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The UniCollaboration Platform


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Presentation for INTENT workshop in Padua, 21 March 2013

Presentation for INTENT workshop in Padua, 21 March 2013

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  • 1. UNICollaboration Platform Sake Jager University of Groningen INTENT Partner INTENT Workshop, 21 March 2013 Padua, Italy
  • 2. UniCollaboration Platform Main functions: • Interactive platform for Telecollaboration/OIE in HE • Information resource for teachers, mobility coordinators, administrators, students: – Sample Projects – Tasks, Task sequences – Practitioners, Institutions, Classes – Training and ‘how to’ materials • Tools for practitioners: create tasks, describe classes, search for classes, use ePortfolio • Social functions: forum, messaging, blogs • Announcements and site activities on home page
  • 3. Development • Design, programming and hosting: OU, Knowledge Media Institute (Chris Valentine) • Functional specs: Lead Groningen (Jager, Thorne), contributions from all partners • Site designed in Drupal • Released to the public: February 2013, still being improved and extended • Full version: End 2013
  • 4. • Case Studies
  • 5. Practitioner profile • Personal details: – Info section – Contact form – FB and Skype user name • Institutional details – Access to other practitioners in the same institution • List of classes available for telecollaboration • List of tasks created • Function to establish new partnerships
  • 6. Structure of the task databank • Stand-alone tasks – the smallest possible units of interaction between partcipants • Task sequences –examples how long-term exchanges can be structured, consist of stand-alone tasks.
  • 7. Criteria for task description
  • 8. Criteria for task description
  • 9. Class search tool • Tool for finding classes to work with • Searchable fields include (not finalized yet): – Target language – Target level – Host country – Dominant language production – Period • Possibly map searches in the future
  • 10. Eportfolio for Telecollaborative Language Learning • Set of competences to identify the “Telecollaboratively Competent Person” (TEP) • Help individuals keep track of their development during an online exchange • 3 parts: – descriptors (also goals for self- and other-directed learning) – template for Personal Reflection Diary (to link descriptors with events before, during and after an online exchange) – sample rubric (criteria based on descriptors for self-progress reports, peer evaluation/s, formative assessment)
  • 11. Part 1: Descriptors of Telecollaborative Effective Person • 4 main areas: – Online Language Competences (not to be confused with general language learning levels!) – Social Competences – Technical Competences – Cross-Cultural Competences • Main areas divided into 3 'macro' KSAs (Knowledge, Skills, Attitudes) • 'Macros'devided into 'micro' KSAs (to pinpoint specific actions that can reflect development →assessment of competences)
  • 12. Afternoon workshop • Set up personal profile • Browse sample projects and tasks • Design your own task • Put the task on the platform
  • 13. Questions and discussion!
  • 14. Thank you for your attention! Sake Jager: