=Paper=
{{Paper
|id=Vol-3085/paper25
|storemode=property
|title=Using the Yammer cloud service to organize project-based learning methods
|pdfUrl=https://ceur-ws.org/Vol-3085/paper25.pdf
|volume=Vol-3085
|authors=Dmytro M. Bodnenko,Halyna A. Kuchakovska,Oleksandra V. Lokaziuk,Volodymyr V. Proshkin,Svitlana H. Lytvynova,Olha H. Naboka
}}
==Using the Yammer cloud service to organize project-based learning methods==
https://ceur-ws.org/Vol-3085/paper25.pdf
Using the Yammer cloud service to organize
project-based learning methods
Dmytro M. Bodnenko1 , Halyna A. Kuchakovska1 , Oleksandra V. Lokaziuk1,2 ,
Volodymyr V. Proshkin1 , Svitlana H. Lytvynova3 and Olha H. Naboka4
1
Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine
2
Institute of Mathematics NAS of Ukraine, 3 Tereschenkivska Str., Kyiv, 01024, Ukraine
3
Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho
Str., Kyiv, 04060, Ukraine
4
Donbas State Pedagogical University, 19 Henerala Batyuka Str., Sloviansk, 84116, Ukraine
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.
Keywords
cloud service, Yammer, corporate social network, project teaching methods
1. Introduction
One of the important tasks of modern university education is to improve the quality of profes-
sional student’s training. This encourages teachers to update the content, forms, and methods of
CTE 2021: 9th Workshop on Cloud Technologies in Education, December 17, 2021, Kryvyi Rih, Ukraine
" d.bodnenko@kubg.edu.ua (D. M. Bodnenko); h.kuchakovska@kubg.edu.ua (H. A. Kuchakovska);
o.lokaziuk@kubg.edu.ua (O. V. Lokaziuk); v.proshkin@kubg.edu.ua (V. V. Proshkin); s.h.lytvynova@gmail.com
(S. H. Lytvynova); olganaboka911@gmail.com (O. H. Naboka)
~ https://fitu.kubg.edu.ua/pro-fakultet/kafedry/2016-06-16-07-27-24/sklad/513-no-name.html (D. M. Bodnenko);
https://fitu.kubg.edu.ua/pro-fakultet/kafedry/2016-06-16-07-27-24/sklad/555-no-name.html (H. A. Kuchakovska);
https://www.imath.kiev.ua/people/profile.php?pid=468 (O. V. Lokaziuk);
https://fitu.kubg.edu.ua/pro-fakultet/kafedry/2016-06-16-07-27-24/sklad/508-no-name.html (V. V. Proshkin);
https://iitlt.gov.ua/structure/departments/technology/detail.php?ID=49 (S. H. Lytvynova);
https://esu.com.ua/search_articles.php?id=71391 (O. H. Naboka)
0000-0001-9303-6587 (D. M. Bodnenko); 0000-0002-4555-896X (H. A. Kuchakovska); 0000-0001-9663-251X
(O. V. Lokaziuk); 0000-0002-9785-0612 (V. V. Proshkin); 0000-0002-5450-6635 (S. H. Lytvynova); 0000-0003-4635-0009
(O. H. Naboka)
© 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
245
teaching to increase student motivation, ensuring the implementation of the principle of practice
orientation. Project-based learning or project-based learning technologies are becoming increas-
ingly popular among modern teaching methods [1, 2]. These are educational technologies aimed
at acquiring knowledge in close connection with real-life practice, the formation of relevant
skills and abilities through the systematic organization of problem-oriented learning. A charac-
teristic feature of project-based learning is that problems must be meaningful to students, in
fact, become their own problems. In addition, as noted by Barron and Darling-Hammond [3],
students not only work in groups to solve real-life problems but also learn to feel responsible
for the work done. Teachers play the role of coaches and facilitators. In today’s conditions,
characterized by the dynamic introduction of distance education, there is a significant question
of organization and implementation of project-based learning methods. Therefore, the study of
the possibilities of digital tools and services to address this issue is relevant.
2. The objective of research
In the works of Berezhna et al. [4], Glazunova et al. [5], Gryshchenko et al. [6], Horbatiuk et al.
[7, 8], Iatsyshyn et al. [9], Pavlenko and Pavlenko [10], Podlasyi [11], Valko et al. [12], Vlasenko
et al. [13], the advantages of using project method in the educational process, historical aspects
of the formation of project-based teaching methods are highlighted. Thus, Dzyabenko et al.
