A reflective e-learning journey from the dawn of CALL to web 2.0 intercultural communicative competence (ICC)

Orsini-Jones, Marina

doi:10.14705/rpnet.2015.000266

Cited by 9 publications

(1 citation statement)

References 18 publications

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“…The migration of many educational activities to the online environment afforded increased opportunities for intercultural interaction. As different geographically-distant and virtually-close groups interact online, there is an inevitable intersection and hybridisation of views (Orsini-Jones 2015). This intercultural contact, intensified during the Covid-19 pandemic in the context of COIL, may create Thirdspaces, enabling glonacal cultural awareness as the local, national and global spheres become intertwined, creating chaotic tensions that unite, divide and change agents in higher education.…”

Section: Gce and Higher Educationmentioning

confidence: 99%

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Guimarães

Finardi

2021

Globalisation, Societies and Education

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In the current scenario of dispersed knowledge authorities and uncertainty brought by the Covid-19 pandemic, a critical reflection on the nationalist and anti-global climate is necessary to support the promotion of alternative ways of Global Citizenship Education (GCE). This paper addresses some of the criticism raised at the concept of GCE to discuss Collaborative Online International Learning (COIL) as an alternative Thirdspace for promoting intercultural encounters in the internationalisation of higher education, in order to cope with local, national and global tensions in this process, with a 'glonacal' view that accounts for the role of individuals, local/national governments and higher education in it.

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Section: Gce and Higher Educationmentioning

confidence: 99%

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Guimarães

Finardi

2021

Globalisation, Societies and Education

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A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo

Orsini-Jones¹,

Gazeley-Eke²,

Leinster³

2016

New Directions in Telecollaborative Research and Practice: Selected Papers From the Second Conference on Telecollaboration in H

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A role-reversal model of telecollaborative practice: the student-driven and student-managed FloCo

Lloyd¹,

Cerveró-Carrascosa²,

Green³

2018

Flipping the Blend Through MOOCs, MALL and OIL – New Directions in CALL

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T his paper, based both on a talk given at the BMELTT symposium in June 2017 and one given at the UNICollaboration conference held in Krakow in April 2018, reports on FloCo (Florida Universitària/ Coventry University), a telecollaborative project where the roles of teacher and student were reversed. A student from Coventry University (CU), studying on a Bachelor of Arts Honours in English and TEFL (Teaching English as a Foreign Language), obtained a third year placement to teach English in Spain at Florida Universitària (FU) in València. The student had taken part in the online intercultural exchange MexCo, between Coventry and Mexico, in her first year at university, and decided to set up a similar exchange between the class of students she was teaching in Spain and Year 1 students on Spanish degrees at CU. The shared 'expert student'/staff reflections on the project are reported here and compared with the outcomes of related online intercultural exchanges (e.g. MexCo and CoCo).

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A reflective e-learning journey from the dawn of CALL to web 2.0 intercultural communicative competence (ICC)

Cited by 9 publications

References 18 publications

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo

A role-reversal model of telecollaborative practice: the student-driven and student-managed FloCo

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