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Case Studies Barcelona

Page history last edited by Sarah 13 years, 1 month ago


An Inercontintental Video-Web Communication Project between Chile and the Netherlands

[1]

 

 

Student cohort

 

  Group 1  Group 2 
academic level  University Students in Netherlands
Pre-service native teachers of Spanish as a first language in Chile
course subject  Advanced Spanish Language and Culture
Introduction to Pragmatics
location of students Netherlands Chile 
native language Dutch Spanish 
exchange language Spanish
Spanish

 

Brief description and intended outcomes

This video-web communication project was set up to enrich and internationalize the learning environment of Spanish language and culture of students in both groups, aiming to enhance students' intercultural communicative competence.

 

 

Technologies used

 

Tool  Mode  Other

Adobe Connect

synchronous

multimodal video-web communication platform with text chat and document sharing

course blog asynchronous http://espanolenzuecos.blogia.com/ 

 

Tasks & Phases

The project required learners to complete five tasks collaboratively, one per week, in a period of five weeks. Tasks were designed with a focus on the development of intercultural communicative competence, they aimed at creating opportunities to negotiate intercultural meaning and to promote cultural awareness, understanding and tolerance of cultural differences and discussion of commonalities.

 

  • Task 1: Challenging stereotypes and getting to know each other - online interviews and write up
  • Task 2: Interview review - peer review and publication of interviews
  • Task 3: Student Life in ConcepciĆ²n and Utrecht - academic issues, student life and intercultural experiences
  • Task 4: Literary Debate - Group 1 make presentations of books Group 2 act as jury and evaluate presentations. Debate on literary issues
  • Task 5: DIfferences puzzle us - questionnaire on intercultural  differences, audio on pragmatic differences and discussion

 


The Soliya Connect Program [2]

 

Student cohort

  Group 1  Group 2 
academic level   University Students in France
University Students in US, Middle East, Europe, North Africa and Indonesia
major  Computer Science, Telecommunications, Applied Maths
International relations, Politics, Media studies
course subject  English
various
mean age 22
 
location of students Computer lab at university
Computer labs in universities, home
native language French
various (English, Arabic and others)
exchange language English English

 

Brief description and intended outcomes

The Soliya Connect Program is a telecollaboration project which involves students in the West and in the Arab and Muslim world. Through the medium of English, students study and discuss the causes of conflict between East and West. The program is run by the Soliya organization, an NGO based in New York, now part of the UN Alliance of Civilizations, which co-ordinates the universities involved and facilitates discussions between students. The program was an optional module for the English program at ENSIMAG in France. The aim of adopting the Soliya Connect Program at ENSIMAG was to meet the University's language learning requirements and also those of UNESCO's International Education which include the promotion of social responsibility, the acquisition of critical understanding of national and international issues. This was the first time English as a Foreign Language students participated in the Soliya Connect Program. Since then, other EFL students have also participated.

 

Technologies used

Tool  Mode  Other

Soliya's custom-made Web-conferencing application

Soliya's blog

synchronous

 

permits group video-conferencing with group text chat and also private text chat

Group 1 blog asynchronous free - Blogger; only used within Group 1
Windows Movie Maker asynchronous proprietary; used for the collaborative task of creating a video

 

Tasks & Phases

The program consists of several tasks.

  • Eight weekly 2-hour video-conference discussions moderated by two facilitators, one of whom also is a fluent Arabic speaker. The discussion is summarised by one of the facilitators as it evolves using the text-chat function.
  • Assigned Readings for two of the sessions.
  • Individual Video assignments. Students are provided with 6 hours of raw footage from Al Jazeera and Associated Press on the Gaza conflict and are required to produce a 3-5 minute 'objective' news report, which is then discussed in one of the video-conferencing sessions. (sample video project 1, 2, )
  • Final Essay based on joint project - students were required to exchange information and opinions on a topic of their choice through blogs, interviews or videos and then write an essay on this from both their point of view and that of their partner
  • Blogging - Students are encouraged to keep an individual blog on Soliya.net where they can express and share ideas by posting on their own blog and other students' blogs. Group 1students were also asked to comment on a blog created by their instructor to provide him with feedback on the project Soliya-Grenoble blog

 

 


