Using Stormboard as a collaboration tool in language learning

This week, we explored another significant aspect of how technology can aid language learning: facilitating collaborative opportunities for students. Collaboration, in many respects, is closely intertwined with both task-based learning and autonomy.

I chose Stormboard to use as a collaboration tool. Members of our group each took on different roles, including encourager, first drafter, editor and spell checker, and fact checker. Then, we conducted an online collaborative task on the platform. As an encourager, I had the following feelings during the use:

When multiple people are completing a task online at the same time, the layout of Stormboard clearly divides the task into different sections. For example, someone can be responsible for writing the opening paragraph and collecting materials, so they can directly edit in the first section. Editing can be done in the form of sticky notes or using a whiteboard. Sticky notes are easier to form mind maps, but other group members cannot edit them; whereas the content in the whiteboard can be edited by all group members. As shown below.

a screenshot from Stormboard

The second point that impressed me was that the platform comes with a chat function. When there is a new development, it can be synchronized in the chat box for real-time information sharing. Although there is no direct communication through voice, the chat box can also be used as a message board function to communicate thoughts and doubts with colleagues, and replies can be processed when colleagues log in next time. The advantage of this is that you don't have to stay online all the time for voice communication, as everyone's working time may be different.

Every time you re-enter the task project, you can check the activity feed to see what modifications other colleagues have made to the task during the time you were away, so that you can continue your work.

a screenshot from Stormboard

Overall, I think this kind of group collaboration mode can increase learning efficiency, and because it is online, it increases communication among group members. This is a very important point for language learning.

When considering whether to use Stormboard as a collaboration tool with my students, several factors come into play.

Stormboard provides a diverse array of functionalities applicable to a variety of collaborative tasks, such as brainstorming, creating mind maps, and organizing projects. This adaptability permits the creation of dynamic and interactive learning experiences with ease. It enables live collaboration, enabling students to actively engage in group discussions, exchange feedback, and collaboratively develop content concurrently. This encourages participation and interaction among peers, thereby enhancing comprehension and fostering deeper learning.

While Stormboard offers user-friendly features, students may require some initial guidance and training to effectively navigate and utilize the platform's functionalities. The mos important thing is that it's essential to align the use of Stormboard with specific learning objectives and instructional strategies. Considering how the platform complements course content and promotes desired learning outcomes is essential for maximizing its educational value.

Before I use stormboard with my students, I would offer sufficient training and assistance to ensure students are proficient in utilizing the platform effectively. Furthermore, I would meticulously devise educational activities that correspond with pedagogical objectives and encourage active participation and interaction. Through thorough planning and execution, Stormboard has the capacity to enrich collaborative learning encounters and facilitate student achievement.

here is the link of our group project: https://stormboard.com/invite/1919314/clip9473

leave your comments on what you think : )