[14] notes that the project method is a way to achieve a didactic goal through the detailed
elaboration of the problem (technology), which should end with a real practical result, designed
in one way or another; a set of techniques, actions in a certain sequence to achieve the task
- solving a problem that is personally significant for students and designed as a certain final
product. The scientific developments of foreign scientists deserve attention. So, Blumenfeld
et al. [15] found that the project method has the potential for learning, analyzed how it affects
student motivation, identified difficulties that students and teachers may face in the process of
working on projects. Tseng et al. [16] proved that combining project-based learning methods
with STEM can increase effectiveness, generate meaningful learning, and influence student
attitudes in future career pursuit. Kokotsaki et al. [17] proved that modern digital technology,
group processes of high quality, teachers’ ability to effectively scaffold students’ learning and
provide guidance and support, the balance between didactic instruction with in-depth inquiry
methods and well-aligned assessment have been identified in the literature as facilitating factors
in the implementation of PBL. In addition, it is worth noting results of researches in which
theoretical and methodical bases of project teaching methods realization are revealed, among
them Ayas and Zeniuk [18], Macias-Guarasa et al. [19], DeFillippi [20].
Theoretical and methodological principles of education informatization are presented in the
works of Bykov [21], Fedorenko et al. [22], Holiver et al. [23], Pochtovyuk et al. [24], Smyrnova-
Trybulska et al. [25], Velychko et al. [26]. Of particular interest in the issues of our article are
studies on the use of social networking service in the educational process.
Thus, in the previous work of the authors of this article, the ways of organization of control
and analysis of students of higher education institutions success by means of social services
and social networks are considered; the advantages and disadvantages of using existing means
of social services and social networks in conducting various types of control are analyzed;
246
examples of social services use of Instagram, Google Forms, Kahoot and English-language
services Quizalize and Nearpod [27]. In works [28, 29, 30, 31, 32, 33] examples of the use of
social networks for implementing the educational process, including social network Yammer [34]
are given. The negative consequences of excessive use of social networks are given [35].
The purpose of the article is to reveal the possibilities of the cloud service Yammer for imple-
menting project teaching methods in the process of professional training of students.
This purpose is specified in the following tasks:
• to find out the attitude of lecturers to the use of project-based teaching methods, in
particular with the help of cloud services;
• to outline the specifics of the corporate social network Yammer as a cloud service;
• to give a comparative description of the Yammer social network on the example of the
online service Keepteam and messengers;
• to reveal practical and methodical aspects of using the Yammer network for implementing
project-based learning methods.
3. Research methodology
The following methods were used in the research process: analysis of scientific and pedagogical
literature on the selection of features, stages of project teaching methods implementation in the
educational process; analysis of online resources, methodological literature on generalizing the
possibilities of social networks for the realization of project-based learning methods at different
stages of implementation; study and generalization of pedagogical experience in the use of
social networks in education; survey of university teachers in order to identify the problem area
of the study. The survey of teachers of Borys Grinchenko Kyiv University was conducted during
May 2021, the experimental project activity of students was carried out during March–June
2021.
4. Results and discussion
In May 2021, we conducted a survey of 25 experts — teachers of Borys Grinchenko Kyiv
University, who have experience in using project-based teaching methods. The survey was
conducted to find out the attitude of lecturers to the use of project-based teaching methods,
in particular through cloud services. We did not aim to reconcile the respondents’ opinions.
It was more important to outline the main areas that make up the problem ares of research.
Respondents were asked to answer the following questions:
1. Indicate the main advantages of project-based learning methods.
2. Do you have the necessary knowledge to implement project-based learning methods in
distance education?
3. Do you have experience in implementing project-based learning methods using cloud
services? If so, what problems do you face?
As a result, we have identified the main features of project-based learning:
247
• social activity that takes place within groups of students;
• the opportunity to use not only knowledge of academic disciplines, but also to learn to
negotiate, make joint decisions, be responsible in accordance with the role in the training
team, interpret the results of their activities;
• open educational space in which students move at their own pace;
• students’ need for self-study and self-improvement;
• the possibility of attracting students of different courses; for junior students, it is better to
use creative, game and practice-oriented types of projects; for senior students, it is more
expedient to use research types of projects that are more complex and close to the real
scientific research of the master;
• increasing the level of students’ interest in a particular discipline (research area);
• improving students’ skills to navigate in the information space;
• the need to get out of narrow specialization and integrate knowledge from different
disciplines, etc.
