Aproximaciones al estudio de la telecolaboración en la
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Aproximaciones al estudio de la telecolaboración en la
- 1. Aproximaciones al estudio de la telecolaboración en la enseñanza de lenguas extrajeras Curso de postgrado Concepción (abril 2011) Kristi Jauregi Universidad de Utrecht
- 3. Constructivismo social Adquisición de Segundas Lenguas Aprendizaje por tareas
- 7. Enriquecimiento del contexto de aprendizaje: CMC Internet TIC Input Output Interacción Auténtico, rico y variado Auténtico, comunicación
- 9. Web Social. Web 2.0 (I) Web 1.0 Sobre todo sólo lectura Web 2.0 Lectura Escritura
- 10. Web Social. Web 2.0 (III)
- 14. Herramientas?
- 15. Blog
- 19. Wikis. Interacciones (II) Wiki Información: Web, biblioteca videos ... Alumnado Profesorado Investiga, Interpreta, Selecciona, Procesa Investiga, Interpreta, Selecciona, Procesa Creación de contenido colabora, participa Creación de contenido. Diseño Instrucciones, orienta, dinamiza facilita, modera Trabajo en equipo
- 29. Los saberes de Byram (1997)
- 31. Actitud (Byram 1997) Es necesario creer que es posible no sólo superar las diferencias culturales sino también convertirlas en una fuente de enriquecimiento para equipos e individuos, a partir de una postura de apertura , curiosidad , humildad y flexibilidad .
- 32. Conocimiento (Byram 1997) Para comprender otra cultura es necesario, en primer lugar, conocer sus orígenes, sus valores y cómo estos valores se traducen en comportamientos diferentes de los que estamos acostumbrados. Solamente a partir de esta nueva referencia es que podremos distanciarnos de los estereotipos.
- 37. Problemas ( O’Dowd & Ritter, 2006) CCI en intercambios de telecolaboración
- 42. Second Life Open Sim Adobe connect
- 44. Organización
- 47. Resultados
Notas del editor
- Surge en 1.995.
- Knowledge of social groups and their products and practices in one’s own and one’s interlocutor’s country, and of the general processes of societal and individual interaction .
- Skills of interpreting and relating : ability to interpret a document or event from another culture, to explain it and relate it to documents from one’s own. Skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction .
- Skills of interpreting and relating : ability to interpret a document or event from another culture, to explain it and relate it to documents from one’s own. Skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction . Critical cultural awareness/ political education: an ability to evaluate critically and on the basis of explicit criteria perspectives , practices and products in one’s own and other cultures and countries.
- Interacting with members of the target culture can also enable learners to move away from a definition of culture learning as being merely a matter of collecting facts and figures and instead to move towards an ethnographic understanding of culture which involves seeing cultural practices from the perspective of members of the foreign culture.
- Attention first needs to be addressed to an individual level , the learner’s psychobiographical & educational background. This pespective entails everything the learner brings into the learning process. There are 2 areas here of imprtance: 1. ls current level of ICC 2. ls’ motivation & expectations > imprtance of good supervision from teachers Social and economic value of the TL. Proficiency mismatch between partners. Students’ level of intercultural competence (appropriate attitudes to culture & in interaction, curiosity, openness, tolerance, pragmatic concerns of interaction, willingness to communicate & to make an effort to develop a personal relationship). Misalignment of academic matters (calendars, technological access to technology, novelty, forms of assessment, didactic approaches, language and culture, task design, relationship between teachers ) > organisation. Classroom level: 3, 4, 5 are placed at the interface because decisions in these fields usually have a direct effect on both classooms. Oher areas (6 & 7) influence rather the local classroom situation. (3) Good teacher teacher relationship is very important. Telecollaboration being a form of virtual team teaching that requires thorough consensus on all the facets of the cooperation. (4) Task design: crucial aspect within collaboration the thematic content & sequencing require careful consideration. What tasks are suitable for telecollaboration? Are there patterns for the sequencing of tasks that can be recommended
- Focus on a specific target group language teachers and how new technologies might be an added value. What makes the difference; what is the impact of using ICT for language teaching; when not to use it, data on impact; etc. Maybe one can address the enormous difficulty of measuring the use and impact of ICT on learning. Focus also on the fact that it is not only about using ICT for language learning but that one learns other competences such as citizenship, intercultural awareness, etc… maybe data on this ? Please finish with some key conclusions, statements, recommendations to get the discussion going.