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When I began designing my class for the spring 2021 semester,

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I knew I wanted to incorporate hands-on activities or active learning activities.

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But this class was fully online. And so my question was, how would I do this in an online environment?

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How would I do this using Zoom? And after some research, I found this new tool called Google Jamboard that I'd never used before,

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and it looked like it would fit my needs for the semester. Over the semester,

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I ended up using Google Jamboard for four main reasons. First, for ice breakers.

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Second, for check for understanding activities. Third, for facilitating breakout discussions.

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And fourth, for in-class activities where students applied their new understandings.

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So this video will walk through those four major uses and give you some ideas to build off of for your own class.

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The icebreaker questions were designed for two main purposes:

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first was building community, and second was just making sure students would be comfortable using Jamboard for future activities.

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So you can see on the screen one of the first activities we did using Jamboard

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was a "Would you rather?" The students ended up really enjoying this activity

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and unmuted themselves even to talk about their preferences.

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So they had a few boards they could answer their question on for multiple questions.

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in this icebreaker activity. This was the first time many of my students have ever seen or used Jamboard.

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So they ended up playing in a low stakes way, kind of drawing,

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erasing their drawings that they did unintentionally and figuring out how to use the tool.

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This activity was a little sloppy at first, but as we went through the semester, they became more and more comfortable with the Jamboard activities.

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You can see this particular icebreaker question wasn't tied directly to our learning objectives.

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It was more just to build community. Later in the semester, we did some icebreaker activities that did tie to some of our other learning topics,

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as well as continue to get to know each other and build community. Another way we use Google Jamboard was for check for understanding activities.

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This activity was called a communal drawing. And for this activity, my students had to,

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before class read an article that listed about six or seven emerging technologies in the field of education.

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Then to start off class, they jumped onto one of our Jamboard slides and had several options to show their understanding of that topic.

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They could draw, they could freehand write, or they could add sticky notes or text to explain what they learned about that topic.

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You can see on this slide about open educational resources that students got some of the basics of what OER

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is, like how it saves money and how resources are often free and available online, During this activity,

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some students drew examples straight out of the text. For example, on the XR Technologies slide,

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one student drew an image of someone in a wheelchair with a virtual reality headset, experiencing something new and different.

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And this was an example that was listed right in the article that they had to read.

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In doing this check for understanding activity, I could also tell what topics my students had the most trouble understanding.

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In general, adaptive learning technologies is kind of hard to understand.

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And as I saw my students trying to interact with it and visualize their thinking,

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I could tell I needed to go back and reteach this topic and give them more information and better explanations.

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So the visualization of their reading and their understanding helped me to reteach some of the more difficult concepts.

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The third way I use Google Jamboard was in facilitating breakout room discussions on Zoom.

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I wanted a breakout discussion that would engage my students deeply in the content.

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I didn't want them to just come up with a quick answer in a minute or less and all agree upon that.

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I wanted to find something where they would argue together,

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have to communicate their own thoughts, have to resolve conflict and come to a common consensus.

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And I found an activity that would engage my students both in understanding some of our content and in these communication skills.

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This Jamboard activity is called hexagonal thinking, and

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what students have to do is make connections between key concepts in a reading or, in my students

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case, from a podcast and explain why they've connected these key concepts in the way that they have.

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So I pretty populated this Jamboard with several hexagons of key terms from the podcast and key ideas.

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You can—the students could move them around and connect them together.

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You can see that with these hexagons, they all have six sides, meaning that several ideas could be connected together at one time.

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So, for example, let's take the idea of surveillance. Maybe

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I think that surveillance and privacy are connected.

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So I would just attach those two together. And then as a group, we would talk about, well, why are these connected?

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Why wouldn't we connect surveillance to innovation or surveillance and privacy to innovation?

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So they created a map of how these ideas were interconnected. And here are some examples of their final maps.

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You can see Group 1 connected everything kind of as one big blob.

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And they—at the center, they have these ideas of personal data, privacy, and the unraveling theory. Group

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2's map is a little more spread out. You can see they connected everything but the unraveling theory,

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which told me as their educator that that was a theory that they might need more explanation on.

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And interestingly, Group 3 didn't connect all of their terms together.

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They created separate little pods for things that they felt were their own standalone connection, connected groups.

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So one of the key ideas in this podcast was about facial recognition. You can see that Group 4 connected facial recognition to Innovation, Group 2

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connected facial recognition to digital presence and privacy, and Group 1 connected facial recognition to surveillance and data mining.

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We can see across all the groups maybe why they would make these connections.

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But even exploring these differences could lead to a really great class—whole class discussion.

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Finally, the last way we use Google Jamboard in class was for in-class activities where students applied their understanding.

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So here's an example from one project where my students had to use design thinking

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to come up with an activity to teach a digital citizenship topic to their students.

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This is an example of the Jamboard that I created to model how to walk through design thinking. Specifically, this is around the brainstorming process.

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So my students created their Point of View (POV) statements, and from there we asked some "How might we?" questions to address those Point of View statements.

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Now for this in class activity, my students were given a blank Jamboard and they could work with it however they wanted to.

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So you'll see a lot of differences across the groups.

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So we can see each group created their own Point of View statement around their topic and then brainstormed solutions for that topic.

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This is a group around copyright and fair use. We had another group around digital literacy.

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And you can tell that maybe the color coordinated this one based on who was posting those sticky notes.

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They actually had multiple pages on their Jamboard, whereas the first group just had one.

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Here's another group who use their board for the brainstorm, but they also use it for their prototyping phase, too,

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where they listed out some possibilities of what they could do and what type of scenarios they could include as they built their prototype.

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So each group took their Jamboard and ran with that blank slate in whatever way best fit their unique group.

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Another way I use Jamboard for in-class activities was actually pre-populating some information

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so my students could respond to or react after they had some direct instruction about the topic.

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This example is an around Universal Design for Learning.

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So my students were asked in their breakout rooms to identify some barriers to a lesson plan and then come up with some UDL

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solutions that were based upon the Universal Design for Learning framework that we went over in class prior to this activity.

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From here, my students were able to brainstorm in their groups ideas and solutions to come up with a unique solution from each of the groups.

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After coming up with these solutions, we came back together as a whole

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class, and the different groups shared out some of their ideas for how to improve this lesson plan.

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As you can see, Google Jamboard can be used in a variety of ways in the classroom, especially in an online classroom, to promote active learning.

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I hope this video gave you some inspiration and ideas to use in your own class.