Virtual Whiteboard Research Articles

Representing the Needs of Rural Caregivers of People Living with Alzheimer’s Disease and Related Dementias through User Personas

Abstract Background and Objectives Rural caregivers of people living with Alzheimer’s disease and related dementias (ADRD) face unique caregiving challenges. Current interventions do not address many of the systemic barriers experienced by rural ADRD caregivers, including barriers related to geography, healthcare services access, and financial insecurity. The objective of this study was to gain a deeper understanding of rural ADRD caregivers’ needs, strengths, and strategies in obtaining caregiving support, and to represent these attributes in the form of personas that can be used to design interventions for rural ADRD caregivers. Research Design and Methods In this qualitative user-centered design study, we conducted semi-structured interviews with self-identified caregivers of people living with ADRD in rural areas. Interview data was copied to a virtual whiteboard, and affinity diagramming was used to confirm a priori attributes and yield inductive attributes relevant to rural ADRD caregivers. Attributes were assigned to personas, which were then validated through team-based discussion, consultation with a study advisory board, and review by rural caregivers and community partners. Results Analyses of N=19 interviews yielded seven inductive attributes relevant to rural ADRD caregivers of persons living with ADRD and five distinct personas: Capable Christine, Connected Connie, Isolated Irene, Learning Larry, and Discerning Dan. Personas differed on inductive attributes including financial security, subjective rurality, attitudes, connectedness, and information behavior, including preferences for traditional versus technology-based information seeking. Discussion and Implications The personas identified in the present study can be used as tools to represent and efficiently communicate the intersection and interaction of attributes relevant to designing interventions and technologies to meet the support needs of rural ADRD caregivers.

Contextualising knowledge translation in nursing homes: A transdisciplinary online workshop

Few studies describe workshops as a method for obtaining and integrating diverse participant perspectives for contextualisation. This article describes an online workshop as a transdisciplinary data collection method for contextualising theoretical elements of a framework for knowledge translation to improve wound care in South African nursing homes. Knowledge translation can be more effective when the theoretical components are contextualised and aligned with the specific needs in the context. The online workshop was conducted with 10 participants involved with wound care and change processes in nursing homes across South Africa. The participants consisted of healthcare professionals, family members of those in care and nursing home management staff. Participatory design principles were applied during the online workshop, which was hosted on BlackBoard CollaborateTM Ultra. In this qualitative study, live polls, facilitated discussion, virtual whiteboard posts, and breakaway activities were used to collect the data. The data were analysed and integrated using both deductive and inductive processes for a comprehensive understanding. The workshop enabled the researchers to ascertain integrated perspectives to contextualise the knowledge translation framework’s elements. Barriers to evidence-based wound care in nursing homes and nine values for dignified care for older persons were identified.Transdisciplinary contribution: This article shows how an online workshop was conducted with a group of participants from various healthcare disciplines, family members and institutional management to achieve a contextualised and pragmatic description of theoretical elements. Contextualisation aims to enhance the effectiveness of a knowledge translation framework for use in nursing homes.

Exploring Consumer Preferences for Pharmacy Provision of Mifepristone in the Human-centered Design Discovery Phase

ObjectiveWe used human-centered design to explore preferred consumer experiences for obtaining mifepristone for medication abortion care from a pharmacy. MethodsWe conducted a two-part virtual workshop series with the same 10 participants in March and April of 2022 to initiate the discovery phase of a human-centered design process. Most participants were residents of Illinois and all participants had uteruses and had either sought abortion care or supported someone who had. Co-developed and co-facilitated with a local abortion fund, workshops engaged participants to provide formative data for the development of recommendations for community health center clinicians and pharmacists. A simulated medication abortion care counseling session grounded group activities and discussions that explored the experience of filling a medication abortion prescription at a pharmacy or by mail. Data were analyzed for key themes and recommendations. Qualitative data were collected from the workshops. Data analysis was conducted in three iterative, parallel stages: 1) virtual whiteboard results from both workshops were analyzed deductively through spreadsheets and visualizations; 2) close reading was conducted for workshop transcripts and participant evaluations; and 3) document analysis was used to triangulate data across formats. Data were discussed periodically among the research team until consensus was reached. ResultsFive primary categories of questions and preferences emerged from workshop data concerning: logistics, privacy, cost, pharmacist refusal, and follow-up care. Researchers found that participants desired certain questions and concerns to be answered by specific provider types. Participants indicated a desire for further research and opportunities that prioritize lived experience and use storytelling and/or design methods to collect data. ConclusionsDespite existing patient-oriented medication abortion resources, there is a need for patient resources to support pharmacy dispensing, and a corresponding need for clinician and pharmacist resources. These can help in-person and mail-order pharmacy dispensing TO be as consumer friendly as possible.

