EXPLORING THE COMPETENCES OF THE TELECOLLABORATIVETEACHERRobert O’DowdUniversity of León, Spainrobert.odowd@unileon.eswww....
Plan for this morning•   Outline what me mean by ‘telecollaboration’ or ‘online intercultural    exchange’•   Explore an e...
Student mobility in EuropeIn 2020, at least 20% of those graduating in the European Higher EducationArea should have had a...
Telecollaboration: Online International Learning from                    the Classroom• In Language Learning & Technology ...
How does Telecollaboration contribute to Foreign Language Education?Research studies show its value for development of:   ...
A Practical Example: Connecting classes in Spain,UK, Germany and Israel              Coven              try               ...
A Practical Example: Connecting classes in Spain, UK, Germany and IsraelNumber of students participating:          Spain: ...
Task 1: Create a blog to present aspects of your localculture and provide feedback
Task 2: Carrying out group interviews based on cross-cultural                      themes of interest
Task 3: Use online content to create academic essays and                      presentations
Your thoughts….• What are the particular skills and attitudes which a teacher will  need to take part in such an exchange?...
The Challenges of Telecollaboration for Teachers-                 Critical Incident 1• E-mail from a coordinating teacher ...
The Challenges of Telecollaboration for Teachers-                 Critical Incident 2• E-mail from a coordinating teacher ...
The Challenges of Telecollaboration for Teachers-                   Critical Incident 3•   E-mail from the Israeli teacher...
The Challenges of Telecollaboration for Teachers-    Critical Incident 4 (intercultural faux pas)                         ...
The Challenges of Telecollaboration for Teachers-    Critical Incident 4 (intercultural faux pas)                         ...
The Challenges of Telecollaboration for Teachers-                 Critical Incident 5• E-mail from a coordinating teacher ...
What differentiates Telecollaborative Competence from ‘Traditional’ Online Competence for FL Teachers?Telecollaboration is...
The Telecollaborative Teacher…Can negotiate effectively with the partner-teacher the structure and organisationaltechnical...
Organisational                 Model ofElectronic   Telecollaborative                                 PedagogicalLiteracie...
Developing TC Competence among University PractitionersINTENT (Integrating Telecollaborative Networks Into ForeignLanguage...
INTENT Activities Report on Telecollaborative activities in European universities    University Language Classes Collabo...
www.uni-collaboration.eu                           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 the ‘Tasks’ tab in the top menu bar, you’ll find collections of tasksand task sequences (i.e. collections of interconne...
Click on the ‘Training’ tab in the top menu bar- Here you’ll findaccounts of different exchanges (‘Sample Projects’) and i...
When you choose a ‘sample project’, click on the different tabs to read about the project, the tasks it used and how educa...
Tak!• Contact and suggestions  welcome:   – robert.odowd@unileon.es• Read the INTENT Report on  Telecollaboration in Europ...
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Exploring the Competences of the Telecollaborative

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Presentation at Aarhus University Denmark in February 2013

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Exploring the Competences of the Telecollaborative

