https://vibesforum.unidu.hr/ Sat, 18 Apr 2026 09:16:36 +0000 MyBB https://vibesforum.unidu.hr/showthread.php?tid=10 Fri, 03 Mar 2023 23:29:44 +0100 nstojcic]]> https://vibesforum.unidu.hr/showthread.php?tid=10
Some examples of case studies that can accompany VIBES course prototype can be found in attachment.

  Global Virtual Teams_ An Intercultural Communication Reality Check.pdf (Size: 508.61 KB / Downloads: 0)

  Virtual_team_work_case_study_of_the_European_commi.pdf (Size: 396.26 KB / Downloads: 0)

  VirtualTeams.pdf (Size: 299.16 KB / Downloads: 0) ]]>
Some examples of case studies that can accompany VIBES course prototype can be found in attachment.

  Global Virtual Teams_ An Intercultural Communication Reality Check.pdf (Size: 508.61 KB / Downloads: 0)

  Virtual_team_work_case_study_of_the_European_commi.pdf (Size: 396.26 KB / Downloads: 0)

  VirtualTeams.pdf (Size: 299.16 KB / Downloads: 0) ]]> https://vibesforum.unidu.hr/showthread.php?tid=9 Fri, 03 Mar 2023 22:49:29 +0100 nstojcic]]> https://vibesforum.unidu.hr/showthread.php?tid=9 Before formal course beginning it is advisable to motivate students with some of warm-up exercises. 

This will get learners into the right mindset and guide their connection with own real-life virtual teamworking experiences. They will be able to familarize themselves with work-life balance and intercultural collaboration topics (or any other topics chosen by the lecturer).

Examples of assignments may include

1. Warm-up questions

Students are asked to answer to following questions and send the answers to the lecturer by using the platform/tool that is most convenient (learning management platform used in the institution, or by e-mail):

1. What is the difference between traditional and virtual teamwork?
   
2. What is the role of virtual teamwork in your life?
   
3. Think about tools that you have used to communicate virtually, list them, and and describe their pros and cons?
   
4. Bring examples of multicultural differences regarding communication that can affect virtual teamwork?
   

2. Reading tasks

Students can be asked to familiarize themselves with the material. The lecturer will assign materials to students, so that everything will be covered. Students will be asked to make notes and bring their notes to the class for discussion. The topics may include (but not limited to):

• Virtual teamwork basics
  
• Work-life balance
  
• Intercultural collaboration
  

For list of reading materials visit HERE

---

The level of difficulty can be altered to group characteristics. For example, learners can be asked some of following sets of questions:

Example questions (advanced level)
 

1) Describe you VT experience.

2) Which challenges you have experienced .

3) What would you like to learn about VT-s?

4) Bring examples of multicultural differences that can affect virtual teamwork?

5) Think about tools that you have used to communicate virtually, and describe their pros and cons?

 

Example questions (beginner level)

 

1) Have you ever experienced virtual teamwork?

2) Having conversation over video, what have been the main challenges?

3) What would you like to learn in the upcoming class?

4) Bring examples of multicultural differences regarding communication that can affect virtual teamwork?

5) Think about tools that you have used to communicate virtually, and describe their pros and cons?

---

Students can send the answers to the lecturers by using the following methods (examples):

• Padlet
  
• Mentimenter
  
• Flinga
  
• by doing a presentation “Pecha Kucha” and sending it to lecturers e-mail or uploading to dedicated place
  
• by sending the answers to lecturers e-mail, uploading to e dedicated place
  
• in moodle 
  
• in Canvas
  
• or in any other preferred way
  

---

Getting to know each other may act as icebreaker during initial contacts with students. 

Lecturers are expected to set the scene and explain students (15 min max):

• why they are here
  
• why is virtual teamwork important
  

• what would be their learning journey like
  
• the deliverable and course structure
  
• the tools that would be used
  

 

Introduction to each other IF the students do not know each other, or if there are new students in class:

 
Charades (30 min): Explain your favourite hobby with your body movements only. Rest of the students try to guess the hobby.

Collaboration agreement (10 min)

With the lecturer as facilitator, the class will agree on the rules of how learners and lecturers collaborate (open to each other ideas, open to share ideas, being discreet about sharing other people's ideas outside the class).]]> Before formal course beginning it is advisable to motivate students with some of warm-up exercises. 

