Virtual exchange for (critical) digital literacy skills development

Hauck, Mirjam

doi:10.3828/ejlp.2019.12

Cited by 37 publications

(35 citation statements)

References 24 publications

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“…For example, whereas language curricula are generally designed with explicit reference to Here, we can perhaps look for inspiration to practitioners of virtual exchange who have long tied evaluation of learning to not only language development and intercultural competence, but also to the growth of (critical) digital literacies (e.g. Helm & Guth, 2010;Hauck, 2019).…”

Section: Component 3: Asynchronous Engagementmentioning

confidence: 99%

Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic

Cunningham

2021

Íkala

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This article reports on the adaptation of an undergraduate German curriculum for a distance language education (dle) context. Understanding that dle has evolved over the course of decades, the article reviews literature describing pedagogical and technological developments that are fundamental to understanding current practices in dle. Against this backdrop, a detailed methodology is presented that explains the pedagogical practices that were adopted and adapted following the pandemic-induced shift from classroom-based teaching to dle. Special attention is devoted to the role of synchronous instruction, as well as asynchronous tools that support multiliteracies instruction. The article concludes by considering those curricular innovations that are likely to have a long-lasting impact on the delivery of instruction following a return to classroom-based teaching.

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Section: Component 3: Asynchronous Engagementmentioning

confidence: 99%

Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic

Cunningham

2021

Íkala

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“…Solving internet-related problems for the learners involved on and off campus would help, but is by no means enough. As Hauck (2019Hauck ( , 2020 has pointed out: VE is not exempt from the risk of cementing social and cultural inequalities offline and online.…”

Section: Conclusion and Implications For Future Research And Practicementioning

confidence: 99%

Inquiry-based learning and digital storytelling in virtual exchange: an approach for reflecting on food consumption in the Global South and Global North

Bartsch

Kittirath²,

Müller

et al. 2021

JVE

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Virtual exchange (VE) in higher education provides an underemployed opportunity for fostering consumer and sustainability competencies. We explore how a crosscultural teaching-learning environment can be designed to encourage students to reflect on a complex global challenge - food consumption patterns - and their role in it. We discuss challenges regarding food consumption as a topic for VE and describe a didactic concept that employs inquiry-based learning and digital storytelling as the framework for student exploration and expression. Initially developed for VE in food studies and nutrition education, the concept can be readily transferred to other disciplines and topics. We present insights from a pilot implementation with 16 food science students from Laos and 26 pre-service teachers from Germany. The analysis of students’ responses from pre- and post-questionnaires and their digital stories suggest that the concept is promising, although some factors require improvement and careful attention, such as technologies and the lingua franca of the learning environment. Findings and lessons learned might inform other projects that similarly seek to address complex global challenges.

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“…A first observation is that earlier literature on telecollaboration was more detailed in terms of concrete activities than the later literature on virtual exchanges. Statements in current literature on the topic remain more on the level of goals, such as global citizenship, intercultural communication, social inclusion (Turula, Kurek, & Lewis, 2019), twenty-first century skills, learner agency (Kohn & Hoffstaedter, 2017), critical digital literacy skills (Hauck, 2019), (trans)languaging (Messina Dahlberg & Bagga-Gupta, 2014), learning to learn (Garc ıa-Esteban, Villarreal, & Bueno-Alastuey, 2019), and non-native speaker identity (Helm, 2018). All these are learning goals, not affordances.…”

Section: Virtual Exchangesmentioning

confidence: 99%

Editorial position paper: how virtual is your research?

Colpaert

2020

Computer Assisted Language Learning

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Virtual exchange for (critical) digital literacy skills development

Cited by 37 publications

References 24 publications

Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic

Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic

Inquiry-based learning and digital storytelling in virtual exchange: an approach for reflecting on food consumption in the Global South and Global North

Editorial position paper: how virtual is your research?

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