BMELTET – Blending MOOCs into English language teacher education with telecollaboration

Orsini-Jones, Marina; Carrascosa, Abraham Cervero'

doi:10.14705/rpnet.2019.36.955

Cited by 13 publications

(5 citation statements)

References 4 publications

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“…BMELTEVEP students enrolled on courses on English language teacher education in the UK, Brazil and Sri Lanka were supported with discovering alternative ways of teaching languages and with reflecting on the way they were becoming teachers of languages while practising the critical digital and intercultural competences needed in the 21st century. The BMELTEVEP project built on the lessons learnt on B-MELTT and BMELTET Orsini-Jones & Cerveró Carrascosa, 2019), that also explored the integration of an existing Massive Open Online Course into ELT courses at both undergraduate and postgraduate level.…”

Section: Literature Reviewmentioning

confidence: 99%

Out of the Comfort Zone

Orsini-Jones,

Finardi

2024

Threshold Concepts in the Moment

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Section: Literature Reviewmentioning

confidence: 99%

Out of the Comfort Zone

Orsini-Jones,

Finardi

2024

Threshold Concepts in the Moment

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“…The South-North dialogue between British and international students based in the UK and studying on an MA in English Language Teaching and Applied Linguistics and their counterparts based in other countries overseas (China and Spain in academic year 2020–2021 for example), highlighted interesting intercultural ELT aspects and fostered a discussion regarding what ELT curriculum should include and stress. The critique of the current content of traditional ELT curricula, was underpinned by the shared use of an existing FutureLearn MOOC (Massive Open Online Course): Understanding Language: Learning and Teaching (by the University of Southampton and the British Council), in a unique COIL-MOOC blend—BMELTET- pioneered at Coventry University (Orsini-Jones et al, 2017; Orsini-Jones & Cerveró Carrascisa, 2019). The aim of BMELTET has been to research how a holistic approach to the integration of technology into ELT education can impact on students’ ways of thinking and relating by providing them with the opportunity to engage with a global ELT community of practice both via COIL and linked to a MOOC that has over 200,000 participants from all over the world, and, in so doing, rethink ELT in an autonomous way to find ways in which English can be best taught in their respective contexts.…”

Section: Illustrative Perspectivesmentioning

confidence: 99%

Knowing, Being, Relating and Expressing Through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education

Wimpenny

Finardi

Orsini-Jones

et al. 2022

Journal of Studies in International Education

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This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which “otherwise” ways of knowing, being, relating and expressing can thrive. We consider COIL as a Third Space within which academics can help facilitate the different intellectual, emotional, and socio-cultural positionings of Global South-North students and reflect on how meaning-making and engagement can be transformed as a result of this dialogue. We also recognize how the digital environment as a Third Space can be experienced as inaccessible and troublesome and make suggestions on how South-North digitalization practices can be designed to address access and inclusion needs of students and academics.

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“…A recent development in the use of MOOCs has been the integration of these into traditional teaching in HE institutions (see Albó and Hernández-Leo 2016;De Lima Guedes 2020;Orsini-Jones 2015;Orsini-Jones, Gafarom, and Altamimi 2017;Orsini-Jones et al 2018;Yuan, Powell, and Olivier 2014). MOOCs can be used to supplement HE teaching methods and create wider and more international exchange opportunities when integrated to traditional modules.…”

Section: Moocs As a Tool For Blended Learningmentioning

confidence: 99%

Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework

Guedes

Davis

Schulz

2022

Research in Learning Technology

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Online learning platforms, such as MOOCs (Massive Open Online Courses), continue to expand, and some academics are taking advantage of these resources by integrating them into their teaching. The literature shows that there are many different ways that MOOCS are being blended into on-campus university teaching, and it would be helpful to have a framework that demonstrates the relationship between the in-person and MOOC curricula content, and the Blended Learning models used in practice. This study investigated how some UK academics are blending MOOCs into their in-person teaching and whether the blends used had any impact on course design. Semi-structured interviews were conducted with six participants with MOOC blending experience, and data were analysed using an inductive approach to Thematic Analysis. Results from this study generated an understanding of (1) what parts of MOOCs lecturers are using and how these resources are being blended into their in-person courses, (2) what kind of impact a MOOC-based blend can have on a course design and (3) the MOOC-based blend framework – a framework to assess the extent to which readily available MOOCs are integrated into lecture-based university modules in terms of curricular alignment and types of blend.

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BMELTET – Blending MOOCs into English language teacher education with telecollaboration

Cited by 13 publications

References 4 publications

Out of the Comfort Zone

Out of the Comfort Zone

Knowing, Being, Relating and Expressing Through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education

Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework

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