Online Intercultural Exchange
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An overview of how a large scale virtual exchange has changed language teaching and learning and increased mobility.
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Online Intercultural Exchange
- 1. Online Intercultural Exchange connecting, collaborating, co-creating Teresa MacKinnon, Principal Teaching Fellow, SFHEA School of Modern Languages and Cultures
- 2. #Clavier project: ● large scale virtual exchange Warwick/Clermont Ferrand, France ● Formal and informal learning, shared space on EWC ● professional development for staff ● connected educators extending to Poland, Sweden, Japan, US, Finland...#clavedu G+ community
- 3. Context: Virtual Exchange (OIE) development within Languages@Warwick #clavier project case study published in INTENT report and tasks uploaded to uni-collaboration database. Growing interest in telecollaboration and online intercultural exchange to support skills for “global graduates” British Council Going Mobile report states virtual mobility provides: “a rich seam of opportunities for interaction across borders”. Higher Education Academy Internationalising Higher Education Framework.
- 4. “...the future belongs to those who learn to work together with other groups without regard to location, heritage, and national and cultural difference” (Grandin & Hedderich, 2009) Key competencies in 3 broad categories From DeSeCo project, OECD.
- 5. • Students as creators • Rhizomatic growth into teacher education communities exploring new pedagogies • Connecting through tasks – by proxy • Virtual mobility becomes physical mobility • Empowerment leads to unexpected student- led innovation
- 8. References: Cross, Simon and Galley, Rebecca (2012) MOOC Badging and the Learning Arc. Blog post 16 November 2012. Available from: http://oro.open.ac.uk/42038 O’Dowd, R., & Ware, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173–188. The Mozilla Foundation and Peer 2 Peer University (no date). Open Badges for Lifelong Learning. Working Document. Retrieved 19.01.2015 from https://wiki.mozilla.org/images/5/59/OpenBadges-Working-Paper_012312.pdf Clavier on uni-collaboration.eu http://uni-collaboration.eu/?q=node/302 O’Dowd, R. (2013). The competencies of the telecollaborative teacher https://warwick.mediaspace.kaltura.com/media/Rob+O%27Dowd+presenting+at+cwil+day+2/1_e530960x Haulk, M and MacKinnon,T. (2015). Soft certification of participant engagement and task completion https://warwick.mediaspace.kaltura.com/media/COIL+recording+final/1_aoyjttqe/6610831
Notes de l'éditeur
- Brief overview of developments which are now in their 5th year and were first documented as a case study in the report from EU INTENT project. T background: language teacher 30 years, 15 in secondary sector, to Head of Languages responsible for innovative twinning and liaison projects; 15 years in HE now Senior Fellow of HEA and Certified member of Association for Learning technology.
- who where how many why Serendipitous, emerged from conversation on Steve Wheeler’s blog, learning with e’s. UK students on IWLP needing more opportunities to connect/interact with French speakers, Fr students high stakes requirements of B2 English, remote, insular community in central France Auvergne. Shared need to support digital literacies for staff. Logo designed by student (competition in CF) Formal and informal tasks agreed each year, now 1000 students involved including trainee teachers. unforeseen consequences: Staff interaction through Clavier led to greater sharing beyond the initial two institutions, both leads (Simon Ensor and myself) active online, connected with educators/teacher trainers in Poland, Sweden etc Communications through social media #clerwar (in fr) #warcler in Eng), also led to involvement in MexCo work with Coventry uni.
- “authentic” learning experiences., need to foster greater understanding of the nature of communication in new spaces . Learning Tools Interoperability important to avoid lock down. Portal supports use of audio and video and walls have holes – allows greater use of social media tagged content streams via twitter etc, bridging formal – informal learning. Not all can afford or access physical mobility, some need encouraging. Virtual can lead to physical and provide support network whilst away.
- A tweeted photo of current visit to Clermont (20 degrees) by Warwick students. Context: preparing young people for a world where change is a constant, and technology use is ubiquitous, shift to emphasis on competence, employability agenda, importance of having secure space to find out more about managing your professional identity online and exploring intercultural relationship building. Awareness of transversal skills – making the learning explicit. DeSeCo key competencies: many OIE tasks lie at intersections. MFL graduates have failed in the past to communicate the insights they have into international collaboration, virtual mobility as a means to extend the intercultural experience, has led to increased physical mobility.
- Contributing to tasks involves navigating technologies for photo sharing, audio recording and video creation, ownership of content, understanding where and what file is and who can view it, creating and managing own digital presence, safe environment for learning appropriate communication. Greater depth of skills – high proportion of students have not thought of exploring social media in langs other than English, form own groups and find affinities, support each other through preparation of assessed work. Staff: also have to try new tools, navigate new environments. Important role to play in encouraging interaction and engagement. Rhizome (rhizo15)- importance of digital resilience. Public outputs – shared blog for public audience exploring student life in different countries.
- Connecting and growing – becoming more familiar with affordances of different environments, managing multiple profiles. Create e-portfolios using mahara or google sites to communicate. Moving from passive consumers to active creators.
- Screenshot of the admin view for badge management. Recent move to Moodlerooms as hosting provider for Languages@Warwick, Joule. Pilot badges in the 2 Clavier courses (EWC and ewcs) to help make OIE skills more explicit and encourage engagement. System allows course badge issue and site wide issue, create the .png then upload through interface, set conditions for award (automatic on activity completion though to awarded individually by role) Available during terms 1 and 2, issue results in notification along with information about how to create a Mozilla backpack and export badges. Badges can be used for example on mahara e-portfolio (used for assessment in Warwick) as evidence of engagement.