ReDesign: Redesigning learning through a new Learning Management System

[EN] In a world which abounds with digitally-driven changes, an orthodoxy of technology adoption and utilisation in higher education is emerging, and it is deemed critical for steering the discussions of experts for planning and implementing a digitally-enabled ecology where students and faculty members alike will benefit. Although several types of software that host educational or training content for students have been used in previous studies, the aim of this EU-funded project was to design a digitally-enabled platform that would afford culturally-driven exchanges between university students and collaboration among faculty members of the same disciplines across Europe. The platform is based on, but extends beyond, principles of standard Learning Management Systems (LMSs) and Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR codes. Further, the platform has been designed based on multiple pilot testing phases, students’ individual needs, instructors’ constructive feedback, and the tailored needs of each academic discipline. This EU-funded project is a joint effort to guide instructors and students in experiencing the curricula in different academic institutions, to guide instructors and students in understanding the affordances and contradictions of intercultural telecollaboration, and to guide students in developing a conceptual understanding of complex constructs in their discipline.European Commission funded projectAvgousti, MI.; Hadjistassou, S. (2019). ReDesign: Redesigning learning through a new Learning Management System. The EuroCALL Review. 27(1):48-63. https://doi.org/10.4995/eurocall.2019.11202OJS4863271Avgousti. M. I. (2018). Intercultural communicative competence and online exchanges: A systematic review. 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O'Dowd (Eds.), Researching online interaction and exchange in foreign language education. Telecollaboration in education (3). Bern: Peter Lang Publishing Group, 135-162.Dooly, M., & O'Dowd, R. (2018). Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practice. In M. Dooly and R. O'Dowd (Eds.), (pp.11-34). Bern: Peter Lang Publishing Group.Ducate, L., & Arnold, N. (eds.), Calling on CALL: From theory and research to new directions in foreign language teaching. San Marcos, TX: CALICO.Ertmer, P. A., Newby, T. J., Yu, J. H., Liu, W., Tomory, A., Lee, Y. M., Sendurur, E. & Sendurur, P. (2011) Facilitating students' global perspectives: Collaborating with international partners using Web 2.0 technologies. Internet and Higher Education, 14(4), 251-261. https://doi.org/10.1016/j.iheduc.2011.05.005European Internet Foundation: Political Leadership for Network Society. (2009). The digital world in 2025. 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Colombian Applied Linguistics Journal, 9, 174-199. https://doi.org/10.14483/22487085.3150Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan: New York.Gilakjani, A. P. (2011). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education,2(1), 104-113. https://doi.org/10.5296/jse.v2i1.1007Gilakjani, A. P., Ismail, H. N., & Ahmadi, S. M. (2011). The effect of multimodal learning models on language teaching and learning. Theory & Practice in Language Studies, 1(10), 1321-1327. https://doi.org/10.4304/tpls.1.10.1321-1327Hamper, R., & Hauck, M. (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. The JALT CALL Journal, 2(2), 3-18.Hauck, M. (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19(2), 202- 223. https://doi.org/10.1017/S0958344007000729Hauck, M. (2010). At the interface between multimodal and intercultural communicative competence. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language and intercultural learning in the 21 st century (pp. 219-248). Bern: Peter Lang.Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13, 179-187. https://doi.org/10.1016/j.iheduc.2010.07.003Kress, G. R. (2003). Literacy in the new media age. London: Routledge. Kress, G. R. (2011). 'Partnerships in research': Multimodality and ethnography. Qualitative Research, 11 (3), 239-260. https://doi.org/10.1177/1468794111399836Kress, G. R., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Oxford UK: Oxford University.Lee, L., & Markey, A. (2014). A study of learners' perceptions on online intercultural exchanges through Web 2.0 technologies. ReCALL, 26(3), 281-297. https://doi.org/10.1017/S0958344014000111Liaw, M. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49-64.Mabuan, R., & Ebron, G. P. (2016). Engaging ESL/EFL learners with Facebook groups. 24th Annual Korea TESOL International Conference. Sookmyung Women's University, Seoul, South Korea.Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401. https://doi.org/10.1037/0022-0663.86.3.389Morrison, M., Sweeney, A., & Heffernan, T. (2003). Learning styles of on-campus and offcampus marketing students: The challenge for marketing educators. Journal of Marketing Education, 25(3), 208-17. https://doi.org/10.1177/0273475303257520Müller-Hartmann, A. (2000). Learning how to teach intercultural communicative competence via telecollaboration: A model for language teacher education. In J., A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education, (pp. 63-84). Heinle & Heinle.O'Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1-23. https://doi.org/10.14705/rpnet.2018.jve.1O'Dowd, R. (Ed.). (2007). Online intercultural exchange: An introduction for foreign language teachers. Clevedon: Multilingual Matters Ltd. https://doi.org/10.21832/9781847690104O'Dowd, R. (2006). Telecollaboration and the development of intercultural communicative competence. Langenscheidt.O'Dowd, R. (2003). Understanding the" other side": Intercultural learning in a SpanishEnglish e-mail exchange. Language Learning & Technology, 7(2), 118-144.Özdemir, E. (2017). Promoting EFL learners' intercultural communication effectiveness: a focus on Facebook. CALL, 30(6), 510-528. https://doi.org/10.1080/09588221.2017.1325907Sadler, R., & Dooly, M. (2016). 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Social Dimensions of Telecollaborative Foreign Language Study

