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Promoting internationalization
     through Telecollaboration

                      Francesca Helm,
                     University of Padova

Cercles 6-8 September 2012
          London School of Economics, London
Che cos’è ‘telecollaboration’?
 Una forma di ‘mobilità virtuale’ o scambio
 interculturale online che comporta l’interazione
 tra gruppi di studenti appartenenti a zone
 geografiche distanti attraverso l’uso di strumenti
 informatici comunemente disponibili, che
 consente lo sviluppo di competenze linguistiche,
 comunicative, interculturali e digitali.
Primary and Secondary Schools
Mobility and the EHEA
 Mobility is important for personal development and employability, it
 fosters respect for diversity and a capacity to deal with other cultures.
 It encourages linguistic pluralism, thus underpinning the multilingual
 tradition of the European Higher Education Area and it increases
 cooperation and competition between higher education institutions


In 2020, at least 20% of those graduating in the European
Higher Education Area should have had a study or training
period abroad.

   •   Communiqué of the Conference ofEuropean Ministers Responsible for Higher Education,
       Leuven and Louvain-la-Neuve, 28-29 April 2009
And the remaining 80%?
Virtual mobility:
i.e. the use of the internet and other electronic forms of
information and communication, is often a catalyst for embarking on a
period of physical mobility. Although not a substitute for physical
mobility, it does enable young people to prepare a stay abroad and can
create conditions for future physical mobility by facilitating friendships,
contacts and social networking etc….
    • It can also provide an international dimension to those
      learners who, for different reasons, are not able or willing
      to go abroad. In that context, ICT can be used for
      “electronic twinning” …etc.

                                              Commission of the European Communities:
                             Green paper: promoting the learning mobility of young people.
Benefits of telecollaboration
     For Students: Development of FL competence,
     For Students: Development of FL competence,
      intercultural awareness, electronic literacies
       intercultural awareness, electronic literacies

   For University Educators: Opening up of classroom /
   For University Educators: Opening up of classroom /
 Authentic communication and project work / Developing
 Authentic communication and project work / Developing
          international network of collaborators
           international network of collaborators

 For Mobility Officers: Preparation for physical mobility/
 For Mobility Officers: Preparation for physical mobility/
             Alternative to physical mobility
             Alternative to physical mobility

For University Management: ‘Low cost’ internationalisation
For University Management: ‘Low cost’ internationalisation
    strategy / Opening up new university partnerships
     strategy / Opening up new university partnerships
INTENT
• Integrating Telecollaborative Networks into Foreign Language
  Higher Education

• Financed By The European Commission - Lifelong Learning
  Programme

• Co-ordinated by Robert O’Dowd at the Universidad de Leon, Spain
• 8 European partners (PH Heidelberg, Grenoble III, Padova,
  Czestochowa, Groningen, UA Barcelona, Open University UK)

• October 2011-March 2014
Intent cercles 2012_helm (1)
Study of Telecollaboration in European Universities
   Online surveys from December 2011 - February 2012
   Language versions: English, German, French and Italian
   Three surveys with responses from 24 European countries:
     Experienced teacher telecollaborators (102 complete responses)
     Inexperienced teacher telecollaborators (108 complete responses)
     Experienced student telecollaborators (131 complete responses)
   Qualitative Case studies:
     7 representative examples of telecollaboration around Europe
   Aims:
     Identify types of telecollaborative practices undertaken by European
       university educators
     Explore the barriers to telecollaboration and the strategies used to
       overcome these barriers
Perché fare telecollaboration?
•Development of teaching and pedagogic competence and techniques
for future French language teachers. (T-Yes-FR-16)
•Also: learning first-hand about the collaboration between technical
communicators and translators which goes on in the real world of
localization. (T-Yes-EN-56).
•Development of learners' autonomy. (T-Yes-EN-01)
•Development of multiple academic competences. (T-Yes-EN-51)
•Encourage acceptance of cultural diversity rather than social inequality.
Provide a space for real communication outside the classroom. (T-Yes-
EN-39)
•Increase digital literacy and experience online communication
technologies. (T-Yes-EN-57)
•développement des compétences didactiques, pédagogiques et
techniques pour de futurs enseignants de langue française(T-Yes-FR-16)
Quante lingue vengono utilizzate?
Quale lingue vengono utilizzate?