An innovative distance learning platform for mathematics education in secondary schools: Design, development and preliminary studies

AbstractThis study addresses the emerging challenges in mathematics education, emphasizing the integration of innovative teaching strategies and tools amidst the evolving educational landscape. The study begins with an analysis of prevalent e-learning and communication systems in distance education, pinpointing their limitations and identifying the gaps in effective remote mathematics instruction. In response, we introduce a novel educational platform designed to facilitate real-time mathematics teaching over the Internet, aiming to replicate the interactive essence of traditional classroom settings within a digital domain. The system features a suite of tools including a mathematical editor, a virtual whiteboard, audio-video communication capabilities, a virtual library, and an evaluation support module, all accessible via a standard web browser. The platform’s effectiveness was assessed through its application in regular mathematics classes at two secondary schools in Romania, as well as in a private tutoring scenario. The paper presents the findings of these preliminary studies, offering insights into the usefulness and usability of the platform and its potential to seamlessly integrate into existing educational frameworks without compromising the quality of instruction.

Design and Implementation of Interactive, Remote Online Escape Rooms in Medicinal Chemistry

This research explores the development, execution, and student feedback on a multi-themed digital escape room (ER) activity, designed for teaching medicinal chemistry during the COVID-19 pandemic. It aimed to examine students' perceptions of the ER activity, focusing on its effectiveness in enriching students’ understanding of medicinal chemistry and increasing their engagement level. Implemented in a synchronous online lecture for third-year pharmacy students, this ER activity was designed with the intention of fostering active learning and teamwork. A total of 184 students participated in various medicinal chemistry-themed challenges, using puzzles on a virtual whiteboard and breakout rooms for team discussions. The findings gathered from the post-implementation survey highlight the impactful learning outcomes associated with a replicable ER activity designed for online medicinal chemistry courses. This innovative teaching strategy not only cultivated a deeper understanding of key medicinal topics among students (mean=4.36) but also enhanced their collaborative skills through increased peer interaction (mean=3.73). They also reported higher level of engagement due to the interesting activities (mean=4.53). The quantitative results were affirmed by the qualitative feedback obtained from the open-ended questions, indicating a consistently positive learning experience and student reception towards the ER implementation. Although they encountered obstacles like stress, internet issues, and unfamiliarity with the ER format, more than 70% of the students agreed that the ER activity was a highly effective learning tool. This digital ER activity also demonstrates promise as an educational tool to encourage active learning and enhance students' motivation in learning medicinal chemistry. The study has showcased the potential benefits of integrating digital ERs into traditional teaching methods, especially for catering to the preferences of Generation Z students in a collaborative learning environment. In addition, the research offers valuable insights into the use of ERs in pharmacy education, contributing to the scarce literature on ER applications in medicinal chemistry and opening avenues for further research on ER-based educational strategies.

ORGANIZATION OF THE PROCESS OF USING THE INTERACTIVE VIRTUAL BOARD IN THE EDUCATIONAL SPACE OF THE INSTITUTION OF HIGHER EDUCATION

