Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view

1. Making connections
through
multimodal tasks in
virtual exchanges
Susana Galante
Digital Pedagogy coach/consultant
EFL teacher trainer
Kibbutzim College of Education, Israel
IAIE 2021
Ikatod, Freepik

2. Overview
I. Background: "The
Big Ideas"
II. Inspiration:
Examples &
Models
III. Implementation:
Collaborative action
plan

3. Virtual
exchanges
Collaborative Online International
Learning (COIL)
a format for experiential cross-
cultural learning
technology-enabled people to
people dialogues over a period
of time
rawpixel.com / Freepik
(O'Dowd, 2018)
I. The big
ideas

4. Learning with the
world
Classes from different cultural
contexts or geographical locations
engage in online interaction and
collaboration as an integrated part
of the syllabus and under the
guidance of educators.
(Jager, Nissen, Helm, Baroni & Rousset, 2019; O’Dowd, 2018;
O’Dowd & Lewis, 2016)

5. Skills for an
interconnected and
ever-changing world
Communication
Collaboration
Creativity
Digital literacy
Critical thinking
Intercultural competences

6. A Connected
Learning Approach
Interest powered
Production centered
Peer supported
With a shared purpose
Academically oriented
Openly networked
(Ito et al., 2013)
(Retrieved from National Writing Project)
From Connected Learning Alliance

7. Connecting classes
with technology
To add an additional layer of complexity
and as powerful collaboration tools.
Knowledge and understanding are
constructed through learner-interaction
and negotiation, and as a societal effort
for the improvement of ideas
(Scardamalia & Bereiter, 2006; 2014; Hod et al., 2018.)

8. 1. Online course
open to all in a
Knowledge
Building
Community
2. Special
videoconferences
for
shared learning
3. Collaborative
tasks for learning
of course content
4. Ongoing
collaboration in
addition to
regular course
content
5. Intense
collaborative
short-term
learning
6. A fully shared
learning
experience
Galante, KCE, 2021
Digital Pedagogy Unit &
Internationalization Dept. from Research Unit
Models of virtual exchanges

9. Multimodal tasks
to communicate
and learn
Multimodality is the use of several
semiotic modes in communication
such as text, speech, visuals,
sound, movement, gesture, gaze,
etc.

10. Communication
is multimodal by
nature.
The literacy demands
and opportunities
extend beyond reading
and writing.
We learn more deeply
from words and visual
representations
together.
Why multimodality?
(Spires et al. 2019; Mayer, 2005)

11. Multimodal
instruction
The use of two separate channels
allows students to go through the
process of making multiple models to
really understand the material. The
words and pictures that we choose
are important and impactful.

12. Ideas
for
multimodal
tasks
Podcasts
How-to-tutorials
Infographics or posters
Asynchronous oral discussions
Customized maps for itineraries/journeys/significant places
Annotation in interactive images
Video discussions
Mind maps & concept maps
Travel brochures
Biographies
Storytelling
Campaigns/Advertisements
Gallery walks

13. Task #
1 :
Let’s connect!
Post a profile
and explore
possibilities of
collaboration
PADLET

14. Examples of
multimodal
tasks in virtual
exchanges
II. Models &
examples

15. Higher Ed
Institution
University of
Missouri-St Louis
(USA)
Kibbutzim College
of Education
(Israel)
Course Teaching Literacies Teaching English in a
Technologically
Enhanced Environment
Students Pre-service teachers
from various
disciplines
Pre-service teachers of
English
Lecturer Dr. Shea Kerkhoff Susana Galante
Goals Modeling and
authentic learning
Modeling and authentic
learning
I.
“Connecting
through words
and images",
2020
Focus on vocabulary
Duration: 2-3 weeks

16. Critical thinking and intercultural skills
Interactive images- Genially

17. 1. Connect
• words with
image.
2. Add
• hotspot with
word (maybe
video/image
too) and icon.
3. Observe
• other
students’
words/ideas
• differences
and
similarities
4. Reflect
• insights &
feelings
• ways of using
activity for
teaching &
added values
Model 1: Interactive images
What do students do?

