Integrating Telecollaboration in different educational contexts – identifying...the INTENT project
In the context of foreign language education, ‘telecollaboration’ refers to the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work. The interaction has traditionally been text-based and asynchronous, however, the recent advances of Web 2.0 online communication have meant that synchronous oral communication as
well as multimodal exchanges involving combinations of different media are becoming increasingly popular. This presentation and workshop will review the different models or configurations of online intercultural exchange which have been employed in the foreign language classroom to date and also explores the new options and opportunities which are emerging from Web 2.0 contexts. We will outline the main research findings related to the barriers and challenges to integrating this activity into educational curricula and we will also its key contributions to foreign language learning. Finally, in our workshop we will explore how telecollaboration can be integrated into teacher training in Germany and also in vocational training.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Task design for telecollaborative exchanges - in search for new evaluation cr...the INTENT project
This document discusses task design for telecollaborative language learning exchanges and searches for new evaluation criteria. It begins by outlining the importance of well-designed tasks for ensuring quality learning. Examples of tasks used in an exchange between teacher trainees in Germany and Poland are then presented and evaluated using various criteria. The document emphasizes exploring task design within real pedagogical contexts and understanding how factors like learners, settings, and tools interact. It argues for relating task-based research more closely to classroom practice and teacher training.
This document presents an e-portfolio for assessing online intercultural competences. It discusses the need for intercultural competences in an increasingly globalized world where work and social interaction occur online. The e-portfolio contains three components: descriptors of intercultural knowledge, skills, and attitudes; a personal reflection diary for learners; and suggestions for collecting evidence of learning. The reflection diary prompts learners to analyze online intercultural experiences. Learners can link diary entries to relevant competences and provide evidence like chat logs. The e-portfolio is intended to help learners track their development as "telecollaboratively effective persons."
Digital semiospheres and L2 development was a lecture given by Steven Thorne at the University of Iowa on October 5, 2012. The lecture covered several topics:
1) Digital demographics and how they shape semiospheres, or spheres of communication and representation.
2) The phenomenological primacy of first order languaging through direct interaction, as well as the affordances and constraints of second order displaced language.
3) Approaches to potentially improving conditions for language development, including online intercultural exchanges, the linguistic complexity of online games, and designing augmented reality experiences.
Integrating Telecollaboration in different educational contexts – identifying...the INTENT project
In the context of foreign language education, ‘telecollaboration’ refers to the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work. The interaction has traditionally been text-based and asynchronous, however, the recent advances of Web 2.0 online communication have meant that synchronous oral communication as
well as multimodal exchanges involving combinations of different media are becoming increasingly popular. This presentation and workshop will review the different models or configurations of online intercultural exchange which have been employed in the foreign language classroom to date and also explores the new options and opportunities which are emerging from Web 2.0 contexts. We will outline the main research findings related to the barriers and challenges to integrating this activity into educational curricula and we will also its key contributions to foreign language learning. Finally, in our workshop we will explore how telecollaboration can be integrated into teacher training in Germany and also in vocational training.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Task design for telecollaborative exchanges - in search for new evaluation cr...the INTENT project
This document discusses task design for telecollaborative language learning exchanges and searches for new evaluation criteria. It begins by outlining the importance of well-designed tasks for ensuring quality learning. Examples of tasks used in an exchange between teacher trainees in Germany and Poland are then presented and evaluated using various criteria. The document emphasizes exploring task design within real pedagogical contexts and understanding how factors like learners, settings, and tools interact. It argues for relating task-based research more closely to classroom practice and teacher training.
This document presents an e-portfolio for assessing online intercultural competences. It discusses the need for intercultural competences in an increasingly globalized world where work and social interaction occur online. The e-portfolio contains three components: descriptors of intercultural knowledge, skills, and attitudes; a personal reflection diary for learners; and suggestions for collecting evidence of learning. The reflection diary prompts learners to analyze online intercultural experiences. Learners can link diary entries to relevant competences and provide evidence like chat logs. The e-portfolio is intended to help learners track their development as "telecollaboratively effective persons."
Digital semiospheres and L2 development was a lecture given by Steven Thorne at the University of Iowa on October 5, 2012. The lecture covered several topics:
1) Digital demographics and how they shape semiospheres, or spheres of communication and representation.
2) The phenomenological primacy of first order languaging through direct interaction, as well as the affordances and constraints of second order displaced language.
3) Approaches to potentially improving conditions for language development, including online intercultural exchanges, the linguistic complexity of online games, and designing augmented reality experiences.