Our study was conducted in the context of martial law in the country and is aimed at finding ways to overcome the negative factors of distance learning. There is a large number of tools for successful virtual learning, many methods and ways to activate students, create the most comfortable atmosphere, the effect of direct participation and communication between teachers and students, regardless of their geographical location. The article focuses on the specifics of using an interactive virtual whiteboard in modern educational settings. The goal is to create a real, clear, practical project for the implementation of an innovative tool – a virtual whiteboard – that will help improve the efficiency of work and student engagement in active, interactive learning, as well as promote interaction between teachers and students, and increase student motivation to learn. The study was conducted in several stages, namely: 1) clear tasks and goals were identified to maximise the effectiveness of further project development; 2) a map of resources that will be needed at the stage of project implementation (team of specialists, computers/servers, access to databases, trainers/teachers, analysts, time and resources) was analysed and developed; 3) a clear calendar schedule was developed with the calculation of specific time periods for each stage of the project; 4) much attention is paid to the problematic issues that can certainly be encountered on the way to implementing our tasks (financial constraints, insufficient training of participants in the educational process, compliance with changes in the curriculum, access to interactive whiteboards, problems with data security and confidentiality); 5) effecient methods of testing and evaluating the effectiveness of the project "Using an Interactive Virtual Whiteboard in the Educational Space" are proposed. Implementation of the project requires a well-organised process and cooperation among all stakeholders. According to our calculations, the project has a high chance of success in implementation and will help improve the skills of both students and the scientific and pedagogical staff of higher education institutions.

Virtual Air Canvas: A Review

This creative method of utilizing open-source frameworks to create gesture-controlled whiteboard devices is impressive. The device tracks and interprets finger movements collected by a camera to allow users to engage with a virtual whiteboard. The implementation includes effective data processing, hand landmark estimate, and real-time hand detection by utilizing computer vision algorithms. By providing a modern form of communication and going beyond regular typing and writing habits, the system seeks to expand beyond traditional writing methods and create new opportunities for connection. The system contributes to the changing field of human-computer interaction by offering an alternate mode of communication, which improves people's quality of life overall. It also demonstrates the versatility of gesture-controlled systems in terms of enhancing communication accessibility. Key Words: Data Processing, Handmark Estimation, Computer Vision algorithms, MediaPipe, OpenCV.

THE USE OF TECHNOLOGY IN LANGUAGE EDUCATION: VIRTUAL BOARD APPLICATION

The use of a virtual whiteboard as an educational tool encourages learning as it enables students to share and interact with information in a virtual environment, thus contributing to the creative learning process by increasing students' interest and understanding. This study aims to examine the purposes of using the virtual board application in language education and to determine its contribution to students' education. The target group of the study was the first-year students of the Department of Turkish Language and Literature and the Department of Turkish Language Teaching. The use of virtual whiteboards was applied to native Turkish speakers in mother tongue education and in teaching Ottoman Turkish with the use of different alphabets. The data obtained were interpreted with the qualitative research method. The findings are evaluated and interpreted within the scope of virtual board studies with technology in face-to-face classical education and online education of basic concepts and practices in language education. It was found that the students who were physically out of school and receiving education from home felt themselves in the classroom environment.

The Jamboard tool in the improvement of university virtual exhibits

The purpose of the study was to evaluate the use of the virtual whiteboard Jamboard in virtual expositions with university students. The research was carried out through a pre-experimental study with a pre-test and post-test design in a sample of 102 students from the National University of the Peruvian Amazon. The techniques and instruments used in the research were the survey, the questionnaire, and direct observation with a data collection protocol. The most relevant results in the evaluation of the virtual expositions without the use of Jamboard were a low percentage of students who did a good job, while when using Jamboard as a strategy, this percentage increased considerably. The study led to the conclusion that the use of Jamboard as a tool to improve presentations in the university context is an indicator of quality in the execution of virtual presentations and contributes to their improvement.

The Mondot-1 Core, Aínsa Basin, Spanish Pyrenees: a deltaic reservoir teaching set with augmented reality

Abstract Well Mondot-1 was drilled, cored and logged behind an outcrop of the Eocene Sobrarbe deltaic complex in the Aínsa Basin, Spanish Pyrenees. The data acquired represent a fluvial-dominated delta system prograding over a carbonate slope in the presence of active tectonism, and form part of a basin-to-grain teaching set for subsurface professionals. This paper highlights the workflow step(s) to move from a 1D core description to 2D and 3D correlations, including some of the pitfalls caused by rapid lateral facies variability, which is a common challenge in subsurface reservoir description. The core allows direct log-to-lithology comparison across a full deltaic succession. In the proximal and distal delta fronts, there are clear differences from the closely adjacent outcrop that are ascribed to lateral facies changes and delta front slumping. Two approaches to core display are described, as means towards making such data available to a wider audience: an augmented reality display run over a slabbed core, and a virtual whiteboard display carrying easily scalable viewing possibilities. These approaches can be deployed for other cores, allowing visualization and analysis where people are otherwise unable to travel to the physical location, or in circumstances where the core is now inaccessible.

