On 19th March, I started my first time teaching. During my time as a lecturer, I embarked on a journey to introduce a new pedagogical approach aimed at fostering interactive learning and collaboration among my students. Eager to explore innovative teaching methods, I decided to incorporate shared whiteboard sessions into my classroom activities.

To warm up, I used the interactivity platform, the so-called “Wooclap”. At the beginning, I created several questions related to the content of the last lecture, to shake off the exhaustion and sleeping (because the lecture starts at 2:15 in the afternoon).

The idea seemed promising, using the Microsoft Teams Whiteboard offering students a platform to brainstorm, share ideas, and engage in real-time collaboration. Excited by the potential of this tool to enhance student learning experiences, I eagerly introduced it to my class. I asked the students to conduct their discussion orientated by the question “what skills are required for the role of business analysts?”. They are split as several groups and then use their discussion results to fulfill the spectrum of the required skills for being a business analyst.

However, implementing this new approach came with its challenges. As I introduced the shared whiteboard concept, I encountered resistance from some students who were accustomed to more traditional teaching methods. Some were skeptical about the effectiveness of collaborative learning, while others expressed concerns about the technical aspects of using the shared whiteboard software.

Undeterred, I persisted in my efforts to promote the benefits of interactive learning and collaboration. I provided hands-on guidance to students, demonstrating how to navigate the shared whiteboard platform and encouraging them to experiment with different features.

Gradually, I began to witness a shift in attitudes as students embraced the new pedagogical approach. They became more actively engaged in classroom discussions, eagerly participating in group activities and sharing their insights on the shared whiteboard. The collaborative nature of the sessions fostered a sense of camaraderie among students, as they worked together to tackle challenging concepts and solve problems.

By the end , the shared whiteboard had become an integral part of our classroom experience. Students appreciated the opportunity to interact with their peers in a dynamic and collaborative environment, and many expressed gratitude for introducing them to this innovative teaching method.

Reflecting on this experience, I realized the importance of persistence and adaptability in driving change. While introducing new pedagogical ideas may encounter initial resistance, it is through patient guidance and encouragement that we can inspire students to embrace new ways of learning and ultimately enhance their educational experiences.

Of course, openness and sharing are not restricted to certain platforms, questions, or topics, it is more like an attitude. Openness and sharing are relative concepts, as for today’s university education, I do not think is completely open on a larger scope when it comes to open to society. 🤔

Topic 2: Open and Share Enough? Reflection on Open Leanring