    Finnish, Greek, Turkish, Hungarian, Dutch,
    Polish, Portuguese, Catalan and Rumanian
Quali strumenti vengono utilizzati?
Dove si trovano i partner?
Fattori istituzionali
Valutazione generale
Studenti – commenti finali
  “je n'ai pas vraiment vécu la télécollaboration sous l'angle d'une rencontre inter-
                      culturelle, mais d'une rencontre tout court.”

• Eine gute Idee, aber nur wenn sie sinnvoll geplant und durchgeführt wird.
• I encourage all students to participate in a cultural exchange
• I think it was a great idea and experience. I think Skype would be a better way of oral
  communicating.
• I think, it was fine and also, that it would be a necessary part in the degree of people who are
  learning a foreign language.
• I will encourage everyone to participate in exchange programs
• Ich denke, dass interkultureller Onlineaustausch besonders für Studierende, die bisher nur
  wenig interkulturelle Erfahrungen gemacht haben, sinvoll ist.
• Our University should organise more exchanges.
• Si on organise la télécollaboration je'exigerais comme prof un laps de temps obligatoire pour
  parler (p.ex. les élèves doivent avoir une conversation pendant une heure par semaine..)
• We must do them mor than one term
Identifying Strategies for integrating TC into
               university education


• What are practitioners doing to overcome these
  barriers and to ensure successful, on-going
  exchanges which involve recognition of teachers
  and students’ work?
Name of Exchange                   Participating Institutions                          Student Profile


The SW-US Exchange     Chalmers University of Technology, Göteborg,        Engineering students in Sweden and
                       Sweden & Clemson University, South Carolina,        English students in the USA
                       USA
SpEakWise              Trinity College, Dublin, Ireland & University of    Students of German and Business
                       Hildesheim, Germany                                 studies in Ireland and students of
                                                                           International Information Management
                                                                           and of International Communication in
                                                                           Germany
Telecollaboration at   The University of Padua, Italy & various partner    Students of foreign languages in Italy
Padua                  universities and telecollaborative networks         with students from various study
                                                                           backgrounds
V-PaL                  University of Manchester, UK & Universities of      Students of Modern Languages in the UK
                       Cagliari and Macareta, Italy                        and in Italy


The Trans-Atlantic     Vasa Universitet, Finland; Università degli Studi   Students of Translation Studies in the
Network                di Trieste and Università degli Studi di Padova,    European institutions and students of
                       Italy; Université Paris—Denis Diderot, France;      technical writing in the American
                       Århus Universitet, Denmark; Hogeschool Gent,        institutions
                       Belgium; North Dakota State University and
                       University of Wisconsin, USA
Le Francais en         University of Riga, Latvia & University of          Students of French in Latvia with
Premiere Ligne         Grenoble, France                                    students of foreign language education
                                                                           in France
The Claivier Project   Université Balise Pascal, Clermont-Ferrand,         Students of Sports Sciences in France
                       France & University of Warwick, UK                  and students of various undergraduate
Intent cercles 2012_helm (1)
Learning from the Case Studies
   Telecollaboration is not only for ‘pure’ language students – Engineering
    students in Sweden, Business Studies students in Trinity, Dublin

   Senior Management – view OIE as a positive international activity but are
    often unwilling to provide adequate staff and technical support

   OIE can contribute to educators’ academic careers – new academic
    networks, staff mobility – e.g. Riga & Grenoble / Warwick & Clermont sign
    ‘Memory of Understanding’

   No ‘one size fits all’ -Different levels of integration are possible:
     Claivier at Warwick takes place independently of academic courses
     SpEakWise at Trinity is integrated into a course but does not carry credit
     Manchester and Latvia – course marks are based completely on OIE
      activity
Strategies for Integrating Telecollaboration
   Signing of written contracts between participating partner classes – provides
    security to include exchanges in study guides etc.