Engaging Participants in Online Interviews: Lessons Learned from Implementing a Participatory Visual Approach in Two Explorative Health Information Behavior Studies

ABSTRACTThis article provides a theoretical background on participatory approaches in (health) information behavior studies. Furthermore, it introduces and discusses the implementation of a visual participatory approach applied in two explorative health information behavior studies, each conducted online via Zoom and with the virtual whiteboard Miro. One study examined the health information behavior and digital well‐being of individuals with social anxiety (n = 22), while the other explored health information behavior in the context of false information and scientificity (n = 21). The approach aimed to actively engage participants within the interview setting through creative and visual elaboration and representation of health information interactions using the virtual whiteboard Miro. Findings show that using visual materials during face‐to‐face interviews facilitated the communication about sensitive health content and supported to capture key statements in situ, promoting the externalization of tacit knowledge during the interviews. Despite the content differences of the two studies, the unifying aspect examined in this article is how the implementation of the visual participatory approaches could enhance interview settings and lead to gathering rich data. This article fills a gap for methodological considerations of participatory techniques within (health) information behavior studies.

The Use of Virtual Whiteboards in the Process of Teaching Biological Disciplines

The article deals with one of the urgent problems of our time – the possibility of implementing the educational process remotely. In order to present modern approaches to the organization and conduct of the educational process using information and communication technologies between the teacher and the student in the educational process, a list of available virtual whiteboards was presented, an analysis of their advantages and disadvantages was carried out. The article focuses on the ways of adaptive use of virtual whiteboards in the process of teaching biological disciplines. The authors draw attention to the possibility of using the Padlet virtual whiteboard when conducting biological disciplines based on a trilingual education system. The article provides practical recommendations for creating an online Padlet board, for using the ZOOM platform features as a whiteboard. The authors point out that the Padlet virtual whiteboard has a number of advantages and can be effectively used both during science lessons and after school hours. The authors note that virtual whiteboards should not be used as a place to demonstrate educational materials, but as a joint space that allows creating a common educational product with students attending classes remotely, increasing their participation in the educational process. Considering that the use of an interactive online whiteboard is an integral part of the modern educational process, the authors conclude that the Padlet virtual whiteboard is a technologically ideal option.

Stakeholder-Driven Intervention Development for Dialysis Trials Using a Design Sprint Methodology

Stigma contributes to ineffective treatment for pain among individuals with kidney failure on dialysis, particularly with buprenorphine pain treatment. To address stigma, we adapted a Design Sprint, an industry-developed structured exercise where an interdisciplinary group works over 5 days to clarify the problem, identify and choose a solution, and build and test a prototype. Adapted Design Sprint which clarified the problem to be solved, proposed solutions, and created a blueprint for the selected solution. Five individuals with pain and kidney disease receiving dialysis, 5 physicians (nephrology, palliative care, and addiction medicine) and 4 large dialysis organization leaders recruited for specific expertise or experience. Conducted through online platform (Zoom) and virtual white board (Miro board). Descriptions of the Design Sprint adaptations and processes. To facilitate patient comfort, a patient-only phase included four 90-minute sessions over 2-weeks, during which patient participants used a mapping process to define the critical problem and sketch out solutions. In a physician-only phase, consisting of two 120-minute sessions, participants accomplished the same tasks. Duringa combined phase of two 120-minute sessions, patients, physicians, and large dialysis organization representatives vetted and developed solutions from earlier phases, leading to an intervention blueprint. Videoconferencing technology allowed for geographically diverse representation and facilitated participation from patients experiencing medical illness. The electronic whiteboard permitted interactive written contributions and voting on priorities instead of only verbal discussion, which may privilege physician participants. A skilled qualitative researcher facilitated the sessions. Challenges included the time commitment of the sessions, absences owing to illness or emergencies, and technical difficulties. An adapted Design Sprint is a novel method of efficiently and rapidly incorporating multiple stakeholders to develop solutions for clinical challenges in kidney disease. Stigma contributes to ineffective treatment for pain among individuals with kidney failure on dialysis, particularly when using buprenorphine, an opioid pain medicine with a lower risk of sedation used to treat addiction. To develop a stigma intervention, we adapted a Design Sprint, an industry-developed structured exercise where an interdisciplinary group works over 5 days to clarify the problem, identify and choose a solution, and build and test a prototype. We conducted 3 sprints with (1) patients alone, (2) physicians alone, and (3) combined patients, physicians, and dialysis organization representatives. This paper describes the adaptations and products of sprints as a method for gathering diverse stakeholder voices to create an intervention blueprint efficiently and rapidly.