This item submitted to IUPUI ScholarWorks as part of the OASIS Project. Article reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Permission granted through posted policies on copyright owner’s website or through direct contact with copyright owner.Previous research on network-based foreign language study primarily has focused on: a) the pedagogy of technology in the language curriculum, or b) the linguistic characterization of networked discourse. In this paper, I explore socio-institutional dimensions of German-American telecollaboration and the ways in which they may shape foreign language learning and use. Telecollaborative partnerships represent particularly productive sites for the examination of social aspects of foreign language study since, by definition, they entail tight sociocultural and institutional interface. Within the theoretical framework of social realism (e.g., Carter & Sealey, 2000; Layder, 1993), any human activity is thought to be shaped by both macro- and micro-level sociological features. These include social context and institutional setting, situated activity and individual agency, respectively. In this analysis, I intertwine the socially and institutionally contingent features of language valuation, computer know-how, Internet access, and learning accreditation and the micro-level features of situated classroom interaction and individual psycho-biography in order to provide a rich and multi-faceted characterization of foreign language learning and use on both ends of a German-American telecollaborative partnership

Free telecollaboration 2.0 tools and activities for enhancing intercultural communicative competence

This study examines the effectiveness and relevance of some free telecollaboration 2.0 tools and the IT-HELPS activities to the participants’ enhancement of intercultural communicative competence (ICC) in reference to Byram’s (1997) ICC definition and its five principles. In-depth qualitative data were collected from six semistructured interviews with students and teachers of the eight-week online intercultural exchange between a Second Language Acquisition class at Eastern Michigan University in the United States and an English as a Second Language class at Tan Tao University in Vietnam. Despite the failed communication in some collaborative tasks due to some deficiencies in motivating, facilitating, and managing the exchange activities, the study results showed the informants’ positive changes of ICC and the Vietnamese students’ significant improvement of English language skills. New avenues and suggestions were also discussed for further research into the benefits of using free telecollaboration 2.0 tools and activities for intercultural learning via online exchanges

Virtual Exchange as a Transformational Third Space for English Language Teacher Education:Discussing Project ViVEXELT

This article discusses “Vietnam Virtual EXchange for English Language Teaching” (ViVEXELT), a project funded by the British Council - Vietnam (Digital Learning Innovation Fund Pilot – Response to COVID 19). It makes a substantial contribution to the theorization of Virtual Exchange as a fertile and inclusive knowledge-sharing Third Space. ViVEXELT proposes a distinctive Internationalization of the Curriculum (IoC) model, where students and staff involved in formal ELT courses in Higher Education collaborate with ELT practitioners from other ELT educational sectors to co-construct Sustainable Development Goals-inspired ELT materials. The ViVEXELT course attracted over 200 participants from 44 cross-educational sector institutions between June 2021 and March 2022. The rich qualitative data collected illustrate that ViVEXELT supported its participants with developing online interactional and intercultural competence, while also providing them with opportunity to reflect on the learning gains from the pandemic for their future ELT practice, such as the effective use of breakout rooms