   Ensure that students see relevance and value of exchanges – e.g. through
    providing academic credit for OIE

   Functioning partnerships gather momentum – try to maintain steady
    partners

   Ensure awareness and support of department heads – coordinating staff can
    be replaced if necessary

   Ensure internal department collaboration and sharing of good practices
    (e.g. Padova – tool sharing, involvement of graduate students, mobility staff,
    admin)

   Prestige and awareness raising through press releases and prize winning
    (e.g. Trinity award)
Intent cercles 2012_helm (1)
 ‘Loose networks’ of partners are gaining in popularity
    TransAtlantic Network (Translation students around Europe & technical
     writing students in USA)
    Soliya – Connects students from 100 HEI’s in 27 countries in Western-
     Eastern dialogue
    Cultura – bilingual bicultural exchanges through comparative task types
    AUSJAL DUAL IMMERSION PROJECT - 21 Jesuit universities from eight
     different countries in North and South America
    Byram’s Intercultural Citizenship project – 25 practitioners looking for
     partners to carry out a project on intercultural citizenship

   Advantages:
    Common themes of interest
    Not obliged to work with same partner constantly - flexibility
    Activities, solutions and ideas are shared and developed
Recommendations
•   Support the establishment of online exchanges between European countries in much the
    same way as they have supported physical mobility
•   Draw up models of Erasmus agreements specifically for virtual mobility programmes.
•   Establish European grants for virtual mobility to help cover the organizational costs.
•   Support the establishment of OIEs for students prior to their period of physical mobility. With
    the training and support of international office and language centre staff exchanges, these
    ‘pre-mobility exchanges’ could improve the quality of physical mobility by promoting
    integration of Erasmus students in host universities.
•   Integrate OIE in teacher education programs as this will encourage future educators to
    integrate telecollaboration into their practice
•   Provide incentives and support for educators embarking on their first experience of OIE.
•   Provide a technical and administrative infrastructure which will support educators in their
    telecollaborative activity.
•   Find more systems of awarding credits (ECTS) for students’ participation in OIEs. Other ways
    of awarding credit, such as explicit mention of the activity in the European Diploma
    Supplement, are also worthy of exploration.
Intent cercles 2012_helm (1)
Intent cercles 2012_helm (1)
Intent cercles 2012_helm (1)
Intent cercles 2012_helm (1)
Class search tool
Tool for finding classes to work with
Searchable fields include:
   Target language
   Country
   CEFR level
   Mode of exchange
   Number of students
   Study programme
   Period
   Availability
Map searches supported
Intent cercles 2012_helm (1)
Get involved
• Contact and suggestions
  welcome:
   • intentproject@gmail.com
• Read our Report on
  Telecollaboration in Europe:
   • www.intent-project.eu
• Upcoming platform for
  collaboration and networking:
   • www.uni-collaboration.eu

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Intent cercles 2012_helm (1)

