
METHODS
This section offers a toolbox of methods on international challenge-based collaboration written by U!REKA teachers and educational experts. It is supposed to show ideas, impulses and strategies on how to work with students, staff and stakeholders in the U!REKA context. Many of the methods are based on the experiences in U!REKA (online) exchange projects and research-teaching modules. Please let us know, if you want to share a method/approach with the network.
Methods on group formation/getting to know each other
Speed Dating (online/live): Speed dating works very well in online meetings, also with large groups. Use the automatic group formation of video conference systems to generate pairs (2 people per break out room). Announce that participants are supposed to turn on their cameras and that each session will last 2-3 min after which participants will be taken back to the main room. You can also give an impulse such as: “Start with a colour”; “Include a number”… It is recommended do at least 2-3 sessions (for the first one you can give participants 1 min extra to get organized). The method can also be used in live settings (people then can form two lines, facing each other and move one place forward for each session).
This method gives a big group of people the chance to get active, it raises the numbers of speakers and helps them to quickly enter direct exchange. It furthermore raises the numbers of cameras turned on in online sessions (afterwards).
Through my Window (online): For this exercise, ask participants in a video conference to share what they see, when they look out of their window by carying their laptop/camera to show the view. Ask everyone to turn off their camera and only turn it on, one after another, when they want to “broadcast”. You can also ask participants to say one word or a sentence while their camera is turned on. The video system will usually show the active camera to everybody, and the order of “presentations” usually works out organically.
The method gives interesting insights into the surrounding and living circumstances of participants. It allows people to share without being pressured and the additional statements can intensify the creative perspectives.
Reflecting Movement (online): Individual movements in the little screens in the video conference software are used as an impulse to generate further movement as a group experience. Ask participants to turn on their cameras and select the view in which they can see many other people. Now start the exercise by copying a movement that you can see in one of the screens and ask people to do the same. Very quickly the whole audience will start moving, picking up impulses here and
there, some movements getting stronger and are picked up by many participants – taking over and transforming the participants into a collective body.
This method only takes 1-2 min and can be used as a wake-up exercise after a break or to structure and give a short impulse in a longer meeting. It furthermore helps to intensify the attention towards faces and movements of the fellow group members.
My Private/Safe Space (online): For this exercise, participants in a video conference can share a personal or private space (in their home or environment) by moving their laptop/camera to show the view. Ask everyone to turn off their camera and only turn it on, one after another, when they want to “broadcast”. Ask participants to say one word or a sentence on what the space means to them while their camera is turned on. The video system will usually show the active camera to everybody, and the order of “presentations” usually works out organically.
The method gives interesting insights into the surrounding and living circumstances of participants. It allows people to share without being pressured and the additional statements can intensify the creative perspectives.
Methods for online and blended collaboration (to connect online and live interaction)
Common Machine (live/online): In this exercise members of a group of people are asked to become parts of a common machine and perform it in motion. Ask one person to start with a movement, and then others to join, one by one until the common movements add up to an organic whole. As a “machine conductor” you can now increase the speed until the machine “breaks down” in chaos and often laughter. People can also add sounds to the movements (a great thing live, in online settings this does not work as well due to latency and the noise reduction in many systems). You can also do it once online (such as in a pre-meeting for a BIP) and then live, followed by a reflection on the different experiences.
This method is ideal for smaller groups (up to 15-20 people) and raises intimacy and connection between participants. Think of inclusivity and be aware that the extroverted movements and interaction may not be as easy for all participants.
Work on a Story… (online): Send out students to document a social space, to hunt for a story to tell, to prepare a short presentation and share results in a video/series of photographs with the online community. This task can be done in 1-2 hours as part of a longer online session. Make sure to specify a maximum number of images or length of sound/video (keep it short: max. 1-2 min per presentation). This task becomes easier, if you already have a common concern, topic, or challenge that you are working on (such as in a BIP or COIL). If not, it helps to ask a similar question or specify for a common methodical or aesthetic approach. This can also work as an international online group work, if the groups are formed in advance and are given the time to discuss their project and use digital media to share their local insights/recordings to produce a common result.
This method can bring together students and produce first insights into a social space or topic and it enlivens the online session with practical experiences. It also works well in blended learning courses as a start for further face-to-face work.
Methods for interaction with challenges & stakeholders
(activating methods: mappings, (auto)photography, video, interventions…)
Methods on brainstorming/development (lists, game)
contents
Methods for developing tasks and assessments
contents