Aprendizagem de línguas através da telecolaboração: uma abordagem do século XXI

Recent unprecedented global events, including emergency remote teaching, have led to an exponential growth of interest in telecollaboration among practitioners and researchers, evidenced, among others, by the growing number of publications devoted to this topic. Attention has been drawn to the number of promises associated with telecollaboration projects, in particular the cultural and linguistic ones. However, such complex and dynamic exchanges also have several limitations. Consequently, a significant number of parties might struggle to make sense of the vast body of knowledge available on the topic and might encounter difficulty in implementing such projects. To address this issue, this study adopts a meta-analytical approach and provides a synthesis of the recently published research on telecollaboration. The reviewed sample comprises 28 journal articles devoted to English as a lingua franca telecollaboration projects, published between 2016 and 2021. The results of these articles are presented in a consolidated and easily understandable manner that permits all interested parties to efficiently examine the newest findings of the literature and apply them accordingly in real-life conditions. This, in turn, facilitates the implementation of good practices and the organization of future telecollaboration exchanges.Os recentes acontecimentos globais sem precedentes, incluindo o ensino remoto de emergência, levaram a um crescimento exponencial do interesse pela telecolaboração entre profissionais e investigadores, evidenciado, entre outros, pelo número crescente de publicações dedicadas a este tópico. Tem-se chamado a atenção para o número de promessas associadas aos projetos de telecolaboração, em particular as culturais e linguísticas. No entanto, estes intercâmbios complexos e dinâmicos têm também várias limitações. Consequentemente, um número significativo de partes pode ter dificuldade em compreender o vasto conjunto de conhecimentos disponíveis sobre o tema e encontrar dificuldades na implementação de tais projectos. Para abordar esta questão, este estudo adota uma abordagem meta-analítica e apresenta uma síntese da investigação recentemente publicada sobre telecolaboração. A amostra analisada inclui 28 artigos de periódicos dedicados a projetos de telecolaboração em inglês como língua franca, publicados entre 2016 e 2021. Os resultados desses artigos são apresentados de forma consolidada e facilmente compreensível, permitindo que todas as partes interessadas examinem de forma eficiente as mais recentes descobertas da literatura e as apliquem em condições reais. Isto, por sua vez, facilita a implementação de boas práticas e a organização de futuros intercâmbios de telecolaboração.info:eu-repo/semantics/publishedVersio

