An Inercontintental Video-Web Communication Project between Chile and the Netherlands
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 Concepciòn 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
Assessment
Learners were assessed on their virtual interactions, written products and reflections in the blog. The virtual interaction were assessed focusing on participants' involvement: adequate preparation, active participation, contribution to meaningful intercultural negotiation.
Evaluation of the Exchange
Positive
Students evaluated the project positively, managed to cope with difficulties and manifested positive attitude to continue with the project and recommend it to others. Positive impact on students' communicative competence, particularly intercultural and linguistic, and increased cultural awareness. Group 2 improved communicative competence when using L1 with non-native speakers and engaged in valuable metacognitive processes. Positive impact of actually seeing each other while interacting. Positive also for group 1 interacting with Spanish speaking community other than Spain - so new cultural framework, that of Latin America.
Negative
Technical problems emerged reurrently - delay in communication, volume, image quality
Different perceptions of the importance of punctuality and attendance at sessions.
Author's conclusions
Video-web technology can enrich, empower and inject life and motivation into language classes and the affordances of this technology enabled teachers and learners to enhance the language learning process and deal with pragmatic and cultural issues in authentic context.
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The Soliya Connect Program
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
Assessment
Students were assessed on their video assignments and final essays. Grading was based 50% on the quality of their English and 50% on the content. Students were also given oral marks for their de-briefing sessions with the tutor and group discussions.
The CrossCall Project
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
Assessment
None.
Evaluation of the Exchange
Positive
Motivation and performance is reported to have improved in pupils as reported by the pupils themselves and also their teachers, and some pupils showed interest in continuing language study at university. This type of telecollaboration provides the opportunity to learn the target language in a richer way, developing, challenging and changing their attitudes and values by providing real participants and authentic communication situations.
Negative
Problems running the project eg. contacting busy school teachers, fitting in synchronous communication to schedules.
Author's conclusions
Communication initiated by pupils themselves was more motivating and engaging than communication based on tasks set by teachers because, the author argues, it met the communication needs and interests of the pupils. When pupils and student mentors worked in dyads (as opposed to groups) communication was more successful, exchanges were lively and involved intercultural comparison and learning. The near-peer relationship which is a distinctive feature of project was found to be positive factor, it meant pupils were exposed to language and register more typical of their age group.
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Skype and Social Neworking for USA-Japan Ttelecollaboration
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.
Assessment
Evaluation of the Exchange
Positive
All students agreed that their speaking and listening skills improved, and a large majority of students also reported increased cultural knowledge about Japan and increased confidence and motivation to study abroad. The sessions also proved higly enjoyable for most learners.
Negative
Difficulties with Mixi predicted as registration policy changed and increasingly difficult for non-Japanese residents to register.
Extra Notes
|
Is the exchange the sole focus of the course or integrated with other aims and activities?
|
integrated
|
| Is participation compulsory or voluntary? Assessed? |
compulsory for group 1, voluntary for group 2
|
| Is online work carried out in class/lab or from home? |
lab for G1, home for G2
|
| Class/lab time dedicated to project? |
Yes |
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