P048 Assessing the health equity impacts of smartphone-based remote monitoring in people with rheumatoid arthritis: a stakeholder engagement workshop

Abstract Background/Aims REmote Monitoring of Rheumatoid Arthritis (REMORA) is a smartphone-app for daily symptom-tracking which is linked to the electronic health record, aiming to improve clinical decision-making and disease activity in people with rheumatoid arthritis (RA). Given well-established sociodemographic inequities which influence access to smartphones and the ability to utilise and benefit from them for health purposes, we engaged with stakeholder-representatives to assess the potential impact of REMORA on health equity and identify mitigation strategies. Methods We organised a 3-hour stakeholder-engagement workshop, inviting people with RA, healthcare professionals (HCPs) and digital health researchers. The workshop was guided by the validated Health Equity Impact Assessment-Digital Health Supplement (HEIA-DH), aiming to explore for REMORA: Groups at-risk of digital health inequities; Potential inadvertent positive/negative impacts; Strategies to mitigate negative impacts. We captured suggestions on a virtual whiteboard and kept field-notes using a pre-defined template for thematic analysis. Results Table 1 presents the workshop results. We identified multiple groups at-risk of digital health inequities (e.g., people with physical disabilities; non-native English speakers; people with information-processing difficulties) for whom stakeholders also highlighted unintended positive impacts (e.g., reduced travel to appointments; supporting verbal discussions with HCPs; opportunities to prepare for consultations). Suggested strategies to mitigate negative impacts included: ensuring app compatibility with larger devices; early explanation of medical terminology; adapting data-inputting/data-summary design features. Conclusion Our results highlight important considerations relevant to the wider field of smartphone-based remote monitoring for long-term conditions. In addition to identifying sociodemographic groups at-risk of digital health inequities, we recognised risks for groups with specific health problems such as physical/sensory disabilities. Our proposed mitigation strategies can be broadly classified into: app adaptations; considerations during app prescription; sign-posting users towards sources of support. We also found that whilst REMORA aims to improve communication between all patients and HCPs, there may be an unexpected additional benefit for groups with specific communication challenges. Our findings demonstrate the utility of HEIA-DH in assessing the potential health equity impact of smartphone-based remote monitoring; further workshops are planned with specific at-risk groups. Regular re-evaluation will help gauge the effectiveness of our strategies and identify further unanticipated equity impacts of REMORA. Disclosure M. Al-Attar: None. A. Crawford: None. A. Gambin: None. S.M. Ali: None. W.G. Dixon: Consultancies; W.G.D. has received consultancy from Google, unrelated to this work. S.N. van der Veer: None.

Exploring the lived experience of families with a COVID-19 positive child: The journey from a critical grounded theory approach.

COVID-19 and associated public health policies have significantly disrupted the lives of both adults and children. Experiences of COVID-positive adults are well described but less is known about the experiences of families of children who receive a positive diagnosis, and the impact of public health policies on this experience. This study aimed to develop a framework to understand the lived experience of families with a child testing positive for COVID-19. We applied a qualitative study design, using grounded theory. The study took place in Melbourne, Australia between July and December 2020, during the first major Australian COVID-19 wave. Parents of children 0-18 years tested at a walk-in clinic at a paediatric tertiary referral hospital were invited to participate. Two interviewers jointly undertook in-depth interviews with parents of children who tested positive. Interviews were transcribed and two analysts used an inductive, critical realist analysis approach with NVivo and a virtual whiteboard. Results are presented incorporating a stratified reality (empirical, actual, real). Families described seven sequential stages of the COVID-19 positive testing journey: COVID-19 close to home; time to be tested; waiting for the test result; receiving the result; dealing with the diagnosis; coping with isolation; and moving forward/looking back. Our findings highlight how public health policies and messages targeting the general (adult) public were experienced by families. We provide a framework that families move through when their child tests positive for COVID-19. Within each phase, we report unmet needs and identify strategies to improve future pandemic planning for parents and children.

