Telecollaboration/ Online Intercultural Exchange (OIE) involves virtual intercultural interaction and collaboration between classes of Foreign Language (FL) learners in geographically distant locations
In primary and secondary ed focus is primarily on virtual exchanges whereas at the uni level it is primarily on physical mobility.
The European Higher Education Area (EHEA) was launched along with the Bologna Process' decade anniversary, in March 2010, during the Budapest-Vienna Ministerial Conference. It is meant to ensure more comparable, compatible and coherent systems of higher education in Europe
Problem with term ‘virtual mobility’ – critical voices eg ESN, who see it as threatening physical mobility – NOT what we want to do
Give examples a voce
Give examples a voce
Give examples a voce
Intent cercles 2012_helm (1)
Promoting internationalization through Telecollaboration Francesca Helm, University of PadovaCercles 6-8 September 2012 London School of Economics, London
Che cos’è ‘telecollaboration’? Una forma di ‘mobilità virtuale’ o scambio interculturale online che comporta l’interazione tra gruppi di studenti appartenenti a zone geografiche distanti attraverso l’uso di strumenti informatici comunemente disponibili, che consente lo sviluppo di competenze linguistiche, comunicative, interculturali e digitali.
Mobility and the EHEA Mobility is important for personal development and employability, it fosters respect for diversity and a capacity to deal with other cultures. It encourages linguistic pluralism, thus underpinning the multilingual tradition of the European Higher Education Area and it increases cooperation and competition between higher education institutionsIn 2020, at least 20% of those graduating in the EuropeanHigher Education Area should have had a study or trainingperiod abroad. • Communiqué of the Conference ofEuropean Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April 2009
And the remaining 80%?Virtual mobility:i.e. the use of the internet and other electronic forms ofinformation and communication, is often a catalyst for embarking on aperiod of physical mobility. Although not a substitute for physicalmobility, it does enable young people to prepare a stay abroad and cancreate conditions for future physical mobility by facilitating friendships,contacts and social networking etc…. • It can also provide an international dimension to those learners who, for different reasons, are not able or willing to go abroad. In that context, ICT can be used for “electronic twinning” …etc. Commission of the European Communities: Green paper: promoting the learning mobility of young people.
Benefits of telecollaboration For Students: Development of FL competence, For Students: Development of FL competence, intercultural awareness, electronic literacies intercultural awareness, electronic literacies For University Educators: Opening up of classroom / For University Educators: Opening up of classroom / Authentic communication and project work / Developing Authentic communication and project work / Developing international network of collaborators international network of collaborators For Mobility Officers: Preparation for physical mobility/ For Mobility Officers: Preparation for physical mobility/ Alternative to physical mobility Alternative to physical mobilityFor University Management: ‘Low cost’ internationalisationFor University Management: ‘Low cost’ internationalisation strategy / Opening up new university partnerships strategy / Opening up new university partnerships
INTENT• Integrating Telecollaborative Networks into Foreign Language Higher Education• Financed By The European Commission - Lifelong Learning Programme• Co-ordinated by Robert O’Dowd at the Universidad de Leon, Spain• 8 European partners (PH Heidelberg, Grenoble III, Padova, Czestochowa, Groningen, UA Barcelona, Open University UK)• October 2011-March 2014
Study of Telecollaboration in European Universities Online surveys from December 2011 - February 2012 Language versions: English, German, French and Italian Three surveys with responses from 24 European countries: Experienced teacher telecollaborators (102 complete responses) Inexperienced teacher telecollaborators (108 complete responses) Experienced student telecollaborators (131 complete responses) Qualitative Case studies: 7 representative examples of telecollaboration around Europe Aims: Identify types of telecollaborative practices undertaken by European university educators Explore the barriers to telecollaboration and the strategies used to overcome these barriers
Perché fare telecollaboration?•Development of teaching and pedagogic competence and techniquesfor future French language teachers. (T-Yes-FR-16)•Also: learning first-hand about the collaboration between technicalcommunicators and translators which goes on in the real world oflocalization. (T-Yes-EN-56).•Development of learners autonomy. (T-Yes-EN-01)•Development of multiple academic competences. (T-Yes-EN-51)•Encourage acceptance of cultural diversity rather than social inequality.Provide a space for real communication outside the classroom. (T-Yes-EN-39)•Increase digital literacy and experience online communicationtechnologies. (T-Yes-EN-57)•développement des compétences didactiques, pédagogiques ettechniques pour de futurs enseignants de langue française(T-Yes-FR-16)
Studenti – commenti finali “je nai pas vraiment vécu la télécollaboration sous langle dune rencontre inter- culturelle, mais dune rencontre tout court.”• Eine gute Idee, aber nur wenn sie sinnvoll geplant und durchgeführt wird.• I encourage all students to participate in a cultural exchange• I think it was a great idea and experience. I think Skype would be a better way of oral communicating.• I think, it was fine and also, that it would be a necessary part in the degree of people who are learning a foreign language.• I will encourage everyone to participate in exchange programs• Ich denke, dass interkultureller Onlineaustausch besonders für Studierende, die bisher nur wenig interkulturelle Erfahrungen gemacht haben, sinvoll ist.• Our University should organise more exchanges.• Si on organise la télécollaboration jeexigerais comme prof un laps de temps obligatoire pour parler (p.ex. les élèves doivent avoir une conversation pendant une heure par semaine..)• We must do them mor than one term
Identifying Strategies for integrating TC into university education• What are practitioners doing to overcome these barriers and to ensure successful, on-going exchanges which involve recognition of teachers and students’ work?