18. Culture
• global and local
knowledge-building
community (KBC)
Activity
• asynchronous (for
HW) whole group
• collaborative
glossary, ideas for
discussion for writing
or inductive teaching
Tool
• Genially – allows for
collaboration (not
simultaneous)
• 3 interactive images
(artwork, Tel Aviv
and St Louis)
Collaborative Learning Environment (CSCL)

19. II.
"Our life
tours", 2019
Higher Ed
Institution
Kibbutzim
College of Education
(Israel)
Northampton
Community College
(USA)
Students Pre-service teachers of
English
BA students from various
departments
Course Teaching English in a
Technologically-Enhanced
Environment
Language Skills
Lecturer Susana Galante Dr. Beth Ritter-Guth
City/State Tel Aviv Pennsylvania
Personal content
Writing, oral and
visual literacy skills
Duration: 4-6 weeks

20. 1. "Childhood Tours"- Storytelling
Connecting through personal content
Paragraph writing and images- Google Tour Creator

21. Introductions, sharing, peer feedback
Video-based responses in shared grid- Flipgrid

22. Asynchronous oral exchanges in mixed pairs
Speech, video, writing & images
Digital stories shared
through links in posts
Flipgrid & Tour Builder

23. 2. "Youth Tours"- Storytelling
Personal content- Paragraph writing and images
Google Tour Builder

24. Model 2- Storytelling and peer feedback
What do students do?
1. Choose
• image
illustrating
moments
from your
life (or
given topic)
2. Write
• descriptive
paragraph
for the
image
3. Record
• introductory
video &
share link
to digital
story
4. Observe
• watch video
from
partner,
record and
give peer
feedback
5. Reflect
• insights and
feelings
with local
community
and
individually

25. How to embed the virtual exchange in the
course syllabus
1.Theoretical
background and
experiential and
inductive learning (VE)
2.Familiarization with
tools and design of
activities
3.Implementation:
design of digital units
Duration: 4-5 weeks

26. Digital tools for multimodal tasks
Collaborative
boards:
Padlet
Interactive
images:
Genially/Thinglink
Video-based
responses:
Flipgrid
Customized
maps:
Google My Maps
Storytelling:
Book Creator
Graphic design/
Infographics:
Canva/ Genially
Mind/concept
maps:
Cacoo / Miro
Collaborative
slides:
Google Slides
Collaborative
whiteboard:
Google Jamboard

27. Task II:
Plan a multimodal task for a virtual exchange
1. Partners
Discuss ideas/topics for
partnering for 2 courses.
2. Goals
Set goals
for each partner
and coordinate.
3. Brainstorm ideas
Use any of the two models
or brainstorm ideas for one
of your own
4. Share
Have one member describe
your group’s plan in a slide
here.
See instructions in the Google slides.
III. Action plan

28. Sharing
and
insights

29. References
• Bielascyk, K. (2006). Designing social infrastructure: The challenge of building computer-supported learning
communities. Journal of the Learning Sciences, 15(3), 301–329
• Hod, Y., Bielaczyc, K., & Ben-Zvi, D. (2018). Revisiting learning communities: Innovations in theory and practice.
Instructional Science, 46(4), 489-506.
• Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., & Watkins, S. C. (2013). Connected learning:
An agenda for research and design. Digital Media and Learning Research Hub.
• Jager, S., Nissen, E., Helm, F., Baroni, A., & Rousset, I. (2019). Virtual Exchange as Innovative Practice across
Europe: Awareness and Use in Higher Education. EVOLVE Project Baseline Study (Doctoral dissertation, Evolve
Project).
• Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41,
31-48.
• O'Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in
moving forward. Research-publishing. net, 1, 1-23.
• Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology (pp. 97-118). Na.
• Spires, H. A., Paul, C. M., & Kerkhoff, S. N. (2019). Digital literacy for the 21st century. In Advanced Methodologies

30. Additional resources
• Handbook with practical guidelines for implementation of VE’s (Galante and
Glickman, KCE, 2021)
• Document on digital pedagogy in international courses with case studies, typology
of tools and examples (Galante, KCE, 2021)
• PDF of this presentation
• Guidelines given to students for Example 1 (Interactive shared image)
• Guidelines for use of Flipgrid (platform for video-based responses)
• Website for Unicollaboration (a cross-disciplinary professional organisation for
telecollaboration and virtual exchange in Higher Education)

31. “Learn how to see.
Realize that
everything is
connected to
everything else.”
Leonardo Da Vinci
Susana Galante
Email: susyyalo@gmail.com
Twitter: @SusanaGalante5
Linkedin, Youtube, Slideshare

32. Questions?
Starline