Based on the Cultura surveys. Adapted from Furstenberg and Levet 2001, we set up 3 types of anonymous survey in google forms to be completed in the mother tongue of the students. They were encouraged to complete these without spending too much time thinking about their answers so that we could collect their instinctive reactions. The results would then be analysed by students who were learning that language and use the information as a basis for discussion about their assumptions of the cultural norms of the country whose language they were studying.
Tag: intercultural learning
Virtual collaboration around European Business topics
This telecollaborative project focuses on current and recent business news that is of European or global interest. The aim is to engage a number of HEI' s from areas of Europe to virtually discuss and debate the topics from differing cultural viewpoints.
Students will be encouraged to interact through social media on structured topic areas but are also suggested to converse on a more informal and social side too to fully embrace the opportunities and experiences available
Reflective practice around cultural difference through virtual collaboration
This task allows the telecollaborative partners to draw on peer to peer internactions on themes and topics that are current or recent global news in the areas of geography, Natural disasters, Energy Power and Disaster management, by making them a subject of intercultural comparisons. The project will require student reflection on the similarities and differences between views of topics from differing national cultural perspectives.
Telcollaborative teacher training project
In this task sequence teacher trainees develop media competence and teaching competences by designing tasks for telecollaborative learning environments. One focus is on integrating technology into the task design, another is the development of intercultural communicative competence. The task sequence is made up of three tasks or steps. Students work in international teams with 1-2 students representing the different institutions in each team. After a getting-to-know task (task 1) they design an intercultural activity (task 2) that allows their learners to learn more about their partners in a telecollaborative project. In a final task (task 3) teacher trainees design a technology-based task to allow learners develop multiliteracy. While groups work with various media in all three tasks (for example presentation tools, such as glogster, prezi or sliderocket or cooperative writing tools such as storybird), they use weebly – a tool for website design – in their last task to design and then present their tasks in class.