Using the Yammer cloud service to organize project-based learning methods

Dmytro M. Bodnenko; Halyna A. Kuchakovska; Oleksandra V. Lokaziuk; Volodymyr V. Proshkin; Svitlana H. Lytvynova; Olha H. Naboka

doi:10.55056/cte.118

Authors

Dmytro M. Bodnenko Borys Grinchenko Kyiv University https://orcid.org/0000-0001-9303-6587
Halyna A. Kuchakovska Borys Grinchenko Kyiv University https://orcid.org/0000-0002-4555-896X
Oleksandra V. Lokaziuk Borys Grinchenko Kyiv University https://orcid.org/0000-0001-9663-251X
Volodymyr V. Proshkin Borys Grinchenko Kyiv University https://orcid.org/0000-0002-9785-0612
Svitlana H. Lytvynova Institute for Digitalisation of Education of the NAES of Ukraine https://orcid.org/0000-0002-5450-6635
Olha H. Naboka Donbas State Pedagogical University https://orcid.org/0000-0003-4635-0009

DOI:

https://doi.org/10.55056/cte.118

Keywords:

cloud service, Yammer, corporate social network, project teaching methods

Abstract

The article reveals and interprets the key features of project-based learning based on cloud-based services: social activity; convenient communication in a team during the project implementation and at the resulting stage; open educational space; self-learning and self-improvement; use of interdisciplinary links to combine students of different years of study (1--4 degrees of the first (bachelor's) level and students of the second master's level) to joint research teams to study through research; purposeful motivation of cognitive and research activity of students within the discipline with the use of interdisciplinary connections; formation of digital literacy of students. The advantages and disadvantages of the Yammer cloud service are presented and a comparative analysis of this service with similar cloud services is performed. Examples of using Yammer in professional project activity are given. The stages of using project methods using the small group method are analyzed and detailed: initiation; planning; conducting/implementation; presentation; assessment/defense.

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