INNOVATING CREATIVE WRITING PEDAGOGY: EXPLORING THE ROLE OF GOOGLE JAMBOARD IN COLLABORATIVE CYBER LITERATURE DEVELOPMENT

Abstract

This paper explores students’ reflections toward the benefits of Google Jamboard in a creative writing workshop with second-year English department students. Implementing cyber learning over the course of three weeks, participants completed flash fiction by practicing collaborative writing by utilizing the features of the Jamboard. Students took turns composing the story online on sticky notes until they completed their own work. Drawing from online  creative writing pedagogy, cybernetics literature and flash fiction theories, the workshop sought to expose participants to a cybernetic aspect of literary work with which they could identify and assist them in the process of producing their own digital work. Surveys and reflective essays provided data for the study. The results of a thematic analysis indicate that participants participate actively to write flash fiction collaboratively. They get engaged to complete the sticky notes. There are some difficulties encountered by students, yet they were captivated and inspired by the lines of their pair's story, appreciating not only reading the sticky notes of their friend but also the sudden emotional turn that occurred when adding some lines to the story. As a result of writing and debating sticky notes on the Jamboard, students gained confidence as a group, grew closer to one another, and experienced therapeutic benefits. Using the outcomes of the workshop as described by the participants, we hope that other teachers and instructors will recognize the potential benefits of Google Jamboard as a supportive environment for students to investigate digital and cybernetics practices.