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![How should we develop these skills?
“In 2020, at least 20% of those graduating in the European Higher Education
Area should have had a study or training period abroad.”
[Communiqué of the Conference of European Ministers Responsible for Higher
Education, Leuven and Louvain-la-Neuve, 28-29 April 2009]
• The current rate of mobility in Europe?
• 4% -5%
• The current rate of mobility in the your universities?
European Commission Report: “European Higher Education in the world”:
“…internationalisation should ensure that the large majority of learners who are
not mobile… are nonetheless able to acquire the international skills required in a
globalised world (2013:6)”
But how should this be done?](https://image.slidesharecdn.com/budapestodowd2016-160613085545/75/Telecollaborative-Exchange-and-Intercultural-Education-4-2048.jpg)
Uploaded byRobert O'Dowd
Telecollaborative Exchange and Intercultural Education
The document discusses telecollaboration as a tool for intercultural education, highlighting its importance in developing skills necessary for global citizenship and digital competence. It outlines principles for effective telecollaborative tasks that promote genuine interaction and collaboration among students from different cultural backgrounds. Additionally, it provides practical examples and the necessity for universities to encourage such exchanges to better prepare graduates for a globalized workforce.
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Telecollaborative Exchange and Intercultural Education
- 1. Telecollaborative Exchange and itsRole in Intercultural Education Robert O’Dowd University of León [email protected]
- 2. Presentation Outline • Whatis telecollaboration? • How does telecollaboration usually work in classrooms? • What makes a good intercultural task in telecollaboration?
- 3. What skills doour university graduates need to live and work in 21st century? • Foreign Language competence • Global citizenship - graduates who will be able to live and work in the globalised world (de Wit, 2016, p. 75). – Intercultural Competence/ Global competence – Global civic engagement- “Responsible global citizens will be committed to action locally and globally in the interests of others and across social, environmental, and political dimensions” (Leask, 2015, p. 60). • Digital Competence – the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. The key areas of digital competence are – information, communication, content-creation, safety and problem solving. (Ferrari, 2013 – A Framework for Developing and Understanding Digital Competence in Europe).
- 4. How should wedevelop these skills? “In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad.” [Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April 2009] • The current rate of mobility in Europe? • 4% -5% • The current rate of mobility in the your universities? European Commission Report: “European Higher Education in the world”: “…internationalisation should ensure that the large majority of learners who are not mobile… are nonetheless able to acquire the international skills required in a globalised world (2013:6)” But how should this be done?
- 5. What is Telecollaboration? Theengagement of groups of students in online intercultural interaction and collaboration… with partner classes from other cultural contexts or geographical locations…. under the guidance of educators and/or expert facilitators (Lewis & O’Dowd, 2015). What’s in a name? •OIE (Online Intercultural Exchange) •Virtual Exchange – Soliya / EU •COIL (Collaborative Online International Learning) - SUNY •Internet-mediated Intercultural Foreign Language Education (Belz & Thorne) •eTandem (Europe)/ Teletandem (Brazil) •eTwinning / ePals (secondary education)
- 6. A practical exampleof Telecollaborative Exchange • Future ‘Primary school teachers’ in ULE work with Students of Spanish at University of Central Missouri, USA
- 7. Task 1: Representingyour culture through photos… 7
- 8. Task 2: Discussingopinions on movies, short stories, cultural products
- 9. Task 3: Makingvideos for their partners on aspects of the language or culture… 9
- 10. Task 4: Writingand presenting blogs about their local culture for a foreign audience 10
- 11. Two students’ reactions… Student1: These months sharing opinions have given us a very different view of the United States, which we had idealized, and that, from this we have taken note that are not so different to our countries and that American films us had deceived with respect to reality. The most important thing I've learned in this Exchange has been not to judge a society without first speaking with one of its citizens… Student 2: I really enjoyed meeting new people and talk with them. I think it was a good experience. I also think that learning English with this online exchange is fun for people who don’t like English grammar and it is an alternative way of learning English. 11
- 12. What makes agood telecollaborative task for intercultural learning?
- 13. Principle 1: Agood telecollaborative task …provides opportunities for students to develop the skills of Online Intercultural Communication • A German student writes this opening message to her new partner in Ireland: • Hello, how are you? I study English and history and I want to become a teacher. This term we do some cultural studies concerning Ireland and I very interested in it because I actuallly do not know much about it. • Now I would like to ask you some questions. Do you live in Northern or in Southern Ireland? How many people live in your town? Are you a Catholic or a Protestant? I have heard that regular churchgoing declines more and more in your country-is it true? • What are you doing in your free time? Do you often go to pubs? What do you think about Germans? Irish people have the reputation of being very indirect and polite in their speaking style. I have read that there was an enormous economic change in Ireland. • How have you or your parents experienced the social and economic change in the past 20 years? • That's all for now. I am looking forward to hearing from you!