In addition, our own experience of using project methods, using the method of small groups,
made it possible to highlight their stages of implementation:
1) initiation (choice of topic and selection of ideas);
2) planning (modeling of realization algorithm of the future project);
3) conducting/implementation (practical implementation of the project plan: search and pro-
cessing of materials on the selected topic, analysis, and synthesis of selected information,
adaptation of the material to the project format, research, step-by-step control of tasks,
formation of further goals and clarification of mechanisms);
4) presentation (demonstration of results);
5) evaluation/defense (control of tasks under the plan/protection of completed projects), etc.
As a result of conversations with experts, problematic issues were identified. Thus, the vast
majority of teachers (65%) do not have the knowledge to implement project-based learning
methods in distance education, in particular through social services (figure 1).
Figure 1: The results of a survey on implementing project-based learning methods using cloud services.
Some teachers (32%) note the effectiveness of implementing project teaching methods using
cloud services (figure 2). Moreover, this is associated with the imperfection of the development
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Figure 2: The results of a survey on implementing project-based learning methods using cloud services.
of methods for using digital tools and services for the implementation of distance learning in
general and project-based learning methods in particular.
The disappointing results of the teacher survey motivate us to search for new digital tools for
the implementation of project-based teaching methods. As such tools, consider social networks,
given their popularity among participants in the educational process (students and teachers). As
you know, there are currently quite a lot of social networks, but their methodological and didactic
potential has not been sufficiently revealed. This is especially true of social networks within
the corporate network. One such social network is Yammer. This is a private social network
from Microsoft, which is integrated into the Microsoft Office 365 (corporate) software package.
Yammer helps you stay in touch with the people you need, share information with workgroups,
and organize projects. Only employees of a certain company can join, so communication in
Yammer will be safe and visible only to people from a certain organization.
In the updated version of Yammer from 2016, all Microsoft Office 365 plans are integrated
with Yammer Corporate, all Office 365 subscribers receive the appropriate licenses. In addition,
Microsoft has introduced the Yammer Partner Enablement program, in which students (future
specialists of the corporation) can share their experience in the field of promotion and realization
of successful corporate social projects.
Why was the social network chosen to implement project-based learning methods?
Yammer can create teams to work together in teams and organizations, exchange files and
collect feedback. As part of the service, you can configure the profile of the project team with
photos, basic information about the group, and its members. It is clear that Yammer is not the
only social service that can implement project-based learning methods. It can be compared, for
example, with other cloud services and messengers (table 1).
Highlight Yammer features for the organization of project activity:
• Joining a group. Groups are an opportunity to work in a team or to stay up to date on
a particular issue. The general group of the company is the group in which everyone can
publish; each automatically becomes a member of this group. It is possible to join any
public group, but you will need an invitation to join a private group.
• Track user actions. Following a user on the Yammer network means viewing his message
on the news feed. Yammer allows you to search for people by name using the search box,
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Table 1
Comparison Yammer capabilities and other services (✓- function available, x - the function is absent, $ -
the function is available only in the paid version).
Yammer Slack Viber Telegram Skype
Text messages ✓ ✓ ✓ ✓ ✓
Voice calls x x ✓ ✓ ✓
Video calls x x ✓ x ✓
Sending files ✓ ✓ ✓ ✓ ✓
Integration with third-party ✓ ✓ x x x
add-ons-file repositories, (30 d. free)
mail, other messengers, etc.
Protection against x ✓ x x x
“information garbage”
Access to the full message archive ✓ ✓ ✓ ✓ ✓
Ability to save files ✓ ✓ ✓ ✓ x
Minimum price per user per month ≈ 5$ ≈ 7$ – – –
Supported platforms Mac, Mac, Mac, Mac, Mac,
Win, Win, Win, Win, Win,
Linux, Unix, Unix, Unix, Unix,
iOS, iOS, iOS, iOS, iOS,
Android, Android, Android, Android, Android,
Windows Web Web, Windows Windows
Phone, Phone Phone, Phone,
Web Web Web
or to view the general information channel of the company, and to track the user whose
message was interesting to you.
• The answer is in the conversation. The convenience of keeping the conversation makes the
Yammer network especially useful. When an employee responds to a message, Yammer
begins the chain. This simplifies the tracking of the entire conversation. To reply to
a message, click the Reply button below the message, where the reply field will be
displayed.
• Notification of the message by pressing the “Like” button. Yammer lets you say that you
like the message.
