Editorial position paper: how virtual is your research?

Colpaert, Jozef

doi:10.1080/09588221.2020.1824059

Cited by 28 publications

(26 citation statements)

References 30 publications

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“…In a recent editorial position paper in this journal, Jozef Colpaert (2020) rightly observed the dramatic growth of interest in the pedagogical activity of connecting students in structured online intercultural collaboration with peers in order to develop their foreign language, intercultural and digital competences. However, he also takes issue with the gradual move away from the term 'telecollaboration' towards 'virtual exchange' to describe this pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Virtual exchange: moving forward into the next decade

O’Dowd

2021

Computer Assisted Language Learning

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Section: Introductionmentioning

confidence: 99%

Virtual exchange: moving forward into the next decade

O’Dowd

2021

Computer Assisted Language Learning

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“…Data seem to indicate that the overall student teachers´ level of Civic Competence scored over in those participants who had worked the online SDG assignment with collaborative tools except for 9 of the 25 domains or competencies (CC 2,4,5,7,12,14,16,19,22). Differences in the results between the CG and EG coincide with the domains that correlate directly with the OECD (2018) Sustainable Development Goals, specifically: basic human rights, climate change and environmental issues, sustainable development and social inclusion and active citizenship.…”

Section: Analysis and Discussionmentioning

confidence: 97%

Telecollaboration for Civic Competence and SDG Development in FL Teacher Education

García-Esteban¹

2020

European Journal of Education

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The Civic Competence has been acknowledged essential to support sustainable societies, economies and ecosystems for the development of responsible active citizens in today's increasingly connected world. In this regard, telecollaboration seems to help enhance related media literacy and intercultural skills. However, despite the development of key competences for lifelong learning with telecollaboration has already been the focus of some studies, the measurement of Civic Competence in teacher education with telecollaboration remains still a question for investigation. Following this line of research, this study aimed to explore the own perception of FL student teachers in Civic Competence, and if this competence can be developed working the Sustainable Development Goals (SDG) with telecollaboration. The participants of this study were two groups of student teachers at two different European universities. Both groups completed a survey and proposed collaborative strategies to improve the global and Civic Competence. Educational proposals and digital collaborative tools were analysed to measure the improvement of the student teachers´ perception. Forum, e-portfolios and evaluation forms together with pre- and post-questionnaires were used to explore the outcomes. Results indicated that most Civic Competence domains can be enhanced by working SDG and that adopting a reflective, experiential and safe collaborative online international learning approach can help promote further knowledge, skills and attitudes in specific contexts.

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“…Notwithstanding, throughout this project, (future) instructors have learnt not only the significance and applicability of the SDG, but also about five domains of their own Global Competence, which we expect will help to qualify citizens for a more sustainable world. Following Colpaert (2020), further work will concentrate on the need for collaborative Open…”

Section: Discussionmentioning

confidence: 99%

“…This research examines data and instructional design proposals for learning and teaching the Global Competence through the SDGs in a CLIL context following an educational technology approach and online and digital exchanges or telecollaboration as described by Colpaert (2020). The revision will take into account different aspects such as: a) the methods and resources that can be used to teach, b) how to assure learning and teaching from theories, and c) the importance of aspects such as reflection and collaborative learning in teacher education.…”

Section: Teaching the Global Competence With Educational Technology A...mentioning

confidence: 99%

Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

García-Esteban¹,

Colpaert²

2022

Red

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Global competence will define learning for decades to come as it encompasses basic life skills. However, there is a lack of data in current academic research on the assessment and integration of this competence in teacher training with current educational technology. Thus, this project had a dual purpose: On the one hand, it aimed to examine the global competence of different groups of student teachers through the development of Sustainable Development Goals (SDG) following a content and language integrated learning (CLIL) approach. On the other, researchers aimed to determine optimal methods for the improvement and integration of this necessary competence in the curriculum. The project was developed with the collaboration of pre-service and in-service teachers enrolled in various master's programs at two European universities in Spain and Belgium. The research was carried out following a pre-test / post-test type design with various assessment instruments based on the OECD (2018) global competence framework. The quantitative analyses showed that, by integrating the SDGs when teaching contents, the participants improved in various domains of Global Competence (adaptability, openness to diversity, perspective taking), but also decreased in other areas (ability to interact in a multicultural world, respect for other cultures, ability to adopt another culture). The qualitative research showed that among the main educational technology examined, telecollaboration can optimise at least five dimensions of Global Competence. Despite the small size of the sample and the complexity of evaluating this competence, this study contributes to educational innovation by presenting didactic telecollaborative proposals and a theoretical framework for the integration and appraisal of Global Competence in (future) educators. La competencia global definirá el aprendizaje de las décadas venideras ya que comprende destrezas básicas para la vida y, sin embargo, se ha detectado escasa investigación sobre su valoración e integración en la formación del profesorado con tecnología educativa. Este proyecto tenía, por tanto, un doble propósito. Por una parte, explorar la competencia global de futuros docentes bilingües, tarea acometida a través del desarrollo de Objetivos de Desarrollo Sostenible (ODS) siguiendo un enfoque de aprendizaje integrado de contenidos y lenguas extranjeras (CLIL). El segundo era determinar métodos óptimos para la mejora e integración de esta necesaria competencia en el currículo. El proyecto se desarrolló con la colaboración de profesores en formación y en servicio matriculados en diversos programas de máster de dos universidades europeas en España y Bélgica. La investigación se realizó siguiendo un diseño de pruebas tipo pre-test / post-test con variados instrumentos de evaluación basados en el marco de la competencia global de la OCDE (2018). Los análisis cuantitativos mostraron que al trabajar los ODS para enseñar contenidos en diversas disciplinas con tecnología educativa, los participantes en el estudio mejoraron en varios dominios de la Competencia Global (adaptabilidad, apertura a la diversidad, toma de perspectiva), pero también disminuyeron en otras áreas (capacidad para interactuar en un mundo multicultural, respeto por otras culturas, capacidad para aceptar otra cultura). Tras la investigación cualitativa se concluye que, entre los principales métodos de enseñanza-aprendizaje revisados, la telecolaboración contribuye al desarrollo de acciones que permiten optimizar al menos cinco dimensiones de la Competencia Global. A pesar del reducido tamaño de la muestra y la complejidad que supone evaluar la competencia global, se espera que este estudio contribuya a la innovación educativa al presentar propuestas didácticas con herramientas telecolaborativas y un marco teórico para la evaluación y mejora de la Competencia Global del (futuro) profesorado.

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Editorial position paper: how virtual is your research?

Cited by 28 publications

References 30 publications

Virtual exchange: moving forward into the next decade

Virtual exchange: moving forward into the next decade

Telecollaboration for Civic Competence and SDG Development in FL Teacher Education

Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

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