Greetings,
This week I am completing a course on telecollaboration which was offered through the Elevate Program at the University of Colorado Boulder. If you are interested in learning how to integrate technology into your language classroom I recommend you reach out to Edwige.Simon@Colorado.EDU and to visit altec.colorado.edu/elevate.
"In sum, telecollaboration is characterized by institutionalized technology-mediated intercultural communication for the purposes of FL learning and the development of intercultural awareness (Byram, 1997; Harden & Witte, 2000: Kramsch, 1998)." (Belz, J 2005)
I was fortunate to be experiencing a telecollaboration between my second-semester Spanish students and a group of Brazilian students studying Spanish simultaneously while taking the course. I say 'fortunate' because it gave me an opportunity to reflect upon the literature, research, concerns, and recommendations while observing it unfold in my classroom and virtually.
This combination of academic and real world classroom experience resulted in a few key takeaways for future telecollaborative endeavors.
1. Planning is crucial. Telecollaboration isn't something one just decides to do spontaneously. First you have to identify the desired learning outcomes and articulate them clearly so that you and your partner understand and agree upon the objectives. Once the outcomes are established it is time to identify the type of task that will best elicit the learning outcomes. I found the work of Robert O'Dowd and Paige Waire in Critical issues in telecollaborative task design (2009) to be very helpful in not only identifying appropriate tasks but also in considering the pitfalls associated with such tasks.
The reason planning is so important is because there are potential pitfalls for every type of telecollaborative task and for every partnership. If we consider these factors prior to execution we are more likely to develop mitigating strategies. This will ultimately lead to a more productive partnership and learning experience for teachers and students.
2. Relationships must be developed and nurtured. In our course Carolin Fuch, our instructor, had us begin by introducing ourselves both in writing and video. The literature offered additional ice breaker strategies that can be used to help the students on both sides of the exchange get to know one another. In future partnerships I would argue that it is just as important for the teachers to have a solid relationship as it is for the students. It would be well worth the time up front to complete multiple relationship building activities with the partner teachers. These might include not only the written and video introductions, but perhaps a questionnaire activity like those that are used in the Cultura Model. I found as I was working with my Brazilian counterpart that in our daily correspondence they were much more comfortable with very familiar greetings such as 'besos'. I, on the other hand, struggled to know what I should say and if I would be judged as 'too formal' and distant if I didn't reciprocate with similar salutations. This could have been resolved early in our relationship and contributed to our understanding of one another's culture.
Strong relationships based upon open communication will make it possible to work through misunderstandings, miscommunication, and just pure exhaustion that invariably creeps into these experiences.
3. The conditions for optimal language learning are the same in a face-to-face classroom and in a telecollaboration. I found it very interesting that our first reading wasn't about telecollaboration rather it was Introduction: Foundations for teaching and learning by Joy Egbert, Elizabeth Hanson-Smith and Chin-chi Chao, (2007). In this article they reviewed eight conditions for an optimal language learning environment. These conditions are not modified based upon the means of delivery but are the hallmark of a productive and nurturing learning environment. The takeaway for me is to consider each of the eight conditions while planning regardless of the delivery platform. Perhaps I should put a poster above my desk outlining the ideal language learning environment.
4. Lastly, students need to be introduced to best practices for a virtual exchange. Throughout the course I found myself adding to a list of 'best practices' that I envision sharing with my students in the future. I learned from the exchange this semester that much of what they experience and the expectations that are placed upon them are very 'foreign' from previous learning experiences. They needed to be prepped and taught how to maneuver an inter-cultural relationship and in doing so we will help to avoid propagating stereotypes and cultural misunderstandings. Here is a list of recommendations that I pulled from the work of O'Dowd, Waire, and Fuch.
1. Acknowledge comments made by your partner and show interest. Ask questions in response to information received.
2. Answer questions you are asked.
3. Be curious - seek additional information about your partner and his/her culture.
4. Complete all assigned tasks on time.
5. Don't judge.
6. Listen to their views and share your views. The goal is to exchange perspectives not change one another.
7. When frustrated by an exchange reach out to your teacher.
8. Be sensitive, tolerant and willing to consider opposing views and perspectives.
9. Be considerate in how you present information.
10. Dig deep and explore the cultural significance.
11. Don't be afraid to share how you feel about your own culture, positive and negative, but explain your views. Provide your partner with analysis and personal opinion.
12. Go beyond the assigned tasks to build your relationships.
13. Consider the use of the second person. Is it appropriate?
14. It is more important to get to know one another than to go straight to the assigned task.
Going forward I plan to continue to seek out opportunities for my students to learn through virtual exchanges. The learning extends beyond language and culture to team dynamics and use of technology, all skills that they need to be the leaders of the future.
I would like to extend a special thank you to Carolin Fuch for her guidance, responsiveness, and willingness to share a plethora of resources and expertise with us throughout the course. I would also like to thank all my classmates, especially Amanda Damon, who contributed to improving my understanding of the power of telecollaboration.