Unit-IV; Professional Sales Representative (PSR).pptx
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
8.
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)
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
20.
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)
23.
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.
26.
27.
28.
29.
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
31.
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
Telecollaboration/ Online Intercultural Exchange (OIE) involves virtual intercultural interaction and collaboration between classes of Foreign Language (FL) learners in geographically distant locations
In primary and secondary ed focus is primarily on virtual exchanges whereas at the uni level it is primarily on physical mobility.
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
Problem with term ‘virtual mobility’ – critical voices eg ESN, who see it as threatening physical mobility – NOT what we want to do