  1. 1. EXPLORING THE COMPETENCES OF THE TELECOLLABORATIVETEACHERRobert O’DowdUniversity of León, Spainrobert.odowd@unileon.eswww.uni-collaboration.euTwitter: Robodowd Skype: robodowd 1
  2. 2. Plan for this morning• Outline what me mean by ‘telecollaboration’ or ‘online intercultural exchange’• Explore an example telecollaborative exchange at university level• Identify some of the critical incidents which emerged for the teachers running the exchange• Present a model of telecollaborative competence for teachers• Outline how the INTENT project group is helping to train teachers in telecollaborative competencies… 2
  3. 3. Student mobility in EuropeIn 2020, at least 20% of those graduating in the European Higher EducationArea should have had a study or training period abroad.(Communiqué of the Conference of European Ministers Responsible forHigher Education, Leuven and Louvain-la-Neuve, 28-29 April 2009)But what happens to the remaining 80%?http://ec.europa.eu/education/doc/2008/mobilityreport_en.pdf
  4. 4. Telecollaboration: Online International Learning from the Classroom• In Language Learning & Technology (2003) Belz defines the main characteristics of FL telecollaboration:• ‘institutionalized, electronically mediated, intercultural communication under the guidance of a languacultural expert (i.e., teacher) for the purposes of foreign language learning and the development of intercultural competence’ (2003: 2). 4
  5. 5. How does Telecollaboration contribute to Foreign Language Education?Research studies show its value for development of: • Learner autonomy (O’Rourke, 2007) • Linguistic competence (Belz and Kinginger, 2003; Ware and O’Dowd, 2008) • Intercultural competence (Mueller-Hartmann, 2000; O’Dowd, 2003; Ware, 2005) • Online literacy skills (Guth and Helm, 2010; Hauck, 2007) • Independent and informal learning - online fan communities (Thorne et al., 2009), SpeakApps tools (http://www.speakapps.org/)Success at primary and secondary levels through networks such as etwinning andePals.
  6. 6. A Practical Example: Connecting classes in Spain,UK, Germany and Israel Coven try Kobl enz Leó n Tel Avi v
  7. 7. A Practical Example: Connecting classes in Spain, UK, Germany and IsraelNumber of students participating: Spain: 90-100 Germany: 160 Israel: 60 UK: 100Timeline: Late October – Mid-December 2012Tools used: Moodle platform BloggerTasks:…
  8. 8. Task 1: Create a blog to present aspects of your localculture and provide feedback
  9. 9. Task 2: Carrying out group interviews based on cross-cultural themes of interest
  10. 10. Task 3: Use online content to create academic essays and presentations
  11. 11. Your thoughts….• What are the particular skills and attitudes which a teacher will need to take part in such an exchange?• In other words, what makes a telecollaborative teacher different to other CALL teachers? 11
  12. 12. The Challenges of Telecollaboration for Teachers- Critical Incident 1• E-mail from a coordinating teacher when the tasks/timetable /platform had been agreed weeks before: – “How would you feel if I asked all your students to give feedback to my students on a grammar project they are creating in Mahara in October?” 12
  13. 13. The Challenges of Telecollaboration for Teachers- Critical Incident 2• E-mail from a coordinating teacher during the blog task… – Hi Everyone Task one is going well with my students who are really getting into it. However just to let you know, for the second week running we have experienced problems with the Moodle site which just crashes at the beginning of our session (at about 12.00 German time). This is a real problem as we cant continue and the students get frustrated.... 13
  14. 14. The Challenges of Telecollaboration for Teachers- Critical Incident 3• E-mail from the Israeli teacher when the Israeli-Palestinian conflict broke out… – Interestingly, yesterday I had to deal with a few upset students in a blog group who were responding to a comment [from Germany] regarding the war situation, which they felt was insensitive. .• The German comment: – …. I can understand that the rockets are very scary and im very glad that we in Germany don´t have war like you. And i think Israel isnt alone in charge for this conflict. But can you understand the people in Gaza? Is it ok to keep these people there like in prison ? And why it isnt possible or why it´s so complicated to find a solution for all the people in your region? And why the people especially the young dont do something for the international understanding between these cultures? So it´s time so sit together, talk and finish this war. And both parties must grant facilities. Greetings from Koblenz… 14
  15. 15. The Challenges of Telecollaboration for Teachers- Critical Incident 4 (intercultural faux pas) 15
  16. 16. The Challenges of Telecollaboration for Teachers- Critical Incident 4 (intercultural faux pas) 16
  17. 17. The Challenges of Telecollaboration for Teachers- Critical Incident 5• E-mail from a coordinating teacher explaining lack of participation from her students: – I wanted to write to you to explain why we are currently the black sheep in the project. ...some of my colleagues have not been very supportive of this initiative and I needed them on board because they were seeing students in smaller groups and providing tutorial advice to them. I was speaking to XXXX about this earlier today and she told me it had happened to her as well on some telecollaboration projects. 17
  18. 18. What differentiates Telecollaborative Competence from ‘Traditional’ Online Competence for FL Teachers?Telecollaboration is inherently ‘intercultural’ – both in practice and in itsunderlying pedagogical principlesThe telecollaborative teacher is not alone – usually two or more teachersworking together from different cultural and institutional contexts - requires of theteacher keenly refined intercultural skills and attitudes of intercultural competenceTelecollaboration tends to be a long-term, complex activity which permeates thewhole FL course – themes, tasks, classroom interaction etc.In telecollaborative set-ups, teachers need to be able to react quickly to emergingproblems, issues and new learning opportunities.
  19. 19. The Telecollaborative Teacher…Can negotiate effectively with the partner-teacher the structure and organisationaltechnicalities of the exchange which takeinto account both institutional contexts Has a willingness to look for compromise(calendars etc.) as well as the needs and with the partner-teacher in relation to taskinterests of both sets of participants design, exchange structure and other issues Can integrate seamlessly and effectively the content and themes of the telecollaborative exchange into his/her contact classes before, during and after the exchange itself. has knowledge of the common causes of organisational and intercultural problems in online exchanges and can apply a series of techniques and strategies to deal with these problems
  20. 20. Organisational Model ofElectronic Telecollaborative PedagogicalLiteracies Competence for Teachers Intercultural /Socio-affective 20
  21. 21. Developing TC Competence among University PractitionersINTENT (Integrating Telecollaborative Networks Into ForeignLanguage Higher Education )Financed By The European Commission - Lifelong LearningProgramme  Objectives:  Carry out a survey of telecollaboration in European universities  Develop a platform and set of tools to overcome barriers and facilitate telecollaboration in universities  Hold a series of workshops around Europe and an international conference on telecollaboration 21
  22. 22. INTENT Activities Report on Telecollaborative activities in European universities  University Language Classes Collaborating Online A Report on the Integration of Telecollaborative Networks in European Universities http://intent-project.eu/sites/default/files/Telecollaboration_report_Final_Oct2012.pdf Training Workshops  The Italian workshop will be held in collaboration with the Centro Linguistico di Ateneo at the University of Padova, Italy on 21-22 March 2013.  The French workshop will be held at the University of Grenoble III, France on 5 April 2013.  The Polish workshop will take place as a joint event with the PL-CALL Conference, in Warsaw on 9-10 May, 2013.  The UK workshop organised by the Open University will take place in London, UK on 18 October 2013.  http://intent-project.eu/?q=node/35 A platform for finding partners, resources and tools  www.uni-collaboration.eu An international conference on Telecollaboration at university level:  12-14 February 2014 at the University of León, Spain
  23. 23. www.uni-collaboration.eu 23
  24. 24. 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...
  25. 25. In the ‘Tasks’ tab in the top menu bar, you’ll find collections of tasksand task sequences (i.e. collections of interconnected tasks) to use in your online exchange projects…
  26. 26. Click on the ‘Training’ tab in the top menu bar- Here you’ll findaccounts of different exchanges (‘Sample Projects’) and information on how to set up and run an exchange (‘Training modules’)
  27. 27. When you choose a ‘sample project’, click on the different tabs to read about the project, the tasks it used and how educators and students evaluated the project…
  28. 28. Tak!• Contact and suggestions welcome: – robert.odowd@unileon.es• Read the INTENT Report on Telecollaboration in Europe: – http://www.scoop.it/t/intent- project-news – Join our platform for university collaboration and networking: – www.uni-collaboration.eu 28
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