Click here to view the video transcript
When using Miro, there are a number of factors that you need to consider. The first one is technical issues. It is inevitable that we would run into some kind of technical issues, especially in this digital era. And I have personally encountered that using Miro a couple of times. And it’s often the case of a student not being able to access the Miro link. And, so what I do is I often share my screen so that the students who are not able to access the Miro link are able to still participate by seeing what the students, their classmates, are doing with the activities, and they can actually type in their answers in the chat box on Teams.
The second issue is privacy and security. That’s really paramount for all instructors to take note of. So, at the start of each lesson if we are using Miro for that week, I will usually tell my students not to share any kind of private information over there on the digital whiteboard that can be easily accessible by someone else outside. And I also ask them to practice digital citizenship, where they have to be really polite in their conversations and communications with their peers while working on the digital whiteboard in Miro.
Another important area to consider is access and equity. So, for example, I’ve had a couple of students in my class with special needs, and I wanted to make sure that they were included and they also enjoyed the benefits of using Miro. So, what I found out was these students had helpers next to them who would sit with them for their online classes and who would take notes for them. So, I got the helpers to actually put in the thoughts and the opinions of the students in Miro so that these special needs students did feel included and felt part of that learning community that we were building in the online classrooms too.
The last factor to consider is training and support. Ideally, I would recommend that you actually send a step-by-step instructional guide to students at least two weeks before a semester commences, and in the guide have instructions on how they can set up an account, how they can use, what are some of the common templates they can start playing around with before joining you for the actual online classroom activity. So, that way students don’t get into a shock, or they don’t feel intimidated and overwhelmed. They have that information to rely on. And, as a guide, I have also created one for you instructors, and you feel free to use that and probably change that to how it would suit your online classrooms.
- Technical issues. It is inevitable that issues will arise with any technology, and they can disrupt the flow of a lesson. You should have a plan in place for what to do in case of such difficulties, as well as be prepared to troubleshoot problems as they arise. As mentioned, students tend to interpret struggles with technical aspects of the learning experience as lacking subject knowledge. I usually spend about 30 to 45 minutes before each lesson going over any possible technical issues that might arise and have a Plan B. On some occasions, students were unable to access the board. In such cases, I typically share my screen to enable them to observe their classmates’ activity in Miro. These students communicate their ideas to me via chat, and I include their comments on the board on their behalf. This approach allows them to feel included and actively engaged in the activity.
- Privacy and security. Keeping students’ personal information safe is important, so state clearly at the start of the lesson that no private information should be shared on the board, and password-protect the boards for extra security. Access to the board should only be given to students doing a course with you.
- Access and equity. All students may not have access to the same technology, which can make Miro a challenge. It is the responsibility of teachers to be aware of these issues and ensure that all students have equal access to the platform. Consider how students with special needs can use Miro effectively without their learning being affected. Miro has recently introduced screen readers as an accessibility option for students with special needs and I have found this to be helpful for some of my students with special needs.
- Training and support. Some students and teachers may be unfamiliar with Miro, which can make it challenging to use effectively. Students should be provided with adequate training and support so that they can make effective use of the platform. I run a demo session for students at the beginning of a course, so they know how to use Miro in class and what to do if they have problems.
- Digital citizenship. Miro is a collaborative platform, which means that students will be interacting with each other online. Teachers should ensure that students understand the importance of digital citizenship and are aware of how to interact appropriately and respectfully on the platform.
Discussions
What additional questions and concerns do you have regarding Miro? Post them below.
Please share your thoughts and questions in the comments section below.