The Implementation of Digital Technology in Online Project-Based Learning during Pandemic: EFL Students’ Perspectives

Integrating technology and digital media into project-based learning (PBL) is the best strategy for addressing the challenges of the English classroom in the digital age as well as providing an online learning alternative during the Covid-19 pandemic. This is a case study that investigates the utilization of technology in PBL and the benefits and drawbacks experienced by students. To conduct the case study, open-ended questionnaires were distributed to 118 students to get a wide range of perspectives on the implementation. The findings indicated that a numerous digital technology and tools were used to succeed in PBL learning ranging from LMS, video conferencing platforms, virtual whiteboard apps, chat and messaging, messaging and collaboration apps, Web 2.0, word processing, presentation software, graphic design or drawing tools, and photo editors. They concurred that the technology-mediated PBL was beneficial because it facilitated remote learning, offered online discussion/collaboration and feedback, was accessible and flexible, encourage creativity and allowed students to explore new knowledge as well as knowledge to produce a digital product, and also enhanced technological literacy. However, there were still significant obstacles existed especially the issues of internet connectivity and technology operation. In addition, they also had difficulties in articulating ideas using the technology and managing their time to complete the project.

Distance learning technology in teaching geography course of continents and oceans in secondary general-education schools

The purpose of this article. The purpose of the article is to highlight the possibilities and prospects of involving distance- learning technology in teaching geography course of continents and oceans in Ukrainian secondary general-education schools. The main material. The article considers the essence, use of theoretical and methodological principles of distance educational technologies in secondary general-education schools of Ukraine, including didactic principles of their application, approaches to the interpretation of the essence of the informational educational environment. The study highlights practical aspects of implementing the distance learning technology in teaching geography of 7th grade, characterizing the use of interactive and cloud services in geography, showing the advantages and disadvantages of implementing the distance learning technology in teaching geography course of continents and oceans. We interpret the term” distance learning technology” as a set of educational content for teaching and learning as well as a number of pedagogical and technological methods/technologies allowing us to implement the remote learning in synchronous or asynchronous modes. The educational environment includes informational (educational) content, control/ correction’ content of study material; informational and reference content, etc. We use Bloom’s modified taxonomy as a conceptual foundation to implement distance - learning technology. Based on it, we should develop the tools for controlling knowledge and skills as well as monitor the effectiveness of these knowledge/skills assimilation. When teaching geography in the 7th grade, it is recommended to use both adapted versions of “classical” pedagogical methods, in particular case technologies, flipped classroom technologies, mixed learning technologies, as well as the closest to distance learning - TV and network technologies, widely used in Ukraine since March 2020 p. The most common in Ukraine is the synchronous teaching format, which means conducting lessons in real time by using video conferences on ZOOM, Google Meet, WebEx platforms. On the other hand, the asynchronous format, which means the distance- learning course development by teachers, is not so popular due to insufficiently formed digital and information-communication competences of the majority of teachers. Because of this, it is difficult for teachers to master online tools of a modern teacher, in particular, eTreniki, Learningapps, and WWW services. Interactive network services such as the Seterra portal, the Geoguessr map service, the National Geographic service, the Barefoot World Atlas portal, provide many opportunities for the teacher during distance learning implementation, for example, interesting game tasks for learning the nomenclature, the ability to “float” around a 3D globe, etc. The use of cloud-based services, in particular Office365 and G Suite for Education (Google WorkSpace), allows teachers to systematize educational content and automate the verification of test tasks. The advantages of implementing the distance learning technology in teaching geography include supporting the educational process in emergency, increasing both individualization of learning, and the visibility in the teaching process. Disadvantages are the difficulty of perceiving the material by some students, dependence of the quality of learning on external conditions - availability of power supply, the Internet, modern gadgets. Conclusions and further research. Distance learning technology allows us to organize the remote (distant) learning, which is very important for continuing the educational process during a pandemic, martial law, or other situations when students cannot attend school. The teachers use mixed learning technologies, TV and network technologies in teaching geography in the 7th grade. The most common is synchronous learning, represented by online communication between the teacher and students in real time with video conferences, using ZOOM, Google Meet, WebEx, etc. services. The largest range of possibilities for teaching the course “Geography of Continents and Oceans” includes interactive online geography services, such as the Seterra portal, the Geoguessr cartographic service, Google maps, interactive online atlases, in particular the Barefoot World Atlas. Cloud services, in particular Office365 and G Suite for Education (oogle WorkSpace), include the availability of educational content in the form of presentations, textual, illustrative and other materials to be used during a distance lesson, as well as a set of online tools for a modern teacher. However, the majority of teachers have a low level of digital competence and cannot master them efficiently. When conducting distance geography lessons in the 7th grade, teachers should use tools for working with an interactive map (currently, these opportunities are very little used). When working with tools for making control tasks for students, the teachers should use the possibility of including photos and map images. The virtual whiteboard, which is a component of programs for conducting video conferences, allows teachers to organize work on the project in mini-groups. The prospective direction of our research is to keep working on studying the possibilities to implement Smart-education based on distance learning technology, which will contribute to formation of a Smart-society in Ukraine.

