Teaching Migration Studies THROUGH Collaborative Learning Practices in an Intercultural Environment: The Case of the Erasmus IP Sono un Migrante

Abstract

Collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations, working group and online forums, chat, etc. The aim of this paper is to outline the main features of a project of collaborative learning in an international context: the Erasmus Intensive Programme Sono un Migrante to be implemented at the University of Salerno. Funded by the Italian Erasmus LLP Authority, the project involves the participation of students and teachers from 7 different universities of 6 EU countries.

Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development (Ludificación y fomento de la autorregulación para incentivar el intercambio de prácticas docentes en el desarrollo profesional del profesorado)

“…As collaborative learning techniques are considered one of the most effective inclusion-oriented approaches (César & Santos, 2006;Diana et al, 2015) and considering that their design and implementation is not yet among teachers' strengths, especially online (Doveston & Keenaghan, 2006;Herbert, 2011), the design of collaborative learning forms the bedrock of the pathway's educational contents.…”

“…Puesto que las técnicas de aprendizaje colaborativo se consideran una de las herramientas más eficaces para la inclusión educativa (César & Santos, 2006;Diana et al, 2015) y teniendo en cuenta que su diseño y ejecución todavía no es uno de los puntos fuertes del profesorado en general, especialmente en modalidad en línea (Doveston & Keenaghan, 2006;Herbert, 2011), el diseño del aprendizaje colaborativo constituye la base fundamental de los contenidos educativos del itinerario de formación.…”