A Reflective E-Learning Journey from the Dawn of CALL to Web 2.0 Intercultural Communicative Competence (ICC)

Autor/in	Orsini-Jones, Marina
Titel	A Reflective E-Learning Journey from the Dawn of CALL to Web 2.0 Intercultural Communicative Competence (ICC)
Quelle	(2015), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Computer Assisted Instruction; Second Language Learning; Electronic Learning; Web 2.0 Technologies; Intercultural Communication; Communicative Competence (Languages); Reflection; Second Language Instruction; Language Teachers; Technological Advancement; Educational Technology; Educational Trends; Internet; Blended Learning; Social Media; Telecommunications; Scaffolding (Teaching Technique); Learning Modalities; Multiple Literacies; Consciousness Raising; Computer Mediated Communication; Ethics; Technology Uses in Education; Cooperative Learning; Foreign Countries; United Kingdom (Southampton) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Technological development; Technologische Entwicklung; Unterrichtsmedien; Bildungsentwicklung; Soziale Medien; Telekommunikationstechnik; Lernumgebung; Bewusstseinsbildung; Computerkonferenz; Ethik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Ausland
Abstract	The author reflects on how she has used technology as a language teacher since the mid-1980s. She describes the evolution of technology in language learning pre- and Internet tools, from "blended learning" to social media. She concludes with the telecollaboration projects she has been recently working on and the issues they have found when teaching language students. She summarizes the findings in the projects based on the reflections from colleagues and students that in telecollaboration it is desirable to: (1) carefully scaffold the introduction to online interaction and provide many lines of digital support; (2) discuss the multimodal multiliteracy demands of telecollaboration before, during and after the project with all participants involved; (3) raise awareness of "intercultural cyberpragmatic competence 2.0"; (4) have a dialogue with expert students to design cyberpragmatic guidelines on "rules of telecollaborative discourse engagement" and tailor-made "netiquette" exercises; (5) test the e-learning platforms with partners before the beginning of the project; (6) not make any assumptions about the level of digital literacy of the students or staff involved; and (7) avoid "essentializing" and "generalizing", and provide some socio-cultural, geographical and historical information on the partners' context. [For the complete book, "10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice," see ED577046.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01