  • 1. Promoting internationalization through Telecollaboration Francesca Helm, University of Padova Cercles 6-8 September 2012 London School of Economics, London
  • 2. Che cos’è ‘telecollaboration’? Una forma di ‘mobilità virtuale’ o scambio interculturale online che comporta l’interazione tra gruppi di studenti appartenenti a zone geografiche distanti attraverso l’uso di strumenti informatici comunemente disponibili, che consente lo sviluppo di competenze linguistiche, comunicative, interculturali e digitali.
  • 4. Mobility and the EHEA Mobility is important for personal development and employability, it fosters respect for diversity and a capacity to deal with other cultures. It encourages linguistic pluralism, thus underpinning the multilingual tradition of the European Higher Education Area and it increases cooperation and competition between higher education institutions In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad. • Communiqué of the Conference ofEuropean Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April 2009
  • 5. And the remaining 80%? Virtual mobility: i.e. the use of the internet and other electronic forms of information and communication, is often a catalyst for embarking on a period of physical mobility. Although not a substitute for physical mobility, it does enable young people to prepare a stay abroad and can create conditions for future physical mobility by facilitating friendships, contacts and social networking etc…. • It can also provide an international dimension to those learners who, for different reasons, are not able or willing to go abroad. In that context, ICT can be used for “electronic twinning” …etc. Commission of the European Communities: Green paper: promoting the learning mobility of young people.
  • 6. Benefits of telecollaboration For Students: Development of FL competence, For Students: Development of FL competence, intercultural awareness, electronic literacies intercultural awareness, electronic literacies For University Educators: Opening up of classroom / For University Educators: Opening up of classroom / Authentic communication and project work / Developing Authentic communication and project work / Developing international network of collaborators international network of collaborators For Mobility Officers: Preparation for physical mobility/ For Mobility Officers: Preparation for physical mobility/ Alternative to physical mobility Alternative to physical mobility For University Management: ‘Low cost’ internationalisation For University Management: ‘Low cost’ internationalisation strategy / Opening up new university partnerships strategy / Opening up new university partnerships
  • 7. INTENT • Integrating Telecollaborative Networks into Foreign Language Higher Education • Financed By The European Commission - Lifelong Learning Programme • Co-ordinated by Robert O’Dowd at the Universidad de Leon, Spain • 8 European partners (PH Heidelberg, Grenoble III, Padova, Czestochowa, Groningen, UA Barcelona, Open University UK) • October 2011-March 2014
  • 9. Study of Telecollaboration in European Universities  Online surveys from December 2011 - February 2012  Language versions: English, German, French and Italian  Three surveys with responses from 24 European countries:  Experienced teacher telecollaborators (102 complete responses)  Inexperienced teacher telecollaborators (108 complete responses)  Experienced student telecollaborators (131 complete responses)  Qualitative Case studies:  7 representative examples of telecollaboration around Europe  Aims:  Identify types of telecollaborative practices undertaken by European university educators  Explore the barriers to telecollaboration and the strategies used to overcome these barriers
  • 10. Perché fare telecollaboration? •Development of teaching and pedagogic competence and techniques for future French language teachers. (T-Yes-FR-16) •Also: learning first-hand about the collaboration between technical communicators and translators which goes on in the real world of localization. (T-Yes-EN-56). •Development of learners' autonomy. (T-Yes-EN-01) •Development of multiple academic competences. (T-Yes-EN-51) •Encourage acceptance of cultural diversity rather than social inequality. Provide a space for real communication outside the classroom. (T-Yes- EN-39) •Increase digital literacy and experience online communication technologies. (T-Yes-EN-57) •développement des compétences didactiques, pédagogiques et techniques pour de futurs enseignants de langue française(T-Yes-FR-16)
  • 11. Quante lingue vengono utilizzate?
  • 12. Quale lingue vengono utilizzate? Finnish, Greek, Turkish, Hungarian, Dutch, Polish, Portuguese, Catalan and Rumanian
  • 13. Quali strumenti vengono utilizzati?
  • 14. Dove si trovano i partner?
  • 17. Studenti – commenti finali “je n'ai pas vraiment vécu la télécollaboration sous l'angle d'une rencontre inter- culturelle, mais d'une rencontre tout court.” • Eine gute Idee, aber nur wenn sie sinnvoll geplant und durchgeführt wird. • I encourage all students to participate in a cultural exchange • I think it was a great idea and experience. I think Skype would be a better way of oral communicating. • I think, it was fine and also, that it would be a necessary part in the degree of people who are learning a foreign language. • I will encourage everyone to participate in exchange programs • Ich denke, dass interkultureller Onlineaustausch besonders für Studierende, die bisher nur wenig interkulturelle Erfahrungen gemacht haben, sinvoll ist. • Our University should organise more exchanges. • Si on organise la télécollaboration je'exigerais comme prof un laps de temps obligatoire pour parler (p.ex. les élèves doivent avoir une conversation pendant une heure par semaine..) • We must do them mor than one term
  • 18. Identifying Strategies for integrating TC into university education • What are practitioners doing to overcome these barriers and to ensure successful, on-going exchanges which involve recognition of teachers and students’ work?
