Slides of the presentation made in the UNIcollaboration Conference, by Juan Albá Duran (University of Groningen) in Krakow, April 25th 2018.

1. 1|25-04-2018
1|
faculty of arts european languages and cultures
25-04-2018
Fostering reciprocity: Linking BA
students of Journalism (CL) and
Spanish Literature (NL)
Project presentation by Juan Albá Duran, University of Groningen (NL)
Project Developers: Gerdientje Oggel and Juan Albá Duran (UG)
ENVOIE coordinator: Sake Jager / Hanneke Boode (UG)
Teachers of the courses: Carlos del Valle (UFRO) and Camilla Sutherland (UG)
Advisor on Intercultural Competence: Hanneke Boode (UG)
Training session by: Malgorzata Kurek (WSL) and Sarah Guth (UNIPD)

2. 2|25-04-2018
First look at what reciprocity is

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4. 4|25-04-2018

5. 5|25-04-2018

6. 6|25-04-2018
“While research on telecollaboration may have tacitly acknowledged
the differences between the collaborating groups (Hauck, 2007;
Hauck & Youngs, 2008), previous studies have not explicitly evaluated
distance collaboration projects taking into account the different
educational needs or aims of their participants from the initial
stage of the programme and attempting to minimize the impact these
differences might have on the desired outcomes.”
Alastuey & M. Kleban (2014) Matching linguistic and pedagogical objectives in a telecollaboration
project: a case study, Computer Assisted Language Learning, 29:1, 148-166

7. 7|25-04-2018
“Planning a project in terms of different students’ goals
may be considered as pivotal for its success because the
objectives adopted at the onset will help to forecast both the
success of the project and students’ involvement and
participation. Diverse students’ needs will also influence
perceptions of the usefulness of the telecollaboration tasks
proposed.”
Alastuey & M. Kleban (2014) Matching linguistic and pedagogical objectives in a
telecollaboration project: a case study, Computer Assisted Language Learning, 29:1, 148-
166

8. 8|25-04-2018
Structure of the presentation
› The context
› Project set-up
› Closer look to reciprocity in project design
› Challenges & discussion

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Our context: ENVOIE project
› Aim: Developing Virtual Exchange (VE) projects at the UG across
disciplines
› Developing further the knowledge and skills gained at the RUG-UB
project (with University of Barcelona):
▪ Teacher trainees (UB) & Language learners of Spanish (UG)
Between 2013 and 2017

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ENVOIE TC projects

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UFRUG Project

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General project description
› 7 weeks
› Embedded in the regular course of their Bachelors
› In-class activities and supervision of the tasks carried out OUT of
the classroom.
› Digital Platforms used
› Role of the teachers/project developers

14. 14|25-04-2018
Participants
University of La Frontera
(CL)
▪ Course: Fundamental
Concepts of Social Sciences
▪ 1st year BA -Journalism
▪ Number sts: 33
▪ Age: between 18 and 20
y.o.
▪ Mother tongue: Spanish
▪ Can communicate in
English: 8 sts.
University of Groningen (NL)
▪ Course: Spanish Literature and
Culture
▪ 2nd year BA –European Lang.
and Cult.
▪ Number sts: 33
▪ Age: between 19 and 23 y.o.
▪ Mother tongue: Dutch (22),
English (2), Slovak (2), Bulgarian
(2), Spanish (1), German (1),
French (1), Romanian (1), Brasil
(1).
▪ Can communicate in English: 33
sts (B2)

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Course learning outcomes
UFRO
- To understand the main characteristics of the field of
Social Sciences.
- To identify the relations between the field of Social
Sciences, Communication as discipline and Journalism as
profession.
- To explain the characteristics of and relations of concepts
such as: culture industry, mass culture, literature, media,
critics, dialectics, concentration, freedom, ethics and
responsibility.

16. 16|25-04-2018
Course Learning outcomes
UG
- to explain some of the most important literary, cultural,
political and social developments in Spain (1.1, 1.2, 1.3,
5.1)
- to show knowledge and understanding of Spanish culture in
a socio-historical context, based on case studies (2.3, 2.4,
3.2)
- to use relevant concepts from literary studies (4.2, 4.3, 5.2,
5.3).
- to work independently and in groups and to hold an oral
presentation about a specific topic (1.1, 1.2, 1.3, 5.1)
- Have a command of Spanish language at B2 level in
reading, listening, writing and speaking.

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How to make them work together?

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UFRUG project outline
Task 1:
group profile
Task 2:
Draft and work plan
Task 3:
Contribution
to project magazine
ReflectionReflection
Reflection
Reflection
Reflection
Reflection
In-class
preparation
In-class
preparation
In&outclasssupervision
In&outclasssupervision
Out-class preparation

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- 1st contact – technical tryout for video-conference + in-class activity
- Task 1 using videoconference: get to know each other & making group profile (Padlet).
- Task 2: Draft and work plan (Google Docs)
- Feedback (in-class)
- Improve proposal (out-class)
- Task 3: Write article / create video + Mag. Cover (tool of their choice)
- Voting magazine cover
- Read whole magazine → Reflection

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Common Learning Outcomes:
The student will be able to...
- work in a multicultural team, respecting cultural differences.
- work in multidisciplinary team, organizing and getting
responsibility por individual and group work in a creative and
critical way.
- make an adequate and responsible use of media and digital
tools (digital literacy).
- reflect about the own culture and the own learning process.

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Course Specific Learning Outcomes
- UG sts:
- Improve communicative competence in Spanish (B2 level)
- Show knowledge and understanding of Spanish culture in a socio-
historical context.
- Work independently and in groups and to hold an oral presentation
about a specific topic.
- UFRO sts:
- Improve competencies for production of journalistic texts.
- Use their experience in the project to understand better the broader
concepts of culture industry, mass culture, literature, media, critics,
dialectics, concentration, freedom, ethics and responsibility.

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Tasks requirements:
- Students have to negotiate the products taking into account
individuals’ interests, preferences and learning needs.
- The contents of the mag. contribution have to relate to their
subject matters (interdisciplinarity) and own culture/s.
To this purpose, students need to:
- Find common interests.
- Be open towards difference and be able to adapt his/her behavior
or perspective.
- Learn from each other (interdisciplinarity).

24. 24|25-04-2018
Reciprocity in the project design
› From Telecollaboration for Language Learning to Cross-discipline
Virtual Exchange.
› Cultural dimension, socio-economic dimension, south-north,
› Discipline dimension, language dimension, etc.

25. 25|25-04-2018
Interdependence in…
› Competences to be developed to carry out the task
▪ Intercultural Communicative competencies (including Linguistic
competence)
▪ Digital competencies / Digital literacy
▪ Other soft skills (social, organizational, etc.)
› Knowledge necessary to carry out the task
› Attitudes necessary to carry out the task

26. 26|25-04-2018
Challenges and discussion
› Define and operationalize reciprocity &
interdependence
› Link VE project outcomes to course
specific learning outcomes & integrate
them in the respective syllabi.
› About sts needs: How can we involve
students in decision making about what to
learn, how to learn it and evaluate it.

27. 27|25-04-2018
Thank you and see you soon!
@: J.alba.duran@rug.nl
Juan Albá Duran
 Want to learn how to implement a Virtual Exchange?
 Contact EVOLVE and sign up for our free Online training!
https://evolve-erasmus.eu/