Trello
Description
Trello is an online collaborative organization tool. Trello allows users to share information, stay organized, and connected with other users. In Trello users can create shared sets of lists known as boards. List items are called cards. Cards can be moved from list to list, assigned owners, given due dates, documents can be attached to cards, and have a comment feature.
Trello is an online collaborative organization tool. Trello allows users to share information, stay organized, and connected with other users. In Trello users can create shared sets of lists known as boards. List items are called cards. Cards can be moved from list to list, assigned owners, given due dates, documents can be attached to cards, and have a comment feature.
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Justification for Using this Tool
Justification 1 - Collaboration
Justification 1 - Collaboration
- Collaboration encourages learner participation, memory, and creativity amongst other learning improvements (Clark & Mayer, 2011b). Trello allows multiple users for each board. Users can create, share, comment and interact with each other and content.
- Segmentation is a design principle that recommends presenting complex topics in small sequential chucks to prevent cognitive overload (Clark & Mayer, 2011a). Lists in Trello support content organization, while cards encourage the chunking of large topics into manageable pieces.
- Problem-based learning is learning through solving specific problems with the guidance of an instructor (Hmelo-Silver, 2004). Trello provides a platform for students to organize their problem-solving efforts as well as a place for instructors to monitor student progress and thinking.
- Constructivism involves students building their own understanding and opinions of subjects using learned skills (Ertmer & Newby, 2013). Students can share in content creation by contributing cards to a Trello board.
Strategies for Use
Strategy 1 – Scheduling a Class
Strategy 1 – Scheduling a Class
- Trello can be used to keep a class schedule. Organizing future, present, and past work allows students to keep track of content, get caught up if they fall behind, or work ahead.
Strategy 2 – Collaborative Content Creation
- Students can use the collaborative features in Trello to share knowledge. Instructors can present list topics, in which students can create cards with content. The comment tool allows for discussion between students
Helpful Resources
Resource 1 – Using Trello
Resource 1 – Using Trello
- This tutorial explores how to use Trello including creating boards and adding content. The video also offers some ideas for using Trello in an education setting.
- This blog post provides examples of using Trello in a classroom at multiple grade levels. It includes examples of collaborative, problem based and organization applications.
- This video provides some useful tips for teachers using Trello including some ideas to organize boards, and how to get students involved and engaged in Trello creation.
References
- Clark, R. C., & Mayer, R. E. (2011). Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts. In e-Learning and the Science of Instruction 3rd ed. (205-223). San Francisco, CA: Pfeiffer.
- Clark, R. C., & Mayer, R. E. (2011). Learning Together Virtually. In e-Learning and the Science of Instruction3rd ed. (279-309). San Francisco, CA: Pfeiffer.
- Ertmer, P. A., & Newby, T. J. (2013). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. doi:10.1002/piq.21143
- Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. doi:10.1023/B:EDPR.0000034022.16470.f3