Robert O'Dowd

Critical issues in telecollaborative task design

In this article we examine how instructors make decisions about task design in telecollaboration and the factors that influence these decisions during the actual implementation of the tasks. We begin with a review of the recent literature of online intercultural exchanges to identify and describe a typology of 12 different types of tasks and task sequences. Next, we illustrate through two case studies – both post-secondary telecollaborative exchanges between learners of English and Spanish – how such decisions about task design are reached by partner instructors prior to an exchange, and how that task design is negotiated throughout the exchange with different consequences on the learning outcomes. Finally, based on this two-step analysis, we make recommendations about factors that instructors and researchers should consider when designing and implementing tasks for their telecollaborative exchanges.

Intercultural learning via videoconferencing: a pilot exchange project

This article describes an exchange project carried out by foreign language classes in the University of Leon, Spain and the University of Northern Michigan, USA. The two groups integrated videoconferencing technology into a task based exchange in order to make students more aware of how they viewed their own and the target cultures. In the course of the project learners also experienced some of the challenges of inter-cultural communication. The development of the project is described and examples of intercultural learning are looked at. Some guidelines for the use of videoconferencing in such intercultural exchanges are also suggested.

Online foreign language interaction: Moving from the periphery to the core of foreign language education?

In this paper I argue that online intercultural interaction and exchange remains a relatively peripheral ‘add-on’ activity in most foreign language classrooms. In its current state, it is yet to be considered an integral part of curricular activity and it does not yet form a significant part of high stakes assessment procedures. Against this background, it is becoming increasingly difficult for educators to justify to learners the value of their online work. I present here an overview of what online intercultural exchange involves and discuss what have been its contributions to foreign language education. I then present findings from a survey of telecollaborative practices and discuss why this activity has yet to become a ‘normalised’ part of foreign language learning.

Guides on the side? Tasks and challenges for teachers in telecollaborative projects

This paper reports on research carried out on an intercultural telecollaborative exchange between language learners in Germany and Ireland and focuses particularly on what was required of the teachers in the development of the project. The review of the literature looks at the role of telecollaboration within the field of network-based language learning and also offers an overview of the different types of interaction which have been identified on on-line message boards. Following that, the different tasks of the teachers in the German-Irish exchange are explored. These include developing learners’ understanding of intercultural learning, improving learners’ ability to make effective contributions to the on-line interaction, increasing their awareness of the difference between on-line monologues and dialogues and finally, establishing a good working relationship with the partner teacher. Based on these findings, recommendations are outlined on how to prepare teachers for telecollaborative projects.

The competences of the telecollaborative teacher

Telecollaboration, or ‘online intercultural exchange’ (OIE), refers to the application of online communication tools to bring together classes of language learners in geographically distant locations with the aim to develop their foreign language skills and intercultural competence through collaborative tasks and project work. Many studies have demonstrated the potential of this activity for supporting collaborative learning and developing intercultural awareness. This article focuses on the implications for teachers and addresses the question: what are the skills, attitudes and knowledge which a foreign language teacher needs to establish and successfully carry out an online intercultural exchange with their learners? To answer this question, the paper presents research based on the Delphi technique, consulting a large group of ‘experts’ and ‘experienced practitioners’ and achieving a gradual consensus on the necessary telecollaborative skills, knowledge and attitudes. The final set of competences is presented and problematic issues related to the model are discussed with reflections on the comments from the experts who participated in the study.