Research

From Tellecollaboration to Virtual Exchange: State-of-the Art and the Role of Unicollaboration in Moving Forward, O’Dowd.   Journal of Virtual Exchange, Vol. 1, 2018.    

Abstract:  Telecollaboration, or ‘virtual exchange’, are terms used to refer to the engagement of groups of learners in online intercultural interactions and collaboration projects with partners from other cultural contexts or geographical locations as an integrated part of their educational programmes. In recent years, approaches to virtual exchange have evolved in different contexts and different areas of education, and these approaches have had, at times, very diverse organisational structures and pedagogical objectives. This article provides an overview of the different models and approaches to virtual exchange which are currently being used in higher education contexts. It also provides a short historical review of the major developments and trends in virtual exchange to date and describes the origins of the UNICollaboration organisation and the rationale behind this journal.

https://journal.unicollaboration.org/article/view/877/183

Designing Globally Networked Learning Environments: Visionary Partnerships, Policies, and Pedagogies.  Doreen Starke-Meyerring, Melanie Wilson, Sense Publishers, 2008

Abstract:  Faculty, administrators, and others in higher education face growing pressures to position their institutions, programs, and courses in "global markets" and to prepare students for global work and citizenship. These pressures raise urgent questions: What might higher education look like in a globally networked world? Do traditional industrial models of learning suffice, or what new visions for learning are emerging? What does it take to implement and maintain these visions?
To address these questions, Designing Globally Networked Learning Environments brings together 25 educators from four continents, who share their richly diverse visions for teaching and learning in a globally networked world. What unites these visions is that they break with traditional models of repackaging traditional institutionally bounded courses for online delivery in global markets. Instead, these educators build robust partnerships to design globally networked learning environments that connect students with peers, instructors, and communities across traditional institutional, national, and other boundaries to facilitate the kind of cross-boundary knowledge making that students as professionals and citizens will need to participate in the shaping of an emerging global order and to address the most pressing global problems we face. The book offers these visions as opportunities for faculty, program directors, administrators, international program experts, instructional designers, faculty development experts, and others in higher education to work together to deliberate, develop, and shape inspiring visions for globally networked learning and to become active participants in the globalization of higher education.

Globally networked teaching in the humanities : theories and practices,  Moore, Alexandra Schultheis, Simon, Sunka,. New York.  2015

Abstract: As colleges and universities in North America increasingly identify ""internationalization"" as a key component of the institution's mission and strategic plans, faculty and administrators are charged with finding innovative and cost-effective approaches to meet those goals. This volume provides an overview and concrete examples of globally-networked learning environments across the humanities from the perspective of all of their stakeholders: teachers, instructional designers, administrators and students. By addressing logistical, technical, pedagogical and intercultural aspects of globally-n.

https://www.worldcat.org/title/globally-networked-teaching-in-the-humanities-theories-and-practices/oclc/907374313/viewport

The COIL Institute for Globally Networked Learning in the Humanities   Sarah Guth, 2013

http://coil.suny.edu/sites/default/files/case_study_report.pdf

Developing digital literacies through virtual exchange, Open Education Europa. Francesca Helm, 2014

Abstract: This paper looks at how digital literacies can be promoted in education through virtual exchange, a pedagogic practice with huge potential that is yet to be fully harnessed in the European Higher Education Area. After a brief overview of digital literacies and education, this paper defines virtual exchange and its current status in European policy and abroad. Subsequently it focuses on virtual exchange in foreign language education, the subject area which has most widely embraced online exchange both in secondary and higher education. The author then presents a case study of how a European university has integrated virtual exchanges into university curricula and the types of literacies these projects foster. A brief discussion of barriers faced by educators in implementing virtual exchange both in the specific case study and as reported in a European survey follows, together with how these barriers have been addressed. The paper closes with a series of suggestions as to how virtual exchange can be supported on a European level.

https://www.openeducationeuropa.eu/sites/default/files/legacy_files/asset/Digital%20Literacies%20and%20eCompetence_From-field_38_4_0.pdf

Making virtual exchange/telecollaboration mainstream – large scale exchanges

Abstract: Language educators' goals include promoting cultural understanding and improving the language skills of their students. Virtual Exchange (VE) is a powerful means to do this. Students in English as a Foreign Language (EFL) classrooms often have few opportunities to communicate with other users of English. VE gives them virtual mobility, enabling them to participate in a global community, use English in real world communicative events and become more culturally acclimatized. Though there are many benefits to VE, it is often not easily accessible to teachers. This paper introduces a large scale VE that includes over 1,500 students and 53 teachers from 21 institutions in six countries. The paper outlines benefits and drawbacks of this VE, some initial findings on student engagement and participation in the VE, in addition to information on how the project is planned to expand, making it accessible to a larger number of teachers and their students around the world. [

https://files.eric.ed.gov/fulltext/ED571337.pdf 

Preparing Higher Education Language students to their period abroad through telecollaboration: The I-TELL Project

Giralt, M; Jeanneau, C. (2016) 'Preparing Higher Education Language students to their period abroad through telecollaboration: The I-TELL Project'. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 8 (2).

Doreen Starke-Meyerring

http://webpages.mcgill.ca/staff/group1/dstark1/web/starke-meyerring/publications.htm