The INTENT project aims to integrate telecollaborative networks into foreign language higher education across Europe. Funded by the European Commission, the project involves 8 partner universities seeking to consolidate innovative telecollaborative practices and expand their use. By bringing language learners together online, telecollaboration provides opportunities to develop language and intercultural competences. However, its integration faces challenges like a lack of training and resources. The INTENT project aims to address these challenges through surveys, online resources, case studies, and dissemination activities to promote the wider adoption of telecollaboration.
This document summarizes a presentation on promoting internationalization through telecollaboration. Telecollaboration involves online intercultural exchange between groups of students from distant geographic locations using commonly available technology. It allows students to develop language, communication, intercultural, and digital skills. The presentation discusses benefits of telecollaboration for students, educators, and university management. It also describes several case studies of existing telecollaboration networks in European universities and identifies strategies for integrating telecollaboration into university education.
A presentatation about the INTENT project and telecollaboration made at the Santander Group of Universities meeting at the University of León, Spain in October 2012.
This document discusses integrating telecollaborative networks into foreign language higher education. It describes the INTENT project which aims to develop tools and models for online international exchange and partner networks to facilitate collaborative learning in multiple languages. It also describes an eportfolio designed to help students track their development of skills for effective online intercultural communication, divided into domains of online language competences, social competences, technical competences, and cross-cultural competences. These domains are further divided into micro-level knowledge, skills, and attitudes to facilitate assessing competences for online intercultural exchange.
The document discusses integrating virtual and physical student mobility in higher education through telecollaboration. It begins by outlining some common questions about student mobility barriers and how online technologies can support physical mobility. The presentation then defines telecollaboration as online intercultural collaborative projects between distant student groups and provides examples of different virtual mobility set-ups that combine online and physical exchange. Barriers to telecollaboration are addressed, along with strategies to overcome them. Experienced practitioners provide feedback on the impact and popularity of telecollaboration in European universities.
Telecollaboration involves virtual exchanges between foreign language students at distant universities. The document discusses several case studies of telecollaboration exchanges between European universities and American universities. It identifies barriers to telecollaboration such as time commitment, difficulties with integration and assessment, and lack of technical skills. Practitioners overcome these barriers by obtaining management support, providing academic credit, maintaining steady partnerships, and collaborating within networks of participating universities.
Este documento describe un proyecto financiado por la UE llamado INTENT que busca integrar las redes de telecolaboración en la enseñanza universitaria de lenguas extranjeras a través de 7 socios europeos. El proyecto permite a los estudiantes de la ULE colaborar virtualmente con estudiantes de otras universidades para practicar idiomas y mejorar conocimientos interculturales, así como a los profesores organizar proyectos colaborativos entre sus estudiantes y estudiantes de otras universidades en diferentes países.
The document discusses telecollaboration in university education and some of the barriers to its adoption. It summarizes surveys of practitioners that found the top barriers are the time needed to set up exchanges, difficulties integrating them due to institutional requirements, and lack of pedagogical knowledge. Case studies show practitioners are overcoming barriers by finding appropriate partners, signing written agreements, ensuring relevance for students, maintaining momentum through steady partners, and gaining prestige and awareness. Loose networks of partners are also gaining popularity.
Powerpoint of the Symposium held by members of the INTENT project (Guth, Helm, Jager, Kurek, Hauck) at the 2012 EUROCALL Conference in Gothenberg, Sweden.
The INTENT project aims to integrate telecollaborative networks into foreign language higher education across Europe. Funded by the European Commission, the project involves 8 partner universities seeking to consolidate innovative telecollaborative practices and expand their use. By bringing language learners together online, telecollaboration provides opportunities to develop language and intercultural competences. However, its integration faces challenges like a lack of training and resources. The INTENT project aims to address these challenges through surveys, online resources, case studies, and dissemination activities to promote the wider adoption of telecollaboration.
This document summarizes a presentation on promoting internationalization through telecollaboration. Telecollaboration involves online intercultural exchange between groups of students from distant geographic locations using commonly available technology. It allows students to develop language, communication, intercultural, and digital skills. The presentation discusses benefits of telecollaboration for students, educators, and university management. It also describes several case studies of existing telecollaboration networks in European universities and identifies strategies for integrating telecollaboration into university education.
A presentatation about the INTENT project and telecollaboration made at the Santander Group of Universities meeting at the University of León, Spain in October 2012.
