Virtual sharing is a free tool, available without identification on the website and available on various media, smartphones, digital tablets, etc. e. This allows recipients to exchange documents of various formats on the wall for collaboration.
Vdr provides access to collaboration walls that allow you to brainstorm ideas, do interactive group work, and share information and documents (URLs, videos, images, sounds) identified during the course. Documentary search. Access to the wall can be made in reading or writing mode, using simple settings. In the default settings, only the wall creator can delete notes or rearrange them in space: there is no risk that the idea will not disappear without the decision of the moderator. Notes can be exported as an image or a PDF document for sharing at the end of a work session.
Vdr is very intuitive and uses regular online software codes. All actions are recorded on the go as soon as the name and “wallpaper” have been saved.
When you log in, you are taken to a toolbar. Click Create. Choose a layout to suit your needs (“Preview” gives you an idea of the model). For example, the column model is convenient for brainstorming. Add a title and select the wallpaper that appears in the background (you can add your own image to “Add your own”). Your wall is created!
Click “virtual sharing” in the upper right corner and select the type of sharing: private, password-protected, secret or public. The Secret option is suitable for the school context: only recipients of the link can access the wall. Then select the exchange mode: the recipient “can read”, “can write”, “can moderate”, “can administer”. The “can write” exchange mode allows students to contribute without risking that contributions will disappear. There are several ways to divide a wall. For example, pasting its URL into a textbook, sending a link by e-mail or through a social network, inserting a QR code automatically created in a printed working document.
I use Vdr mainly for teaching economics and law to share the results of studies done by students. For example, I ask my students to conduct a legal documentary study of working conditions: the result of this work, posted on a collective wall, illustrates the study of the topic “document sharing online”. Each student is encouraged to search the Internet for rules regarding working hours, rest, or remuneration.
Then he must verify the accuracy of his source, and then put on the wall on his behalf a link to the resource, followed by a short note. He then presents his contribution to the rest of the class during the unification phase and the selection of rules, which are stored as an illustration of the course. Recently, I also tested the use of walls as part of a module in blocks to provide documentary resources to various groups (links to infographics, videos, press articles). Then they asked to write a summary of the work, share it on the wall created by the group, and present it orally.
Vdr is a simple and intuitive tool that facilitates collaboration. Each participant can consult, modify, add elements to enrich thoughts about the subject, in accordance with the rights that are attributed to him, while benefiting from a vision of the work performed by other participants. Vdr works on most mobile devices (smartphones, tablets), and the publication of materials is immediate and visually appealing. It is this opportunity for immediate interaction that seduces our students and encourages them to participate in teamwork. In addition, these virtual walls remain available over time, which develops autonomy. Everyone can use the content of available resources at their own pace and of their choice.
Strengthen the smoothness of collaboration between peers: I am more and more mobilizing this tool in my pedagogy to support group work and develop a spirit of cooperation and mutual assistance among students. I teach them this at the beginning of the year. Empowering students in the quality of their contribution: the projection of virtual walls during the production of synthesis or presentations makes students more concerned about the care that should be given to their works.