INTENT Project Presentation CALICO 2012 (Uni. Notre Dame, USA)

1. Integrating Telecollaborative Networks
into Foreign Language Higher Education:
The INTENT project
Financed By The European Commission - Lifelong
Learning Programme
Coord: Robert O’Dowd Uni. Leon, Spain
8 European partners (PH Heidelberg, Grenoble III,
Padova, Czestochowa, Groningen, UA Barcelona,
Open University)
October 2011-March 2014
Melinda Dooly, U, Autònoma de Barcelona

2. Why Telecollaboration?
‘Tele’ (distance) & collaboration
Competences expected in ‘knowledge society’:
Flexibility & adaptablity to geographically distanced
team work
Focusing on FL: Means of bringing together
language learners through tools for computer-
mediated communication (CMC), social
networking platforms, etc. Provides opportunities
for development of language(s) and intercultural
competences

3. Why Integration?
Push for reform of EU universities: Must adapt to
needs of society of today and tomorrow
Bologna Treaty (Lisbon 1997); enhance the
employability and mobility of EU citizens
(finance, commerce, education, research etc.)
Launching of EHEA (European Higher Education
Area): comparable, compatible and coherent
systems of higher education in EU

4. Why Network?
Consolidation of innovative (but isolated)
telecollaborative practices & foment expansion
“Telecollaboration has received little support in
university contexts to date, whilst primary and
secondary school teachers interested in running
OIE projects have been supported by major
networks and virtual platforms such as ePals
and the European Union’s Etwinning platform”
(Guth, Helm & O’Dowd, 2012, Intent Exec. Report)

5. Why Foreign Languages?
Opportunities for immediate access to authentic
use of target language with other learners
For Students: Development of FL competence,
For Students: Development of FL competence,
intercultural awareness, electronic literacies
intercultural awareness, electronic literacies
For University Educators: Opening up of classroom //
For University Educators: Opening up of classroom
Authentic communication and project work //
Authentic communication and project work
Developing international network of collaborators
Developing international network of collaborators

6. Why isn’t everyone on board?
2012 Report on the Integration of Telecollaborative
Networks in European Universities found:
• lack of pedagogical training for educators
• fear of extra work-load (lack of support and
resources)
• no long-term stability in partnership with other
universities
• lack of academic credit
(Guth, Helm & O’Dowd)

8. Expected Output (i)
• Survey of HE teachers (practitioners and non-
practitioners of telecollaboration) and learners.
• Project Website/Virtual Platform, supporting
telecollaborative practice, for teachers, learner,
administrators and educational policy makers.
• Practitioner Databank, containing case studies
of telecollaborative exchanges.
• E-Portfolio of learner competences developed in
telecollaborative exchanges.

9. Expected Output (ii)
• Databank of telecollaborative tasks, with
user guidelines
• Dissemination strategy and programme,
including training workshops for tutors,
presentations at conferences and
academic publications.
• International Conference (Leon, 2014)
• Project evaluation and testing.

11. Responses from 142
universities in 22 countries:
• 102 Experienced teacher
telecollaborators
• 108 Inexperienced teacher
telecollaborators
• 131 Experienced student
telecollaborators
7 Qualitative Case studies:
good practice examples of
telecollaboration in EU

12. Findings
• Most exchanges are between EU and US universities
• Partners mostly found ‘informally’ (other colleagues,
conferences, etc.).
• Believing in its potential does not necessarily translate
into doing anything about it
• Generally carried out by highly motivated and dedicated
educators who may have experienced OIE as part of
their training.
• Experience leads to repetition.
• Mostly emails & VLEs, audio/video conferencing and rise
of social networks
• Students feel that become more ‘open’ to other views
• Adds to educator’s opportunities (contacts, staff mobility,
etc.)
• Contributes to prep for physical exchanges and/or
substitution when no opportunity for physical mobility

16. 12
10
8
Column 1
6 Column 2
Column 3
4
2
0
Row 1 Row 2 Row 3 Row 4

18. Strategies
• Official programmes that support online exchanges
similar to physical mobility exchanges
• Areements specifically for virtual mobility programmes.
• Grants to cover organizational costs; incentives for first-
timers
• Tandem use of virtual/physical exchange (e.g.
Preparation for stay abroad)
• Integrate OIE in teacher education programmes
• Provide incentives and support for educators embarking
on their first experience of OIE.
• Accreditation for participation in OIE exchanges.
• …

19. Why does this concern teacher education?
• Obvious advantages for language and intercultural
development
• Studies show that new teachers tend to replicate their
own learning process, not integrate methods ‘taught’ to
them.
• Use of INTEGRATED telecollaboration in T. Ed. has
been shown to have a lasting effect (Dooly, 2009, Dooly
& Sadler, 2013): student-teachers are more likely to feel
confident to experiment with telecollaboration in own
classes; new (practicin) teachers more likely to actually
use it.
• Need to work closely with student-teachers, continuing
education in a systematic way (ideally through
institutionalised networking & associations such as
INTENT, CALICO, EUROCALL, etc.) for materials
development, recommendations for approaches, etc.

20. Thank You!
http://www.intent-project.eu
Upcoming platform for collaboration and
networking:
– www.uni-collaboration.eu