This document discusses integrating telecollaborative networks into foreign language higher education. It describes the INTENT project which aims to develop tools and models for online international exchange and partner networks to facilitate collaborative learning in multiple languages. It also describes an eportfolio designed to help students track their development of skills for effective online intercultural communication, divided into domains of online language competences, social competences, technical competences, and cross-cultural competences. These domains are further divided into micro-level knowledge, skills, and attitudes to facilitate assessing competences for online intercultural exchange.
The document discusses integrating virtual and physical student mobility in higher education through telecollaboration. It begins by outlining some common questions about student mobility barriers and how online technologies can support physical mobility. The presentation then defines telecollaboration as online intercultural collaborative projects between distant student groups and provides examples of different virtual mobility set-ups that combine online and physical exchange. Barriers to telecollaboration are addressed, along with strategies to overcome them. Experienced practitioners provide feedback on the impact and popularity of telecollaboration in European universities.
Telecollaboration involves virtual exchanges between foreign language students at distant universities. The document discusses several case studies of telecollaboration exchanges between European universities and American universities. It identifies barriers to telecollaboration such as time commitment, difficulties with integration and assessment, and lack of technical skills. Practitioners overcome these barriers by obtaining management support, providing academic credit, maintaining steady partnerships, and collaborating within networks of participating universities.
Este documento describe un proyecto financiado por la UE llamado INTENT que busca integrar las redes de telecolaboración en la enseñanza universitaria de lenguas extranjeras a través de 7 socios europeos. El proyecto permite a los estudiantes de la ULE colaborar virtualmente con estudiantes de otras universidades para practicar idiomas y mejorar conocimientos interculturales, así como a los profesores organizar proyectos colaborativos entre sus estudiantes y estudiantes de otras universidades en diferentes países.
The document discusses telecollaboration in university education and some of the barriers to its adoption. It summarizes surveys of practitioners that found the top barriers are the time needed to set up exchanges, difficulties integrating them due to institutional requirements, and lack of pedagogical knowledge. Case studies show practitioners are overcoming barriers by finding appropriate partners, signing written agreements, ensuring relevance for students, maintaining momentum through steady partners, and gaining prestige and awareness. Loose networks of partners are also gaining popularity.
Powerpoint of the Symposium held by members of the INTENT project (Guth, Helm, Jager, Kurek, Hauck) at the 2012 EUROCALL Conference in Gothenberg, Sweden.
3. dr Malgorzata Kurek, AJD, 21-22 listopada 2013
Projekt telekolaboracyjny to środowisko uczenia się, w którym
studenci co najmniej dwóch różnych kulturowo instytucji
edukacyjnych współpracują online realizując zadania dydaktyczne.
W trakcie trwania projektu studenci komunikują się w czasie
rzeczywistym lub asynchronicznie korzystając z serwisów i aplikacji
internetowych.
Praca uczestników jest zorganizowana wokół sekwencji zadań
dydaktycznych i monitorowana przez nauczyciela – wykładowcę.
( na podstawie definicji O’Dowd)
4. 1. Wymiana dla specjalności nauczycielskiej: Czestochowa –
Heidelberg
2. Wymiana Częstochowa – Taiwan. Formuły językowe w
mówionym dyskursie akademickim
dr Malgorzata Kurek, AJD, 21-22
listopada 2013
5. Nauczyciele prowadzący: prof. Andreas Mueller-Hartmann, dr M. Kurek
Uczestnicy: 24 studentów niemieckich, 7 studentów polskich
Czas trwania: październik - luty 2012
Główne kompetencje: umiejętność uczenia w środowisku online, zwłaszcza
w grupach interkulturowych.
Język wymiany - angielski
Narzędzia: Moodle, wybrane narzędzia Web 2.0
Zajęcia odbywały się w podobnych ramach czasowych – możliwość
komunikacji synchronicznej
6. Kalendarz
zadań
Heidelberg - Czestochowa: sekwencja zadań
Narzędzie podstawowe: Moodle
cel
tygodnie 1-3 Indywidualne prezentacje uczestników. Dobieranie się w grupy. Wymiana informacji -
poznajemy się
tygodnie 4-5 Grupy wybierają nazwy i tworzą własne prezentacje Konsolidacja grup,
zacieśnienie współpracy,
zainicjowanie komunikacji.
tygodnie 6-7 Tworzenie zadań dydaktycznych dla grup interkulturowych. Analiza i porównanie.
Negocjacja.
tygodnie 8-9 Wszystkie zadania zostają opublikowane –grupy wybierają zadania, które mają
wykonać i ocenić
1) Powody wybrania danego zadania
2) Jego mocne strony
3) W jaki sposób można ulepszyć zadanie?