This will get learners into the right mindset and guide their connection with own real-life virtual teamworking experiences. They will be able to familarize themselves with work-life balance and intercultural collaboration topics (or any other topics chosen by the lecturer).

Examples of assignments may include

1. Warm-up questions

Students are asked to answer to following questions and send the answers to the lecturer by using the platform/tool that is most convenient (learning management platform used in the institution, or by e-mail):

1. What is the difference between traditional and virtual teamwork?
   
2. What is the role of virtual teamwork in your life?
   
3. Think about tools that you have used to communicate virtually, list them, and and describe their pros and cons?
   
4. Bring examples of multicultural differences regarding communication that can affect virtual teamwork?
   

2. Reading tasks

Students can be asked to familiarize themselves with the material. The lecturer will assign materials to students, so that everything will be covered. Students will be asked to make notes and bring their notes to the class for discussion. The topics may include (but not limited to):

• Virtual teamwork basics
  
• Work-life balance
  
• Intercultural collaboration
  

For list of reading materials visit HERE

---

The level of difficulty can be altered to group characteristics. For example, learners can be asked some of following sets of questions:

Example questions (advanced level)
 

1) Describe you VT experience.

2) Which challenges you have experienced .

3) What would you like to learn about VT-s?

4) Bring examples of multicultural differences that can affect virtual teamwork?

5) Think about tools that you have used to communicate virtually, and describe their pros and cons?

 

Example questions (beginner level)

 

1) Have you ever experienced virtual teamwork?

2) Having conversation over video, what have been the main challenges?

3) What would you like to learn in the upcoming class?

4) Bring examples of multicultural differences regarding communication that can affect virtual teamwork?

5) Think about tools that you have used to communicate virtually, and describe their pros and cons?

---

Students can send the answers to the lecturers by using the following methods (examples):

• Padlet
  
• Mentimenter
  
• Flinga
  
• by doing a presentation “Pecha Kucha” and sending it to lecturers e-mail or uploading to dedicated place
  
• by sending the answers to lecturers e-mail, uploading to e dedicated place
  
• in moodle 
  
• in Canvas
  
• or in any other preferred way
  

---

Getting to know each other may act as icebreaker during initial contacts with students. 

Lecturers are expected to set the scene and explain students (15 min max):

• why they are here
  
• why is virtual teamwork important
  

• what would be their learning journey like
  
• the deliverable and course structure
  
• the tools that would be used
  

 

Introduction to each other IF the students do not know each other, or if there are new students in class:

 
Charades (30 min): Explain your favourite hobby with your body movements only. Rest of the students try to guess the hobby.

Collaboration agreement (10 min)

With the lecturer as facilitator, the class will agree on the rules of how learners and lecturers collaborate (open to each other ideas, open to share ideas, being discreet about sharing other people's ideas outside the class).]]> https://vibesforum.unidu.hr/showthread.php?tid=3 Sat, 18 Feb 2023 19:18:35 +0100 Sirja Sulakatko]]> https://vibesforum.unidu.hr/showthread.php?tid=3
I am sharing teaching notes for Loop 1. Hope you find them useful

BR

Sirja

  Course outline (Loop1).pdf (Size: 118 KB / Downloads: 3) ]]>
I am sharing teaching notes for Loop 1. Hope you find them useful

BR

Sirja

  Course outline (Loop1).pdf (Size: 118 KB / Downloads: 3) ]]> https://vibesforum.unidu.hr/showthread.php?tid=2 Thu, 16 Feb 2023 18:59:29 +0100 Sirja Sulakatko]]> https://vibesforum.unidu.hr/showthread.php?tid=2 I am sharing a short summary of Kaospilots methodology that comes handy when teaching teamwork related topics - such as here - the virtual teamwork. 
We followed that methodology when creating the course outline.

Hope you find it useful

Sirja

  KAOSPILOTS_ the philopsohy underlying the learning _ teaching in the course (1).pdf (Size: 528.08 KB / Downloads: 6) ]]> I am sharing a short summary of Kaospilots methodology that comes handy when teaching teamwork related topics - such as here - the virtual teamwork. 
We followed that methodology when creating the course outline.

Hope you find it useful

Sirja

  KAOSPILOTS_ the philopsohy underlying the learning _ teaching in the course (1).pdf (Size: 528.08 KB / Downloads: 6) ]]>