Centre for Innovation in Teaching and Learning

Learning Technology Index

  

FigJam*

synchronousgroup workinteractive

What is it?

FigJam is an online whiteboard tool that helps team members collaborate for group projects, brainstorm ideas, design workflow, and plan. It is not a physical smart board but a cloud-based online whiteboard that can be installed as an app on computers (both macOS and Windows) and mobile (iOS and Android). This technology can be used on the website directly, too. It is a cloud-based app that enables real-time visual collaboration between users.

What is its purpose?

Users can brainstorm or generate new ideas, work on creative projects, organize thoughts by drawing lines and diagrams, present important ideas with flowcharts, meet virtually and seamlessly, and create agile workflows.

How do I use it?

FigJam is a whiteboarding tool that is integrated with Figma apps. In this technology assessment, we only focused on FigJam. To use FigaJam, one needs to install the Figma app. Figma app can be installed on computers operated with macOS(macOS 11 or later) or with Windows(Windows 8.1 or later) with ChromeOS or any Linux OS, as well as on Mobile phones operated with iOS or Android. Only for iPad, there is a stand-alone FigJam app. Depending on the device one uses to access the app, there will be some limitations. For example, mobile operating systems do not support Figma fully because it relies on web technologies. It is recommended to use the Figma app on mobile rather than using the browser.

To download Figma for computers operated with Windows, visit Figma for Windows.

To download Figma for Android, visit Figma for Android.

To download FigJam for iOS, visit FigJam for iOS.

 

The installation is simple and easy. This app is free, but one must create an account or use one’s google account to access the app.

Why would I use it?

FigJam can be used for teamwork that requires real-time interaction and collaboration. For example, brainstorming or generating new ideas, working on creative projects, organizing thoughts by drawing lines and diagrams, presenting important ideas with flowcharts, meeting seamlessly, and creating agile workflows. Groups of students or students-instructors can work together by presenting ideas simultaneously, asking quick questions, commenting without interrupting the presenter, and voting on discussed topics using stamp features and more.

Usage considerations

The owner of the FigJam file can choose whom to share the files based on one’s needs. Files can be shared with specific people by adding people’s email addresses or sending the link to the people’s email addresses. In this case, the file maker can choose two options: can edit or can view. The permission restricts what other people can do with the file. The creator can create an open link by selecting the “Start open session” option, and anyone with that link can edit the file. However the session will end automatically after 24 hours. Please note the Starter version of FigJam does not have the privilege of the “Start open session” option. It is only available in the Professional version, which is a premium/paid version.

Quick Facts
Category
Synchronous Sessions
Rating Level 
Web Search
Website
FigJam*
Last Modified
15 August 2024
Created
20 November 2023
License Available 
No
More Info

Security Concerns
Yes
Technical Support 
Vendor
Platform(s) 
Web browser, Windows, iOS, iPad, and Android.

Ratings Information

CITL Rating

Select any category below for details about the criteria for each rating.

Functionality: ★★☆
Scale:★★☆
Minor Concerns. The tool can scaled to accommodate any size class but lacks flexibility to create smaller sub-groups or communities of practice.
Ease of Use:★★★
Works Well. The tool has a user-friendly interface that is easy to navigate and personalize for both instructor and learner. Use is intuitive for both instructor and learner.
Tech Support/Help Availability (for Instructors):★★☆
Minor Concerns. Technical support and help documentation is available but limited, incomplete, or not user-friendly.
Tech Support/Help Availability (for Students):★★☆
Minor Concerns. Technical support and help documentation is available but limited, incomplete, or not user-friendly
Hypermediality :★★★
Works Well. The tool allows users to communicate through different channels (audio, visual, textual) and allows for non-sequential, flexible/adaptive engagement with material
Accessibility: ★★★
Accessibility Standards:★★☆
Minor Concerns. The tool has some limited capacity to meet accessibility guidelines (i.e. W3C WCAG 2.0 standards)
User-focused participation:★★★
Works Well. The tool is designed to address the needs of diverse users, their various literacies, and capabilities, thereby widening opportunities for participation in learning.
Required Equipment:★★★
Works Well. Proper use of the tool does not require specialized equipment
Technical: ★★★
Integration/Embedding within a Learning Management System (LMS) :
Not Applicable.The tool is not intended to accomplish the goals of a particular category.
Operating Systems:★★★
Works Well. Users can effectively utilize the tool with any standard, up-to-date operating system.
Web Browser:★★★
Works Well. Users can effectively utilize the tool with any standard, up-to-date web browser
Additional Technical Requirements:★★★
Works Well. Users do not need to download additional software or browser extensions. Additional accounts or software is not required
Mobile Design: ★★☆
Access:★★☆
Minor Concerns. The tool offers an app, but only for a limited set of mobile operating systems. Tool is not accessible through a mobile browser.
Functionality:★★★
Works Well. There is little to no functional difference between the mobile and the desktop version, regardless of the device used to access it.
Offline Access:★☆☆
Serious Concerns. The mobile platform cannot be used in any capacity offline.
Usage and Account Set Up: ★★★
Sign Up/Sign In:★★★
Works Well. Use of the tool does not require the creation of an external account or additional login but a Gmail account; no personal user information is collected and shared.
Cost of Use:★★★
Works Well. Use of the tool does not require the creation of an external account or additional login; no personal user information is collected and shared. The personal information Figma collects depends on how one interacts with their Services
Archiving, Saving, and Exporting Data :★★★
Works Well. Users can archive, save, or import and export content or activity data in a variety of formats (some of which are open standards).
Data Privacy and Ownership:★★★
Works Well. Users maintain ownership and copyright of their intellectual property/data; the user can keep data private and decide if / how data is to be shared.
Social Presence: ★★☆
Collaboration :★★☆
Minor Concerns. The tool has the capacity to support a community of learning through asynchronous but not synchronous opportunities for communication, interactivity, and transfer of meaning between users.
User Accountability:★★★
Works Well. Instructors can control learner anonymity; the tool provides technical solutions for holding learners accountable for their actions
Diffusion:★★☆
Minor Concerns. Learners’ familiarity with the tool is likely mixed, some will lack basic technical competence with its functions.
Teaching Presence: ★★★
Facilitation:★★★
Works Well. The tool has easy-to-use features that would significantly improve an instructor’s ability to be present with learners via active management, monitoring, and engagement.
Customization:★★★
Works Well. Tool is adaptable to its environment: easily customized to suit the classroom context and targeted learning outcomes.
Learning Analytics:★★☆
Minor Concerns. Instructor can monitor learners’ performance on limited measures; or data is not presented in a format that is easily interpreted.
Cognitive Presence: ★★★
Enhancement of Cognitive Task(s):★★★
Works Well. The tool enhances engagement in targeted cognitive task(s) that were once overly complex or inconceivable through other means.
Higher Order Thinking:★★★
Works Well. Use of the tool easily facilitates learners to exercise higher order thinking skills (given consideration to design, facilitation, and direction from instructor).
Feedback on Learning:★★☆
Minor Concerns. Opportunities for receiving formative feedback on learning are available, but infrequent or limited (i.e. poor opportunities for tracking performance, monitoring improvement, testing knowledge on a regular basis).

Security and Privacy

The service is not offered by Memorial University and has not been reviewed by Information Management and Protection.

Support Information

You can find support information on the Help page.

Contact

Centre for Innovation in Teaching and Learning

230 Elizabeth Ave, St. John's, NL, CANADA, A1B 3X9

Postal Address: P.O. Box 4200, St. John's, NL, CANADA, A1C 5S7

Tel: (709) 864-8000