  • 19. Name of Exchange Participating Institutions Student Profile The SW-US Exchange Chalmers University of Technology, Göteborg, Engineering students in Sweden and Sweden & Clemson University, South Carolina, English students in the USA USA SpEakWise Trinity College, Dublin, Ireland & University of Students of German and Business Hildesheim, Germany studies in Ireland and students of International Information Management and of International Communication in Germany Telecollaboration at The University of Padua, Italy & various partner Students of foreign languages in Italy Padua universities and telecollaborative networks with students from various study backgrounds V-PaL University of Manchester, UK & Universities of Students of Modern Languages in the UK Cagliari and Macareta, Italy and in Italy The Trans-Atlantic Vasa Universitet, Finland; Università degli Studi Students of Translation Studies in the Network di Trieste and Università degli Studi di Padova, European institutions and students of Italy; Université Paris—Denis Diderot, France; technical writing in the American Århus Universitet, Denmark; Hogeschool Gent, institutions Belgium; North Dakota State University and University of Wisconsin, USA Le Francais en University of Riga, Latvia & University of Students of French in Latvia with Premiere Ligne Grenoble, France students of foreign language education in France The Claivier Project Université Balise Pascal, Clermont-Ferrand, Students of Sports Sciences in France France & University of Warwick, UK and students of various undergraduate
  • 21. Learning from the Case Studies  Telecollaboration is not only for ‘pure’ language students – Engineering students in Sweden, Business Studies students in Trinity, Dublin  Senior Management – view OIE as a positive international activity but are often unwilling to provide adequate staff and technical support  OIE can contribute to educators’ academic careers – new academic networks, staff mobility – e.g. Riga & Grenoble / Warwick & Clermont sign ‘Memory of Understanding’  No ‘one size fits all’ -Different levels of integration are possible:  Claivier at Warwick takes place independently of academic courses  SpEakWise at Trinity is integrated into a course but does not carry credit  Manchester and Latvia – course marks are based completely on OIE activity
  • 22. Strategies for Integrating Telecollaboration  Signing of written contracts between participating partner classes – provides security to include exchanges in study guides etc.  Ensure that students see relevance and value of exchanges – e.g. through providing academic credit for OIE  Functioning partnerships gather momentum – try to maintain steady partners  Ensure awareness and support of department heads – coordinating staff can be replaced if necessary  Ensure internal department collaboration and sharing of good practices (e.g. Padova – tool sharing, involvement of graduate students, mobility staff, admin)  Prestige and awareness raising through press releases and prize winning (e.g. Trinity award)
  • 24.  ‘Loose networks’ of partners are gaining in popularity  TransAtlantic Network (Translation students around Europe & technical writing students in USA)  Soliya – Connects students from 100 HEI’s in 27 countries in Western- Eastern dialogue  Cultura – bilingual bicultural exchanges through comparative task types  AUSJAL DUAL IMMERSION PROJECT - 21 Jesuit universities from eight different countries in North and South America  Byram’s Intercultural Citizenship project – 25 practitioners looking for partners to carry out a project on intercultural citizenship Advantages:  Common themes of interest  Not obliged to work with same partner constantly - flexibility  Activities, solutions and ideas are shared and developed
  • 25. Recommendations • Support the establishment of online exchanges between European countries in much the same way as they have supported physical mobility • Draw up models of Erasmus agreements specifically for virtual mobility programmes. • Establish European grants for virtual mobility to help cover the organizational costs. • Support the establishment of OIEs for students prior to their period of physical mobility. With the training and support of international office and language centre staff exchanges, these ‘pre-mobility exchanges’ could improve the quality of physical mobility by promoting integration of Erasmus students in host universities. • Integrate OIE in teacher education programs as this will encourage future educators to integrate telecollaboration into their practice • Provide incentives and support for educators embarking on their first experience of OIE. • Provide a technical and administrative infrastructure which will support educators in their telecollaborative activity. • Find more systems of awarding credits (ECTS) for students’ participation in OIEs. Other ways of awarding credit, such as explicit mention of the activity in the European Diploma Supplement, are also worthy of exploration.
  • 30. Class search tool Tool for finding classes to work with Searchable fields include: Target language Country CEFR level Mode of exchange Number of students Study programme Period Availability Map searches supported
  • 32. Get involved • Contact and suggestions welcome: • intentproject@gmail.com • Read our Report on Telecollaboration in Europe: • www.intent-project.eu • Upcoming platform for collaboration and networking: • www.uni-collaboration.eu

Notas do Editor

  1. Telecollaboration/ Online Intercultural Exchange (OIE) involves virtual intercultural interaction and collaboration between classes of Foreign Language (FL) learners in geographically distant locations
  2. In primary and secondary ed focus is primarily on virtual exchanges whereas at the uni level it is primarily on physical mobility.
  3. The European Higher Education Area (EHEA) was launched along with the Bologna Process' decade anniversary, in March 2010, during the Budapest-Vienna Ministerial Conference. It is meant to ensure more comparable, compatible and coherent systems of higher education in Europe
  4. Problem with term ‘virtual mobility’ – critical voices eg ESN, who see it as threatening physical mobility – NOT what we want to do
  5. Give examples a voce
  6. Give examples a voce
  7. Give examples a voce
  8. http://bighugelabs.com/map.php#top