Storyboard – a plan for the teaching session

Students may perceive the storyboard as something they are forced into, where everything is planned in advance and where there is no opening for the spontaneity of the real classroom. On the other hand, the storyboard can also be seen as a tool that through planning systematises and secures involvement and possibilities to act. Planning can include activity in breakout rooms, text chatting with clear goals, and slots for prepared presentations.

Breakout rooms – virtual group rooms

Through breakout rooms students are given opportunities for further contact and cooperation with fellow students. Preparation and planning are required to make this effective, and both students and teacher should collaborate to develop goals for the group work. A well-prepared case discussion can for instance start with a few minutes of individual preparations and end up in a group proposal with three prioritised points that are presented to the class. Each group is given the opportunity of presenting their proposal in the classroom; the proposal is then discussed and a joint priority is reached. Small groups of 3 to 4 participants and short intervals are preferable.

Textchat – informal talks in the form of texts

Textchat can be seen as an important aspect of developing collaboration and a feeling of “we” among the students, and it can be a supplement to group work. There can be slots for it in the storyboard, for instance two minutes of brainstorming and reflection where students can ask questions and exchange views with their group mates.

Application sharing – files for student presentation

It is important to give the students opportunity to present their own material or conclusions from group work, and to do so to the whole class. This aspect can be important for variation in the teaching session and can significantly alter focus and thus relations in the process.

Web safari – using the Web for exploration and further reading

The Web can be used as an important source for exploration and further reading. All participants have access to the Web in the VCT sessions, and access is easier than in an ordinary classroom. However, despite technically good access, a precondition for functional use is good preparation. Such preparation can consist of finding and informing about suitable websites prior to sessions and making URLs available. Further, students can be encouraged to find good sites for further study, and they can be made responsible for finding suitable sites for various thematic discussions. Both the URLs and the goals and issues for further reading should be clearly communicated and made accessible on the website prior to sessions. It is a clear advantage that the students know the material before participating at sessions so that the teaching period can be used primarily for questions and discussions. There can be separate websites for further reading, examples, debates, different perspectives, or other experiences.