GLH6 Preparation, Implementation, Assessment, & Additional Considerations

Preparation

Miro is user-friendly and offers several templates for those who might feel overwhelmed designing their own space. To use Miro instructors will create a free account at https://miro.com/ Links to an external site.. Usually, the company provides a certain number of artboards free and then users can buy the software if they want to expand on it. Students or other visitors do not need to sign in. They can use it as a guest after the instructor sends them a public link to their board. Collaborators can be added to collaboratively design the board. Users can customize prompts using these templates.

To use this tool in your course, spend some time becoming familiar with it—usually, no more than 2 hours is needed to set up a project space. Use the free artboard to test out the platform. Instructors can use them for small student projects as a demo to see how the students engage with them. It's designed to be intuitive even for first-time users.

It is recommended that you use Miro on a computer first to see a broader and larger view, though it is also accessible on phones and tablets. The drag-and-drop features are straightforward, so ensure all necessary items are readily available before beginning.

If you are using this tool to facilitate international group with between IU student’s counterparts abroad, inform students about time differences and time zones and incorporate them into your syllabus. It is crucial to communicate this information in advance so that students can adjust their schedules accordingly to participate in the collaboration effectively.

Miro is a great tool for an icebreaker. Below, you can see how to set up a template.

Implementation

Build the ice breaker template on Miro.

Register with your .edu email address.
Log into Miro to create a board.
Use the Frame tool on the left side of the toolbar to set up your workspace or template. Various frame sizes are available.
You can divide the frames into three sections. For instance, the first section could be a brief intro where students upload images and answer a question to learn about each other. The second section could include an icebreaker question, like “What’s your favorite food?” The third section might prompt them to share something personal, such as “What’s your favorite song, movie, or show?” Aim for clarity and organization in your questions, keeping them light to foster engagement.
Once the frames are set up, share the board via the link provided by Miro so everyone can access it.
After sharing the link, encourage students to use sticky notes from the left side of the toolbar to respond in the designated frames.
The instructor can also join in during this session, whether synchronous or asynchronous. If it’s synchronous during class, allocate a few minutes for each section to facilitate smoother navigation on the board.
The instructor can debrief and provide some fun facts as items are being written out on the board to engage with the students in real time.

Each template can also be divided into smaller group spaces, allowing students to communicate only with their group members. Inviting the whole class can be enjoyable, as it fosters inclusivity and enables students to learn about one another simultaneously.

Each artboard can be imagined as a whiteboard space that can be erased and reused. It can also be saved each time for record keeping. Templates are available for ease of use.

Instructors can send important reminders in the general chat that includes local and international students.

Assessment

Students can be tasked to exhibit their teamwork, accompanied by a reflective component to discuss their cultural experiences and learning outcomes.

Additional Considerations

Miro Links to an external site. and Discord Links to an external site. can be instrumental in breaking the ice and fostering meaningful connections between students.

Usually, after being introduced to these applications, students prefer to use them to work in teams.