• Telecollaboration

    Author(s):
    Ana María Gimeno Sanz, Ana Oskoz
    Editor(s):
    Ana Oskoz
    Date:
    2020
    Subject(s):
    English language
    Item Type:
    Syllabus
    Tag(s):
    DPiH, DPiH Language Learning, DPih Syllabus, Getting started, Tool, Global, Spanish, Digital pedagogy, Collaboration, English
    Permanent URL:
    http://dx.doi.org/10.17613/cv66-ys58
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: This syllabus was used for a telecollaborative interaction between a third-year Spanish class in the United States that focused on the history of Spain and an advanced English language class in Spain. Through an online community in Google+, six groups of students (each group had two students from the United States and two from Spain) discussed two cultural topics—immigration (in Spanish) and nationalism (in English) from the perspective of the United States and Spain. By combining synchronous and asynchronous communication with the use of a variety of digital tools (Google+ for asynchronous discussions, Skype for synchronous conversations to resolve final questions, and podcasts for final presentations), this international collaboration allowed learners to obtain and provide firsthand information related to cultural practices and perspectives. The interaction helped learners acquire information not found in regular textbooks and, to some extent, it diminished learners’ stereotypes and erroneous perceptions about their counterparts’ culture.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial
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