• Joining the conversation. A web channel is a source of information. A web channel is a
source of information.
Considering the selected features of Yammer, we indicate its capabilities for the implementa-
tion of project-based learning methods.
The work on the project consists of five stages. At the first stage, students are offered a topic.
The teacher pays attention to the relevance of the chosen topic, awakens students’ interest in
the project, outlines the problem area of educational research, emphasizes significance, offers
different perspectives on the topic. At this stage, the purpose and objectives of the study are
formulated. Here are some examples of projects:
1. Overview of business models and types of analytics.
250
2. Familiarity with Google-tables in the implementation’s context of information-analytical
activities, including elements of descriptive and mathematical statistics.
3. Use of analytical activities in e-commerce using Google Analytics, Amplitude.
4. Databases and SQL — a declarative programming language for user interaction with
databases, used to generate queries, update and manage relational databases, create
a database schema and modify it, control system for access to the database.
5. Comprehensive business intelligence software from Microsoft Power BI.
6. Python review for data analysis.
7. Model on request On-Demand. We are one click away.
Let’s highlight the Yammer functions for implementing the first stage: maintaining con-
nections within the team. The Yammer network is a fast and convenient way to keep in touch
with the team, discuss ideas, share news, communicate and share the experiences of other team
members. Data exchange. The Yammer network is communication, file sharing, collabora-
tion in teams on projects and specific topics. If necessary, partners from external educational
institutions and organizations can be involved with the help of secure communication channels.
At the second stage, the organization of activity is carried out. The research project is
implemented in groups created by the teacher. For each group the purpose, tasks are defined,
the role of each participant of the research is outlined. Thus, one group investigates general
scientific methods (analysis, synthesis, abstraction, generalization, etc.); another – methods of
empirical research (survey, observation, experiment), the next – information and forecasting
techniques (cognitive mapping, modeling, analysis of the decision-making process, expert
evaluation, etc.), another group – methods of presenting information in information documents
(extraction, paraphrasing, interpretation), etc. Use the Yammer function – a combination
of leadership and command. Leaders and team members in terms of distance education are
scattered territorially. It is important to know what the team members are doing and that the
plans of the different people have been agreed upon.
In the third stage, the teacher announces certain problem situations. The groups decide
whether the techniques they are considering can solve real professional problems. In the process
of discussing the project, an action plan is developed, a bank of ideas and proposals is created.
Systematization and generalization of work results is carried out. To implement the second and
third stages, in addition to the above functions, Yammer uses the following: Connecting and
engaging all colleagues. The Yammer network is a powerful and secure mobile application that
takes collaboration to the next level by keeping team members anywhere, anytime.
At the fourth stage there is a presentation of research products. This stage is necessary
for further analysis of the study, self-assessment, evaluation by experts (individual students
or visiting graduate students, teachers). At the stage of presentation, students are required to
concisely and logically coherently build a message, use clarity, adhere to the structure of the
report. Let’s select Yammer functions for the realization of the specified stage:
1. Work in Office programs without any problems. The Yammer network is a social network
integrated with Office programs, which allows you to work productively with the help of
the usual interface and file-sharing functions.
251
2. Interaction with colleagues. The Yammer network is an exchange and retrieval of infor-
mation between management and team members; it is an encouragement and a reaction
to the feedback; this is a recognition of merit and encouragement of diligence of team
members.
3. Dissemination and receipt of information. The Yammer network is an announcement for
the whole company, exchange of notes with additional details after important meetings,
exchange of key news.
The research project is evaluated/defended at the fifth stage according to the following crite-
ria: research nature of the work; reliability of collected facts; literacy and logic of presentation;
presentation skills (speech culture, clarity, and illustration). They use the Yammer function –
providing feedback because it is important to give team members the right to vote and show
that you hear them. The Yammer network is a live chat with the entire company with questions
and answers, a call of employees to answer your questions with questions or answers.
So, the outlined Yammer possibilities are a convincing argument for purposeful teaching of
students in the context of the use of project teaching methods using the method of small groups.
At the same time, the experience of implementing project teaching methods and conversations
with students highlighted the problems of students’ low awareness of the possibility of using
cloud technologies. In order to solve the problem related to the weak knowledge of students
about the implementation of project teaching methods with cloud technologies, we developed
an e-learning course module in the LMS Moodle system on the topic “Creating educational
content through corporate social service Yammer”.