Designing Tasks for Complex Virtual Learning Environments

The central role of tasks has long been acknowledged in foreign language pedagogy (e.g. Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), in the context of CALL (Furstenberg, 1997; Chapelle, 2001; Hampel, 2006; 2010; Levy & Stockwell, 2006; Thomas & Reinders, 2010) and, specifically, in literature on online collaboration (Dundis & Benson, 2003; Gruba, 2004; Müller-Hartmann 2000; 2006; O'Dowd & Ware, 2009; Guth & Helm 2011; Dooly & O'Dowd, 2012). In complex learning environments such as those of intercultural online exchanges (IOEs), the role of tasks is particularly pronounced as they drive and structure learners' activity in and through a complex, technology-rich multimodal, multilingual and multicultural context. In such an environment opportunities for learning are not obvious and need to be activated through adequate and relevant tasks. This article discusses the role of tasks in structuring learner activity in complex learning environments (CLEs), best exemplified by intercultural online exchanges (IOEs). First, the concept of complex learning environments (CLEs) are presented, followed by those aspects of task design that best address their complexity, including the role of tasks in executing teaching presence, the workplan-process dichotomy, the role of tasks in fostering community building, concluding with an overview of the mutual task-tool relationship and brief recommendations for training teachers in task design.Fa molt de temps es reconeix el paper important que tenen les tasques en la didàctica de llengües estrangeres (veure Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), en el context de CALL (Furstenberg, 1997; Chapelle, 2001 ; Hampel, 2006; 2010; Levy & Stockwell, 2006 Thomas & Reinders, 2010) i, en particular, en la literatura sobre la col·laboració en línia (telecolaboración) (ex. Dundis & Benson, 2003; Gruba, 2004; Müller-Hartmann 2000; 2006; O'Dowd & Ware, 2009; Guth & Helm 2011; Dooly & O'Dowd, 2012). En entorns d'aprenentatge complexos, com els dels intercanvis interculturals en línia (IIeL o Online Intercultural Exchange (OIE) en anglès), el paper de les tasques és particularment pronunciat, ja que promouen i estructuren l'activitat dels alumnes a través d'un context altament complex per les seves característiques tecnològiques, multimodals, multilingües i multiculturals. En un entorn d'aquest tipus les oportunitats per a l'aprenentatge no són sempre inmediatemente evidents i han de ser activades a través de tasques adequades i pertinents. En aquest article s'analitza el paper de les tasques per estructurar l'activitat de l'alumnat en Entorns d'Aprenentatge Complexos (EAC), el cuales són millor exemplificats pels intercanvis interculturals en línia (telecolaboración intercultural). En aquest article es presenta el concepte d'entorns d'aprenentatge complexos (EAC), els aspectes del disseny de les tasques que millor aborden la seva complexitat, incloent la funció de les tasques en l'execució docent, la dicotomia entre pla de treball i procés de treball , el paper de les tasques per fomentar la construcció de 'comunitat', concloent amb una visió general de la relació entre la tasca i les eines, concloent amb breus recomanacions per a la formació de professorat en el disseny de tasques per a aquests entorns complexos.Hace mucho tiempo se reconoce el papel importante que tienen las tareas en la didáctica de lenguas extranjeras (ver Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), en el contexto de CALL (Furstenberg, 1997; Chapelle, 2001; Hampel, 2006; 2010; Levy & Stockwell, 2006; Thomas & Reinders, 2010) y, en particular, en la literatura sobre la colaboración en línea (telecolaboración) (ej. Dundis & Benson, 2003; Gruba, 2004; Müller-Hartmann 2000; 2006; O'Dowd & Ware, 2009; Guth & Helm 2011; Dooly & O'Dowd, 2012). En ambientes de aprendizaje complejos, como los de los intercambios interculturales en línea (IEL o Online Intercultural Exchange (OIE) en inglés), el papel de las tareas es particularmente pronunciado, ya que promueven y estructuran la actividad de los alumnos a través de un contexto altamente complejo por sus características tecnológicas, multimodales, multilingües y multiculturales. En un entorno de este tipo las oportunidades para el aprendizaje no son siempre inmediatemente evidentes y deben ser activadas a través de tareas adecuadas y pertinentes. En este artículo se analiza el papel de las tareas para estructurar la actividad del alumnado en Entornos de Aprendizaje Complejos (EAC), lo cuales son mejor ejemplificados por los intercambios interculturales en línea (telecolaboración intercultural). En este artículo se presenta el concepto de entornos de aprendizaje complejos (EAC), los aspectos del diseño de las tareas que mejor abordan su complejidad, incluyendo la función de las tareas en la ejecución docente, la dicotomía entre plan de trabajo y proceso de trabajo, el papel de las tareas fomentar la construcción de 'comunidad', concluyendo con una visión general de la relación entre la tarea y las herramientas, concluyendo con breves recomendaciones para la formación de profesorado en el diseño de tareas para estos entornos complejos.Longue reconnu le rôle important des les tâches dans l'enseignement des langues étrangères (voir Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), dans le contexte de CALL (Furstenberg, 1997; Chapelle 2001; Hampel, 2006; 2010; Levy & Stockwell, 2006; Thomas & Reinders, 2010), et en particulier, dans la littérature sur la collaboration en ligne (telecolaboración) (ex. Dunder & Benson, 2003; Gruber, 2004; Müller-Hartmann, 2000; 2006; O'Dowd & Ware, 2009; Guth & Helm 2011. Dooly & O'Dowd, 2012). Dans les environnements d'apprentissage complexes, comme les échanges interculturels en ligne (EIeL ou Online Intercultual Exchange (OIE) en anglais), le rôle de la tâche est particulièrement prononcée, car ils favoriser et de structurer l'activité des élèves à travers des environnements très complexes pour ses caractéristiques technologiques, multimodaux, multilingues et multiculturelles. Dans un environnement de ces possibilités d'apprentissage ne sont pas toujours inmediatemente évident et doit être activé par le biais des tâches appropriées et pertinentes. Cet article analyse le rôle des tâches de structurer l'activité des élèves dans les environnements d'apprentissage complexes (EAC), qui sont les mieux illustrés par les échanges interculturels en ligne (telecolaboración interculturel). Cet article introduit le concept d'environnements d'apprentissage complexes (EAC), les aspects de la conception des tâches qui répondent le mieux à sa complexité, y compris le rôle des tâches de mise en œuvre de l'enseignant, la dichotomie entre le plan de travail et le processus de travail, le rôle des tâches d'encourager la construction de la «communauté», et conclut avec brèves recommandations pour la formation des enseignants dans la conception des tâches pour ces environnements complexes.Zadania dydaktyczne od dawna znajdują się w centrum uwagi edukacji językowej (n.p. Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), zwłaszcza w kontekście kształcenie językowego wspomaganego komputerem (Furstenberg, 1997; Chapelle, 2001; Hampel, 2006; 2010; Levy & Stockwell, 2006 Thomas & Reinders, 2010) oraz tzw. e-współpracy (Dundis & Benson, 2003; Gruba, 2004; Müller-Hartmann 2000; 2006; O'Dowd & Ware, 2009; Guth & Helm 2011; Dooly & O'Dowd, 2012). W złożonych środowiskach uczenia się zadania pełnią rolę szczególną, bowiem stymulują aktywność uczestnika oraz nadają owej aktywności cel, kierunek i strukturę. Ma to ogromne znaczenie w środowsku w którym, z racji jego multimodalności, wielojęzyczności oraz wielokulturowości, możliwości uczenia się nie są dla uczestnika oczywiste. Niniejszy tekst omawia zadania dydaktyczne w kotekście interkulturowych wymian online. Po zarysowaniu pojęcia, prezentuję te aspekty zadań, które warunkują pracę ucznia: cechy dyskursywne instrukcji jako wyraz tzw. „teaching presence" (Anderson et al. 2001), zadanie-jako-plan oraz zadanie-jako-proces, rolę zadań w tworzeniu poczucia wspólnoty, oraz dwustronną zależność miedzy zadaniem i narzędziem. Tekst zamykają rekomendacje dla kształcenia nauczycieli