Name of Exchange Participating Institutions Student ProfileThe SW-US Exchange Chalmers University of Technology, Göteborg, Engineering students in Sweden and Sweden & Clemson University, South Carolina, English students in the USA USASpEakWise Trinity College, Dublin, Ireland & University of Students of German and Business Hildesheim, Germany studies in Ireland and students of International Information Management and of International Communication in GermanyTelecollaboration at The University of Padua, Italy & various partner Students of foreign languages in ItalyPadua universities and telecollaborative networks with students from various study backgroundsV-PaL University of Manchester, UK & Universities of Students of Modern Languages in the UK Cagliari and Macareta, Italy and in ItalyThe Trans-Atlantic Vasa Universitet, Finland; Università degli Studi Students of Translation Studies in theNetwork di Trieste and Università degli Studi di Padova, European institutions and students of Italy; Université Paris—Denis Diderot, France; technical writing in the American Århus Universitet, Denmark; Hogeschool Gent, institutions Belgium; North Dakota State University and University of Wisconsin, USALe Francais en University of Riga, Latvia & University of Students of French in Latvia withPremiere Ligne Grenoble, France students of foreign language education in FranceThe Claivier Project Université Balise Pascal, Clermont-Ferrand, Students of Sports Sciences in France France & University of Warwick, UK and students of various undergraduate
Learning from the Case Studies Telecollaboration is not only for ‘pure’ language students – Engineering students in Sweden, Business Studies students in Trinity, Dublin Senior Management – view OIE as a positive international activity but are often unwilling to provide adequate staff and technical support OIE can contribute to educators’ academic careers – new academic networks, staff mobility – e.g. Riga & Grenoble / Warwick & Clermont sign ‘Memory of Understanding’ No ‘one size fits all’ -Different levels of integration are possible: Claivier at Warwick takes place independently of academic courses SpEakWise at Trinity is integrated into a course but does not carry credit Manchester and Latvia – course marks are based completely on OIE activity
Strategies for Integrating Telecollaboration Signing of written contracts between participating partner classes – provides security to include exchanges in study guides etc. Ensure that students see relevance and value of exchanges – e.g. through providing academic credit for OIE Functioning partnerships gather momentum – try to maintain steady partners Ensure awareness and support of department heads – coordinating staff can be replaced if necessary Ensure internal department collaboration and sharing of good practices (e.g. Padova – tool sharing, involvement of graduate students, mobility staff, admin) Prestige and awareness raising through press releases and prize winning (e.g. Trinity award)
‘Loose networks’ of partners are gaining in popularity TransAtlantic Network (Translation students around Europe & technical writing students in USA) Soliya – Connects students from 100 HEI’s in 27 countries in Western- Eastern dialogue Cultura – bilingual bicultural exchanges through comparative task types AUSJAL DUAL IMMERSION PROJECT - 21 Jesuit universities from eight different countries in North and South America Byram’s Intercultural Citizenship project – 25 practitioners looking for partners to carry out a project on intercultural citizenship Advantages: Common themes of interest Not obliged to work with same partner constantly - flexibility Activities, solutions and ideas are shared and developed
Recommendations• Support the establishment of online exchanges between European countries in much the same way as they have supported physical mobility• Draw up models of Erasmus agreements specifically for virtual mobility programmes.• Establish European grants for virtual mobility to help cover the organizational costs.• Support the establishment of OIEs for students prior to their period of physical mobility. With the training and support of international office and language centre staff exchanges, these ‘pre-mobility exchanges’ could improve the quality of physical mobility by promoting integration of Erasmus students in host universities.• Integrate OIE in teacher education programs as this will encourage future educators to integrate telecollaboration into their practice• Provide incentives and support for educators embarking on their first experience of OIE.• Provide a technical and administrative infrastructure which will support educators in their telecollaborative activity.• Find more systems of awarding credits (ECTS) for students’ participation in OIEs. Other ways of awarding credit, such as explicit mention of the activity in the European Diploma Supplement, are also worthy of exploration.
Class search toolTool for finding classes to work withSearchable fields include: Target language Country CEFR level Mode of exchange Number of students Study programme Period AvailabilityMap searches supported
Get involved• Contact and suggestions welcome: • email@example.com• Read our Report on Telecollaboration in Europe: • www.intent-project.eu• Upcoming platform for collaboration and networking: • www.uni-collaboration.eu