This module contains tasks related to the use of the project method aimed at the implementa-
tion of cooperative students’ learning. Note that cooperative learning is not so much a form of
learning as a special method of organizing educational activities in the group, which is based
on positive interdependence between individuals in the process of learning, and the result of
such educational activities is created by joint efforts final product [36, 37, 38].
A content module was created to study “Using Yamer in professional activities”. The module
takes into account the authors’ research on the use of social services for teaching students [37]
and the role of informatization in changing the competencies of high school teachers [38].
The created module is added to computer science disciplines with the help of LMS Moodle for
students of the following specialties: “Applied Technologies: ICT in research and teaching”,
“Communicative Strategies of Oriental Language: Module ICT in Professional Activity” (disci-
pline “Information and Analytical Studies: Modern Information Systems and Technologies”),
“International Information” (discipline “International Information: ICT in International Informa-
tion”), “English Philology” (discipline “Information Technology in Foreign Languages: Modern
Information Technology in Foreign Languages”), etc.
In addition, the participants got acquainted with the module “Use of ICT in education” cre-
ated by the scientific student group of Borys Grinchenko Kyiv University. Note also that the
module “Creating educational content through corporate social service Yammer” was created
for information technology disciplines taught to undergraduate and graduate students. “Module
Creation of educational content by means of corporate social service Yammer” contains the
following components: lectures (1. History of development and general characteristics of cloud
service; 2. Online analogue of the wall for notes – Yammer service; 3. Advantages and disad-
252
vantages; 4. Using Yammer in professional activities) and presentation of the submitted topic;
practical work (15 detailed tasks for mastering the skills of work in the service); video manual
(step-by-step instructions for performing most tasks of practical work); glossary (dictionary of
terms); test to test knowledge.
On figure 3 a screenshot element of the training course “Creation of educational content by
means of corporate social service Yammer” in the LMS Moodle system.
Figure 3: Creation of educational content by means of corporate social service Yammer.
As part of the scientific student group “The use of ICT in education” of Borys Grinchenko Kyiv
University, we invited students to take part in the project’s implementation method. During
March 2021, 8 teams were formed, each with 4 students of the same level under academic
achievements. In each group, there were two students majoring in “Computer Science”, the
other students – humanities. The teams were offered the implementation of an interdisciplinary
project – the development of a website “Virtual Museum of University History”. The project
was implemented during March–June 2021 in a distance format. Four teams (K1–K4) used the
Yammer network in the process of working on the project, other teams (K5–K8) communicated
with the help of various digital resources. Projects were evaluated on a 10-point scale according
to the criteria: the work is practical, contains a well-presented theoretical basis, is characterized
253
by a logical, consistent presentation of material with appropriate conclusions and sound pro-
posals; has positive feedback from experts, students, teachers; In defending the work, students
demonstrate in-depth knowledge of the topic, freely operate with research data, make sound
suggestions, use clarity (tables, diagrams, graphs, etc. or handouts), easily answer questions.
The evaluation was carried out based on expert assessments of participants in the educational
process (through the use of cloud services Google Forms and Google Sheets) (figure 4).
Figure 4: The results of a survey on implementing project-based learning methods using cloud services
(table of criteria for evaluating completed projects, and an example of the implemented project).
The following results were obtained during the projects: K3 – 10 points, K2 – 10 points, K1 –
9 points, K8 – 9 points, K4 – 8 points, K6 – 6 points, K5 – 6 points, K7 – 4 points. This shows the
effectiveness of the use of Yammer in the educational process, in particular, in implementing
project-based learning methods.
5. Conclusions
By analyzing the experience of project activities among teachers of higher education, the
main features of project-based learning on cloud-based services were identified: 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.
254
Over 10 years of experience of the scientific circle “ICT in the educational process” and
20 years of teaching experience of the co-authors of the study gives grounds to distinguish
the following stages of using project methods using the method of small groups: initiation;
planning; conducting/implementation; presentation; assessment/defense.
Conducted an analysis of the advantages and disadvantages of using well-known social
services and messengers to ensure project activities. The key (within the work of small groups)
functions of the Yammer cloud service have been identified and disclosed.
Prospects for further research include step-by-step detailing and methodological support
for the use of cloud-based learning technologies for students majoring in the field of “human–
human” using project methodology.
Acknowledgments
The research was performed within the framework of a complex scientific topic of the Depart-
ment of Computer Science and Mathematics of Borys Grinchenko Kyiv University “Mathematical
methods and digital technologies in education, science, technology”, SR No. 0121U111924.
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