Prezentacje zadań na forum.
Ewaluacja i feedback .
Krytyczna analiza.
Praca z tekstami
źródłowymi
tygodnie 10-11 Tworzenie zestawu zadań językowych dla studentów online. (Weebly) Praca samodzielna.
Tworzenie materiałów
dydaktycznych.
Intensyfikacja współpracy
tygodnie 12-13 Ewaluacja – prezentacja i ocena stworzonych zadań.
Praca w grupach międzykulturowych – czego się nauczyliśmy
Kompetencje nauczyciela online – dyskusja
Pożegnanie grupy partnerskiej - - wirtualna ściana pozdrowień i pożegnań Padlet
Refleksja i zakończenie
projektu
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
7.
8. Nauczyciele prowadzący : dr Gina Chen, dr M. Kurek
Uczestnicy : 10 studentów z Taiwanu, 6 studentów polskich
Czas trwania: październik 2012 - luty 2013
Kompetencje docelowe: rozwijanie płynności w mówionym
dyskursie akademickim
Język wymiany - angielski
Narzędzia: strona Google + online narzędzia komunikacyjne: fora
Google, Skype chat, Skype wideokonferencja, materiały YouTube
(9 wykładów akademickich lub debat)
Różne strefy czasowe
Synchronizacja zajęć – możliwość komunikacji w czasie
rzeczywistym.
13. „Na początku moje nastawienie było sceptyczne. Teraz nie mogę się doczekać
następnej dyskusji”
„Nauczyłam się, ze trzeba jasno wyrażać swoje zdanie i że należy rozumieć i
akceptować zdanie innych”
„Bardzo motywowało mnie to, ze inni uczestnicy odpowiadali na moje posty i
rozumieli moje argumenty”
„Nigdy wcześniej nie używałam forum w jęz. angielskim. Nabrałam pewności
siebie, bo wiem, że potrafię jasno formułować myśli”
„Polubiłam forum w jęz. angielskim. Różnice kulturowe pokazały mi, że pewne rzeczy
postrzegamy inaczej.”
„Nigdy wcześniej nie uczestniczyłam w forum w jęz. angielskim:.
dr Malgorzata Kurek, AJD, 21-22
listopada 2013
14. nadają cel i strukturę złożonej sytuacji dydaktycznej
(multimodalność, wielokulturowość, wielowątkowość,
wielojęzyczność, wielopoziomowość współpracy i uczenia się,
różnorodność narzędzi)
pomagają zintegrować wymianę z programem nauczania (O’Dowd,
2010);
pomagają redukować nieporozumienia wynikające z różnic
kulturowych (Mueller-Hartmann, 2000)
pomagają redukować różnice w poziomach kompetencji
uczestników (Hauck, 2007).
dr Malgorzata Kurek, AJD, 21-22
listopada 2013
15. Wyniki kwestionariusza:
Wykorzystanie wymian online na uczelniach europejskich:
Wyniki kwestionariusza przeprowadzonego przez zespół projektu INTENT.
Odpowiedzi 210 respondentów.
Raport dostępny: http://www.intent-project.eu/
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
16. dr Malgorzata Kurek, AJD, 21-22 listopada 2013
Wymiana
informacji
Porównanie
i analiza
Twórczość
refleksja
17. przełamywanie lodów
odkrywanie własnej tożsamości kulturowej (Mueller-Hartmann, 2000)
tworzenie partnerskiej atmosfery
oswajające uczestników z wykorzystywanymi narzędziami
monologiczne
Przykłady:
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
zadanie Forma pracy i sugerowane narzędzia
Two truths and a lie Dowolna – pary lub
grupy międzynarodowe
•Posty na forum, email
•Komunikacja w czasie rzeczywistym
– Skype, Flashmeeting, Blackboard.
Present yourself to the
world
Indywidualna lub
zespołowa w grupach
lokalnych
forum
Prezentacje multimedialne; Prezi,
Sliderocket, Glogster
Nagrania głosowe: Podcastomatic,
Voxopop, Voicethread.
18. zbieranie i porównywanie produktów danych kultur
intensywna komunikacja i dialog, negocjowanie i
argumentowanie, pragmatyka językowa
aspekt językowy i/lub kulturowy
myślenie krytyczne, interpretacja
Uwagi: konieczność podania kryteriów analizy!
