, the students will get to learn the use the other Miros’s features preferred by the students.