Использование цифровых инструментов в образовательном процессе в условиях экосистемного подхода (на примере дисциплины Иностранный язык)

The ecosystem approach develops communication skills and promotes creativity by digitalizing the academic environment. The authors analyzed the ecosystem approach from economic, philosophical, psychological, and pedagogical perspectives. They described the possibilities of using digital tools in the process of teaching a foreign language to university students of IT departments. The article introduces the basic trends in academic digitalization. Digital tools can organize the academic environment in the process of teaching a foreign language, e.g., the Miro virtual whiteboard, the Nearpod platform, the 4portfolio.ru portal, the Google Calendar service, etc. An empirical survey proved that the ecosystem approach is an efficient tool of second language acquisition, which develops creative interaction, generates innovative solutions, increases positive motivation, develops business communication skills, and provides business communication experience.

Feedback from medical student on an interactive online anatomy practical using the Google Jamboard platform

ObjectiveThe disruption caused by COVID-19 in anatomy education has forced the transition of in-person to online learning. Despite the increasing use of technology-enhanced tools in online classes, anatomy lecturers face significant difficulty in making classes interactive. Hence, this study explored the feasibility of a web-based virtual whiteboard, Google Jamboard (GJ) for two online anatomy practical classes. MethodsThis was a qualitative phenomenology study conducted on 116 second-year medical students from two Malaysian public universities via teleconferencing applications that allowed synchronous small-group activities. Each group was given a different link to 10 GJ slides that featured plain anatomy diagrams and instructions for the group task. Upon completion of the tasks, the students presented their tasks to the whole class. An online feedback form was distributed at the end of the practical session to explore the experience of the students when using the tool. ResultsThematic analysis of student responses generated seven themes that reflected perceived learning benefits, challenges faced by the students, and suggestions for future improvement. ConclusionsThese findings suggest that GJ is a useful tool for promoting collaborative learning in virtual anatomy education. Nevertheless, the impact of this tool on the attainment of learning outcomes remains unknown. Hence, more widescale research is needed to confirm our findings.

Using Google Jamboard in teacher training and student learning contexts

Keeping social constructivist learning experiences alive in the online classroom is important for our students’ positive learning outcomes. Supporting pedagogies such as collaboration, discovery learning, and the principles of Universal Design for Learning can be facilitated by EdTech tools. One such tool is Google Jamboard, a cloud-based virtual whiteboard. This review of Jamboard focuses on how this simple platform can be used in two contexts: teacher-training sessions within a Scholarship of Teaching & Learning (SoTL) program and by educators in the classroom for student learning activities. The aim of this review is to show illustrative case study examples from around the world of Jamboard in practice, in order to inspire educators to try Jamboard in their own teaching and learning contexts.