**4. Business producers (2): shared digital whiteboard and DX learning environment**

In 2022, as the impact of COVID-19 gradually subsided, Japanese universities reduced the ratio of online classes to around 30% and promoted a return to face-to-face classes. Therefore, this study group decided to use the form of a face-to-face class for the hybrid group work exercises of this research target in 2022. However, digital lecture materials were distributed at the same time *via* the LMS to use the on-demand class format.

Furthermore, even in the classroom, we decided to use the digital whiteboard platform service so that team/group members could conduct collaborative learning together by sharing data online during group work exercises.

The following describes how to manage a class before, during, and after the group work exercises corresponding to regular class times and how to use the DX learning EP. Next, the class management method and DX learning EP corresponding to special class times are shown.

### **4.1 Class operation management methods before, during, and after classes and how to use DX learning EP corresponding to regular class times**

**Table 2** shows how to manage classes before, during, and after classes and how to use the DX learning EP for ordinary class times. To accomplish "1. Class management/ creation of digital teaching materials," instructors created digital lecture materials necessary for group work exercises corresponding to each ordinary class time. The teaching assistants (TAs) created team/group exercise WSs that served as guides for each learner to proceed with their own individual exercises.

There were three types of WSs. The first was to organize the template WSs that indicate description contents, such as tables, diagrams, and explanations, so that each learner could easily describe and express the results of collaborative learning according to the individual exercises. The WS was formatted to allow descriptive expression. Hence, it was also referred to as a "*white WS*," as it did not describe anything other than the format. In the second type of WS, instructors and TAs guided case examples corresponding to the contents of the respective exercises in the white WS, so that learners could visualize how to respond to the WS. This WS was referred to as the "*case study introduction WS*." The third type of WS was a summary of the results of collaborative learning by each team/group in response to the group work exercises presented by the instructor. This WS was referred to as the "*deliverable WS*."

In "2. Lesson preparation/learning support/learning EP," first, through LMS, the learner was instructed on how to deliver the digital lecture materials and how to proceed with the class and group work exercises on the day of the class. Next, the following two types of digital whiteboard platforms were utilized for the group work exercises. In addition, each team's own working board was set up on each platform, and WS materials were uploaded onto their own boards for collaborative learning corresponding to each group work exercise.

#### **4.2 Collaborative learning method using the Google Docs platform**

Google Docs and the other apps in the Google Drive suite served as a collaborative tool for the cooperative editing of documents in real time. Documents can be shared, opened, and edited by multiple users simultaneously, and users can see character-bycharacter changes as other collaborators make edits [4]. Changes are automatically


#### **Table 2.**

*Class management method corresponding to before, during, and after classes for regular class times [3].*

saved to Google's servers, and a revision history is automatically stored so that past edits may be viewed and reverted to. An editor's current position is represented using an editor-specific color/cursor, so if another editor happens to be viewing that part of the document, they can see edits as they occur. A sidebar chat functionality allows collaborators to discuss edits. The revision history allows users to see the additions made to a document, with each author distinguished by different colors. Only adjacent revisions can be compared, and users cannot control how frequently revisions are saved. Files can be exported to a user's local computer in a variety of formats (ODF, HTML, PDF, RTF, Txt, Office Open XML). Files can be tagged and archived for organizational purposes.

The collaborative learning method using Google Docs during the group work exercise in this research is described below. Based on the group work exercise procedures and method explanations shown in the digital lecture materials created by the instructor, the TAs prepared a WS flock that summarized multiple white WSs according to the exercise procedures. TAs uploaded the WS flocks into their own work board within the Google Drive platform for each team/group before class.

While referring to the group work exercise methods and case study introduction WSs mentioned in the lecture materials, each team/group member could work with each other using the same white WS on their own workboard.

#### **4.3 Collaborative learning method using the miro platform**

Miro is an online collaborative whiteboard platform that enables distributed teams to work effectively together, from brainstorming using digital sticky notes to planning and managing agile workflows [5]. Miro allows users to take advantage of a full set of collaboration capabilities, make cross-functional teamwork effortless, and organize meetings and workshops using video chat, presentation, sharing, and other features.

Miro empowers user's own design, development, and engineering teams to align and innovate on a platform that makes all their endeavors possible in real time. They can create concepts, map user stories or customer journeys, or engage in roadmap planning easily, enabling them to focus on delivering the right products to customers.

The instructors further instructed teams/groups to place individual deliverable WSs on their own miro work boards, according to the fixed order of the exercise procedure. After the deadline for the submission of the deliverables, the specific TA in charge of each group provided feedback on the deliverable WS using miro's comment function.

How to use the question-and-answer system of the AI chatbot platform service is explained in detail in the next chapter.

### **4.4 Class operation management method corresponding to special class times and DX learning EP**

**Table 3** shows the class operation management method and how to use the DX learning EP for special class times.

The method for submitting deliverable WSs (e.g., SDG/CE business concepts, interim deliverable WSs, and final deliverable SDG/CE business schemes) per team was the same as described above. Specifically, learners were instructed to place individual deliverable WSs on their miro work boards according to a fixed order of the exercise procedure.

TAs provided feedback to the respective WSs in the same manner. The merits of being able to provide feedback using the miro platform for the instructor and TA are as follows: Instructors and each TA in charge of each team/group could cross-observe their work boards for different teams/groups, as well as select and add comments to the specific deliverable WS related to each TA from remote environments.

**Figure 1** shows an example of "2.9: Pasting each WS submitted by each team/ group in the above format table" for the "1.5 AL Interim Results Report."

The instructor prepared a concept map using one of miro's templates for the presentation of the SDG/CE business scheme assignment results in the final class. Then, the instructor instructed all learners to place each deliverable WS for the assignment into this concept map. This concept mat was used to visually represent the interrelationship structure connecting various deliverable WSs related to team common, inter-group, and specific group collaborative learning.

Moreover, as a creative way to use miro to present the results, a separate new board for results presentation was established instead of the usual miro work board. In this new board for results presentation, the instructor arranged the deliverable WS of the business scheme for each team in the same concept map format. As a result,


#### **Table 3.**

*Class management method for special class times and how to use the DX learning EP.*

*Educational Programs of Business Producers and System Creators for Future Strategy Design… DOI: http://dx.doi.org/10.5772/intechopen.110029*

**Figure 1.**

*Example of "2.9: Pasting each WS submitted by each team/group in the format table."*

instructors/TAs and all learners could assess each other's business scheme proposals on the miro platform while comparing the characteristics of each team/group.
