visual whiteboard for teams
Generated by students using Miro. Here's an example from our "Pedagogy of Play- National Trauma Game" project - a trauma narratives card game we created to explore cultural trauma across different nations. This wasn't part of our formal coursework but something we developed to understand how national identities are shaped by dominant interpretations of historical experiences. This tool can help anyone create interactive, visual presentations of complex ideas and collaborative projects. We invite everyone to experiment with whatever creative educational materials they wish to develop.
What you'll see: Upload your project materials to Miro and create interactive boards that bring ideas to life. Whether it's files, research timelines, or collaborative brainstorming sessions, Miro transforms static content into dynamic, navigable experiences. Team members can access all project details instantly, zoom into specific elements, and collaborate in real-time from anywhere.
Why this matters for first-generation students and disrupted learning: Academic projects can feel overwhelming when you don't have models for creative presentation or collaborative work - especially during times when normal educational structures are disrupted. During COVID-19 lockdowns, war situations, or other crises that prevent in-person meetings, Miro becomes essential for maintaining academic collaboration. It allows students to work together across distances, time zones, and safety constraints. For first-generation students who may lack family guidance on academic collaboration, these digital tools provide new pathways for group work that don't rely on traditional campus resources or face-to-face coordination.
Important ethical consideration: We ask - does relying on digital collaboration platforms like Miro fundamentally alter the nature of academic teamwork and intellectual development? When all our brainstorming, debate, and creative process happens through sanitized digital interfaces, do we lose the messiness and spontaneity that often drives breakthrough thinking? Are we creating a generation of students who can collaborate efficiently but struggle with the uncomfortable friction of face-to-face disagreement and negotiation? As we celebrate the accessibility of digital whiteboards, should we also question whether we're inadvertently training students to prefer mediated interaction over direct human engagement - and what this means for their future as scholars and citizens?
Our approach: We share this as part of our educational research into crisis-resilient collaborative learning, while acknowledging these questions about digital mediation and authentic intellectual exchange. This represents our attempt to practice "sharing with critical awareness" - one of our core commitments.