The CrossCall Project[3]

 

Student cohort

 

  Group 1  Group 2 
academic level   Secondary school pupils in UK
University students
mean age  17
21
location of students  
 
native language English, heritage speakers of Arabic
English, Spanish, German
exchange language Russian, Spanish, German, Arabic
Russian, Spanish, German, Arabic

 

Brief description and intended outcomes

This project involves volunteer university students as online mentors of secondary school pupils studying different foreign languages to improve motivation and performance. It was set up in response to the causes of dissatisfaction identified through a survey on foreign language education in schools - in particular the lack of opportunities to communicate with native or expert speakers in meaningful communication that focuses on the real communicative needs of teenagers. The case study addresses modern foreign languages and also community, or heritage, languages.

 

Technologies used

 

Tool  Mode  Other

WebCT

 synchronous and asynchronous

The exchange involved use of discussion board, chat rooms, links to online resources

 

Tasks & Phases

The case study mentions various tasks used for different groups. Some examples follow

Group 1 preparing for a trip abroad to Yaroslavl where Group 2 students were studying. Information exchange tasks.

Creating website for Spanish tapas bar in UK with group 2 helping group 1.

News Quiz prepared by group 2 for group 1.

Group 1 preparing Powerpoint presentations to show to and get feedback from Group 2

 


Skype and Social Neworking for USA-Japan Telecollaboration[4]

 

Student cohort

 

  Group 1  Group 2 
academic level  University students in US
NA (not applicable)
major  varied NA
course subject  Japanese - elementary level
NS of Japanese interested in improving their English
mean age 19 adults 
location of students Pennsylvania, US Japan
native language US English
Japanese
exchange language Japanese and English
Japanese and English

 

Brief description and intended outcomes

This exchange involves the use of Social Networking and Skype.  The goal of this exchange was to prepare students for a study abroad experience by increasing language fluency, familiarity with Japanese culture and confidence in dealing with native speakers. The use of the Japanese social networking site Mixi and Mixxer, a website developed at Dickinson College specifically for language exchanges, helped overcome hurdles in setting up exchanges for the Japanese language curriculum such as the time difference (13 hours) and having beginner students writing in Japanese (difficulties using a different script, particularly with a keyboard). A partner group for the exchange was found by using the community and event function of the social networking site Mixi, and then online meetings were proposed during Group 1's class time.

 

 

Technologies used

 

Tool  Mode  Other

Mixi

 asynchronous and synchronous

Japanese social networking site

Mixxer  asynchronous website developed at Dickinson College for finding partners for language exchanges
Skype syncrhonous audio  

 

Tasks & Phases

Group 1 students were required to prepare questions in advance of online Skype sessions using grammar and vocabulary learnt the previous week.

During exchange session students spoke for the first 20 minutes in Japanese, the second half of the class consisted of discussion in English, for which there was no set topic or grammar focus.

After each Skype session students were assigned a 'Skype report' which was a short summary posted on their blog in Mixi of the Skype session, including the answers to their questions.

Footnotes

  1. Jauregi, K. and Banados, E (2010) An Intercontinental Video-Web Communication Project between Chile and the Netherlands. In S. Guth and F. Helm (eds.) Telecollaboration 2.0: Language, Literacy and Intercultural Learning in the 21st Century, pp. 427-436. Bern: Peter Lang.
  2. Genet, R. (2010) The Soliya Connect Program at ENSIMAG, France. In S. Guth and F. Helm (eds.) Telecollaboration 2.0: Language, Literacy and Intercultural Learning in the 21st Century, pp. 399-374. Bern: Peter Lang.
  3. King, T. (2010) The CrossCall Project: Cross-sector Computer-assisted Language Learning. In S. Guth and F. Helm (eds.) Telecollaboration 2.0: Language, Literacy and Intercultural Learning in the 21st Century, pp. 437-451. Bern: Peter Lang.
  4. Meguro, A. and Bryant, T. (2010) Finding Language Partners in Unexpected Places: Skype and Social Networking for USA-Japan Telecollaboration. In S. Guth and F. Helm (eds.) Telecollaboration 2.0: Language, Literacy and Intercultural Learning in the 21st Century, pp. 3452-463. Bern: Peter Lang.

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