The Effectiveness of Integrating CALL Into Iranian EFL Contexts Challenges and Opportunities

Computer and its software-programs are educational instruments that succor and facilitate instructors, teachers, and students to perform conveniently and achieve their predetermined EFL/ESL teaching and learning goals and tasks in contrast to traditional methods.  This study attempts to investigate impacts of integrating CALL in Iranian EFL contexts. Researcher to collect qualitative and quantitative data, has employed mixed method strategy, and also descriptive style. As Creswell states, mixed method is the best way for research fulfillment. Total participants are 87 Iranian high school students that were dived into two separate groups. Control group (35) students that have been traditionally taught or teacher-based strategy, and experimental group (52) students that have been educated just via CALL. Subsequently, observations and findings predict and reveal that computer is useful for teacher and leaner groups to teach and learn receptive and productive L2 skills like listening, speaking, reading, and writing

E/Valuating new media in language development

This paper addresses the need for a new approach to the educational evaluation of software that falls under the rubric "new media" or "multimedia" as distinct from previous generations of Computer-Assisted Language Learning (CALL) software. The authors argue that present approaches to CALL software evaluation are not appropriate for a new genre of CALL software distinguished by its shared assumptions about language learning and teaching as well as by its technical design. The paper sketches a research-based program called "E/Valuation" that aims to assist language educators to answer questions about the educational effectiveness of recent multimedia language learning software. The authors suggest that such program needs to take into account not only the nature of the new media and its potential to promote language learning in novel ways, but also current professional knowledge about language learning and teaching

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication