There are many barriers to the successful implementation of such activities and they are often undertaken with little or no institutional support (Guth et al, 2012). Those who undertake it however claim that involvement in OIE has had a significant impact on their learning and it is both “worthwhile and challenging” (Bell and Zaitseva, 2005)
Example evolved over time, arose out of passion of two teachers wishing to engage learners in “authentic” learning experiences.
Research approach: mixed methods, interpretive Quick tour of Languages@Warwick available during afternoon session in main lecture theatre today
Outputs in the form of log design, video creation and sharing, audio recordings, shared creation through google docs As tutors get to know each other in social media channels the connections extend, community of 2 has become merging networks which stretch across national boundaries, between us we participate in cmoocs and share ideas and connections. Image: one output of data analysis of #clavier involvement presented recently at Eurocall in Groningen, links to my blog post.
Window into activity which takes place through informal and formal spaces. Integrated planned time shared activities as well as encouragement to engage for personal connections and practice, this year also connecting with teacher education to provide mentoring.
Exploring shared experience eg. my little treat. Photoshare activity – playlists with voting etc Kaltura, Instagram # aggregated in Storify. Importance of meeting by proxy, connections through virtual exchange have lead to physical mobility, staff and student arranged visits between UK, France and Poland.
Barriers to this sort of activity: spaces often institutionally owned, VLE access and data protection militate against collaboration, timeframes and imposed curricula, exams, Outputs and Open Educational Practice – copyright, ownership, Acceptance and reward: well covered by Martin Weller The Digital Scholar 2011
What have we learned: VLEs need to facilitate interaction through voice/video/image sharing/social spaces, walled gardens with holes to acknowledge the reality of our amphibious existence. Mediated Environments Reference Model brings together action theory and CoP http://www.networkedlearningconference.org.uk/past/nlc2008/abstracts/Childs.htm
Model reflection (e-portfolio see ALT newsletter) and taking control of own learning agenda – heutagogy
Voyages to new horizons: virtual exchange
Voyages to new horizons.
Teresa MacKinnon, Principal Teaching Fellow, School of
Languages and Cultures.
Virtual Exchange (#OIE) development within language
learning vle 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
Higher Education Academy Internationalising Higher
Research and data collection.
Languages@Warwick design informed by empirical research into
language teaching undertaken as part of Master’s dissertation.
“Traveler metaphore” (Steiner Kvale, 1996) Bildungsreise
Community of Practice approach (Wenger, 2000)
Ongoing qualitative and quantitative data collection and
Regular open dissemination of findings through formal and
• Students as creators
• Rhizomatic growth into teacher
exploring new pedagogies
Languages@Warwick review 2013
Student satisfaction with online course use highest
when interaction included in design.
Presented at Eurocall, Evora 2013, paper available as OER.
Mark Childs (2010) A conceptual framework for mediated environments,
Educational Research, 52:2, 197-213, DOI: 10.1080/00131881.2010.482738
To link to this article: http://dx.doi.org/10.1080/00131881.2010.482738
Presented at Eurocall 2013 Evora, Portugal.
Paper submitted for publishing as part of “Online Intercultural Exchange:
Policy, Pedagogy, Practice” Routledge Studies in Language and Intercultural
Communication edited by Zhu Hua, Claire Kramsch.
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