- 14. Create a blogto introduce your culture to partner classes in Germany and Israel… 14
- 15. Principle 2: Agood Telecollaborative Task… goes beyond superficial self-presentation and exchange • Typical Telecollaborative tasks: – This task allows the partners to prepare a powerpoint presentation about places to go out at night in their hometown. – This task aims to have students explore and reflect on stereotypes… – Students have to post an image to the forum that exemplifies an aspect of their daily routine. – This presentation task allows the telecollaborative partners to speak about their daily lives by producing a video or a commented slideshow. • Kramsch and Ware (2005): “the illusion of commonality”: • Spanish Student 1: “I will say that I liked the exchange very much and that Missouri students looked like very nice people. I talked to them about my city and about theirs and it was nice to see that there are little differences but not as much as I thought.” • Spanish Student 2: “To my mind, we aren't too different, both of us like sports, music and spending time with our friends. We have different lifestyles but the same goal: helping people with our jobs.”
- 16. Developing tasks thatlead to genuine collaboration and interaction • Challenge students to go beyond simply exchanging information and to actually collaborate in the co-elaboration of projects or products: • Allport (1958!!!): “The nub of the matter seems to be that contact must reach below the surface in order to be effective in altering prejudice. Only the type of contact that leads people to do things together is likely to result in changed attitudes.” • Guth and Robin (2015): “Tasks must be designed so that students depend on one another to complete the task. For example, rather than having students write a collaborative essay in which each individual writes his or her own part and adds it to the whole, students could be asked to carry out interviews locally, which are then shared with their peers and interpreted through online discussion and edited jointly.”
- 17. Example 1: SharingPerspectives: A Content & Exchange Model http://www.sharingperspectivesfoundation.com/ Provide academic content Participating universities construct a shared curriculum. This curriculum is presented through video lectures by the participating educators. Topics? The Economic crisis, the refugee crisis… Enable online discussion After watching the video-lectures, sub-groups – of one student per participating university – come together in a web-based video-conference room, where they discuss the lectures of that week. Facilitate collaborative research Students are required to collaboratively design and conduct survey research in their own communities in order to learn about the broader societal impact of the topic.
- 18. Example 2: Porto(2014): British/Argentinian Action research project on the Malvinas/Falklands conflict The first stage: Introductions and attitudes towards the war discussed online together The second stage: Dialogic and cooperative work online - collaboratively create an advertisement for peace Interviews with war veterans and sharing videos online The final stage: students became involved in civic action in their local communities - Students planned and taught lessons about the war in diverse educational settings Students created awareness-raising leaflets about the war, which they distributed in their city
- 19. Principle 3: Agood Telecollaborative Task… should introduce learners to online intercultural interaction step by step: • Theme: Immigration and the Refugee Crisis • Step 1: Exchange messages with your partners discussing the following issues in your local towns or cities: • Are there many people from other countries living in your local town? • Where do they come from? How long have they been living here? • Do you think they are successfully integrated into your country? • Step 2: You should now think about how people from your country have moved to other countries - either in recent times or in history. Discuss the following with your partner: • Has any of your family ever moved to another country? If so, why? How was their experience? • In your country has there been a tradition of people moving abroad? Maybe in a certain period of history? Tell your partner about this. • Step 3: Working together with your online partners, create a powerpoint or Google slides presentation on the topic “Finding new homes: Two stories of emigration in our homelands”. The presentation should show how you and your partners’ countries have been affected by emigration - either recently or in the past.
- 20. Principle 4: Agood Telecollaborative Task…provides opportunities for reflection on and discussion about the online interaction • Chun (2015, p.13): “…it is essential for teachers to help students to go beyond comprehending the surface meaning of words and sentences in order to understand what their intercultural partners are writing” • Students in Germany were asked about this email from a US student: – How do you react when you read this e-mail? – What questions could you ask this girl to better understand her cultural background? • I guess I'll just tell you about myself. I've grown up in Simpsonville, SC. It's a small town, but it's fairly close to a lot of big cities. I love it. It was a lot of fun growing up. I ran track and cross country through my middle and high school years and year at Bowling Green State University before transfering to Clemson. I work for an East Coast Hockey League team called the Greenville Grrrowl. I work in media relation and public relations. I love it. I'm in my third season working for the team and I hope to get hired on full time after I graduate. I have a boyfriend that I've been dating for a year and 6 months. We met at church. We hope to get married next December.
- 21. • One Germanstudent‘s reaction: • Somebody else in class wondered how she could have met her boyfriend in church, something that here in Germany probably would not happen any more, and I got to know that church in America is obviously something different than here (and that she therefore must not be a shy, tradional American girl). The point is that she simply has a culturally different background to me, and this cultural background of hers might throw a different light on the other things she said.
- 22. Join UNICollaboration.eu: the Homeof Telecollaborative Exchange for University Classrooms
- 23. If you choose‘classes’ then you’ll be able to search or browse a list of classes which are interested in taking part in online exchange projects...
- 24. Thank you! • Contact: –[email protected] – Publications: http://unileon.academia.edu/RobertODowd – See this presentation again: http://www.slideshare.net/dfmro – Join UNICollaboration: www.unicollaboration.eu This project have been funded with support from the European Commission. This project reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.