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
zadanie forma pracy Sugerowane
narzędzia
Multimodal
encounters
Grupy międzykulturowe dokonują
analizy semiotycznej lokalnych stron
www skierowanych do międzynarodowej
publiczności (model Hallidaya)
•Strony www
•Forum (Moodle)
•email
The same but
different
(Guth & Helm,
2011)
Analiza dwóch kulturowo różnych
wersji tego samego wydarzenia, lub
filmu
Forum
Skype, Flashmeeting,
Blackboard
19. zacieśnienie współpracy
duża intensywność: planowanie, koordynacja, podejmowanie decyzji
nadanie struktury, nacisk na treść i formę
zarządzanie czasem (!)
duży ciężar poznawczy (cognitive load)
Uwaga:
Wykorzystanie poglądów i doświadczeń a nie tylko materiałów!
Tzw. „third space” – np. wiki, blog (Helm & Guth, 2010)
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
zadanie Forma pracy Sugerowane
narzędzia
Tworzenie zadan
dydaktycznych w oparciu o
wybrane narzędzie
Grupy lokalne, zadania
wykonywane przez
grupy partnerskie
Wiki, Googledocs,
Weebly
21. dr Malgorzata Kurek, AJD, 21-22 listopada 2013
•Online (blog, email), lub
offline (dyskusja, prezentacja,
raport)
•Indywidualnie lub w grupach
•Spojrzenie z pozycji outsidera
•Celem jest zrozumienie
powodów postępowania
partnerów oraz ulokowanie ich
w danym kontekście
kulturowym
•Niezbędna rola nauczyciela !
22.
23. powierzchowność, powielanie stereotypów
brak przetwarzania informacji, postawy odtwórcze
przyjmowanie oceny
częstotliwość i jakość komunikacji
zakres i rodzaj współpracy
nieporozumienia na tle kulturowym
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
24. podejście społeczno-kulturowe;
hybrydowy tryb nauczania (online + F2F);
metoda zadaniowa
Udowodnione korzyści :
przyrost sprawności językowych –poprawność i płynność (Kinginger & Belz,
2005)
rozwój interkulturowej kompetencji komunikacyjnej (O’Dowd, Ritter,2006),
rozwój multi-alfabetyzmu (ang. multiliteracy) – Hauck, 2007
kształtowanie umiejętności współpracy
przygotowanie do pracy w społeczeństwie globalnym (tzw.multitasking,
kompetencje społeczne)
tzw. bridging (Thorne,Reinhardt, 2008;Guth,Helm 2011)
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
27. 1. Platformy
2. Narzędzia do prezentowania treści
3. Narzędzia komunikacyjne
- do komunikacji w czasie rzeczywistym
- do komunikacji asynchronicznej
4. Narzędzia wspomagające współpracę.
5. Inne narzędzia wspomagające
28. dopasowanie zadań do kalendarzy akademickich wszystkich
partnerów
zwarta struktura i sekwencja zadań
progresja od poziomu operacyjnego do poziomu myślenia
krytycznego i zachowań twórczych
jasność celów
integracja z zajęciami F2F
zadanie jako plan i proces (Dooly, 2010)
zapewnienie możliwości wyboru
feedback i refleksja
dr Malgorzata Kurek, AJD, 21-22 listopada 2013
32. Finansowany przez Komisję Europejską – Program Lifelong
Learning
Koordynowny przez Roberta O’Dowd, Universidad de Leon,
Hiszpania
8 instytucji partnerskich (PH Heidelberg, Grenoble III, Padova,
Czestochowa, Groningen, UA Barcelona, Open University UK)
Październik 2011-Marzec 2014
dr Malgorzata Kurek, AJD, 21-22
listopada 2013
33. Przegląd prac nad
projektem:
http://www.scoop.it/t/in
tent-project-news
Raport na temat
telekolaboracji w Europie:
www.intent-project.eu
Platforma online
◦ www.uni-collaboration.eu
34. Dooly, M. (2011) Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs.
task-as-process. Language Learning & Technology, 15(2): 69–91.
http://llt.msu.edu/issues/june2011/dooly.pdf
Guth, S. and Helm, F. (2010). Introduction. In S. Guth and F. Helm (eds.) Telecollaboration 2.0:
Language, Literacy and Intercultural Learning in the 21st Century, (pp. 13-38). Bern: Peter Lang.
Guth, S. and Helm, F. 2011. Teaching Culture through CALL. In Present and Future Promises of CALL: From
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dr Malgorzata Kurek, AJD, 21-22 listopada 2013
35. Dziękuję za uwagę
gkurka @gmail.com
dr Malgorzata Kurek, AJD, 21-22 listopada 2013