ReDesign: Redesigning learning through a new Learning Management System
Keywords:ReDesign, Learning Management System
In a world which abounds with digitally-driven changes, an orthodoxy of technology adoption and utilisation in higher education is emerging, and it is deemed critical for steering the discussions of experts for planning and implementing a digitally-enabled ecology where students and faculty members alike will benefit. Although several types of software that host educational or training content for students have been used in previous studies, the aim of this EU-funded project was to design a digitally-enabled platform that would afford culturally-driven exchanges between university students and collaboration among faculty members of the same disciplines across Europe. The platform is based on, but extends beyond, principles of standard Learning Management Systems (LMSs) and Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR codes. Further, the platform has been designed based on multiple pilot testing phases, students’ individual needs, instructors’ constructive feedback, and the tailored needs of each academic discipline. This EU-funded project is a joint effort to guide instructors and students in experiencing the curricula in different academic institutions, to guide instructors and students in understanding the affordances and contradictions of intercultural telecollaboration, and to guide students in developing a conceptual understanding of complex constructs in their discipline.
Avgousti. M. I. (2018). Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819-853. https://doi.org/10.1080/09588221.2018.1455713
Abhi, A. (2017). The role of technology in collaborative learning. Independent Education Today. https://ie-today.co.uk/Article/the-role-of-technology-in-collaborative-learning
Basharina, O. (2007). An activity theory perspective on student-reported contradictions in international telecollaboration. Language, Learning and Technology, 11(2), 82-103.
Belz, J. A. (2003) Linguistic perspectives on the development of intercultural competence in telecollaboration. Language, Learning and Technology, 7(2), 68-117.
Belz, J. A., & Thorne, S. L. (Eds.). (2006). Internet-mediated intercultural foreign language education. Boston, MA: Heinle & Heinle.
Bezemer, J., & Jewitt, C. (2009) Social Semiotics. In Östman, J. O., Verschueren, J & Versluys, E. (eds.), Handbook of Pragmatics: 2009 Installment. Amsterdam: John Benjamins. https://doi.org/10.1075/hop.13.soc5
Bickley, M., & Carleton, J. (2009). Students without borders. Learning & Leading with Technology, 37(3), 20-23.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters Ltd.
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press: New York.
Cummins, J., & Sayers, D. (1995). Brave new schools: Challenging cultural literacy through global learning networks. St Martin's Press.
De Wit. H., & Hunter, F. (2015). The future of internationalization of higher education in Europe [Special Issue]. International Higher Education, 83. https://doi.org/10.6017/ihe.2015.83.9073
Dooly, M. (2011). Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process. Language Learning & Technology, 15(2), 69-91.
Dooly, M. & Hauck, M. (2012). Researching multimodal communicative competence in video and audio telecollaborative encounters. In M. Dooly and R. O'Dowd (Eds.), Researching online interaction and exchange in foreign language education. Telecollaboration in education (3). Bern: Peter Lang Publishing Group, 135-162.
Dooly, M., & O'Dowd, R. (2018). Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practice. In M. Dooly and R. O'Dowd (Eds.), (pp.11-34). Bern: Peter Lang Publishing Group.
Ducate, L., & Arnold, N. (eds.), Calling on CALL: From theory and research to new directions in foreign language teaching. San Marcos, TX: CALICO.
Ertmer, P. A., Newby, T. J., Yu, J. H., Liu, W., Tomory, A., Lee, Y. M., Sendurur, E. & Sendurur, P. (2011) Facilitating students' global perspectives: Collaborating with international partners using Web 2.0 technologies. Internet and Higher Education, 14(4), 251-261. https://doi.org/10.1016/j.iheduc.2011.05.005
European Internet Foundation: Political Leadership for Network Society. (2009). The digital world in 2025. European Internet Foundation: Political Leadership for Network Society.https://www.eifonline.org/the-digital-world-in-2025.html.
European Internet Foundation: Political Leadership for Network Society. (2014). "The digital world in 2030: What place for Europe?" European Internet Foundation: Political Leadership for Network Society. https://www.eifonline.org/the-digital-world-in-2030.html.
EDUCAUSE (2018). NMC Horizon Report. https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report.
Espinosa, L. (2015). The use of Facebook for educational purposes in EFL classrooms. Theory and Practice in Language Studies, 5(11): 2206-2211. https://doi.org/10.17507/tpls.0511.03
Farias, M. (2007). Reading with eyes wide open: Reflections on the impact of multimodal texts on second language reading. Ikala, 22(1): 57-70
Farías, M. Obilinovic, K & Orrego, R. (2007). Implications of multimodal learning model for foreign language teaching and learning. Colombian Applied Linguistics Journal, 9, 174-199. https://doi.org/10.14483/22487085.3150
Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan: New York.
Gilakjani, A. P. (2011). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education,2(1), 104-113. https://doi.org/10.5296/jse.v2i1.1007
Gilakjani, A. P., Ismail, H. N., & Ahmadi, S. M. (2011). The effect of multimodal learning models on language teaching and learning. Theory & Practice in Language Studies, 1(10), 1321-1327. https://doi.org/10.4304/tpls.1.10.1321-1327
Hamper, R., & Hauck, M. (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. The JALT CALL Journal, 2(2), 3-18.
Hauck, M. (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19(2), 202- 223. https://doi.org/10.1017/S0958344007000729
Hauck, M. (2010). At the interface between multimodal and intercultural communicative competence. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language and intercultural learning in the 21 st century (pp. 219-248). Bern: Peter Lang.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13, 179-187. https://doi.org/10.1016/j.iheduc.2010.07.003
Kress, G. R. (2003). Literacy in the new media age. London: Routledge. Kress, G. R. (2011). 'Partnerships in research': Multimodality and ethnography. Qualitative Research, 11 (3), 239-260. https://doi.org/10.1177/1468794111399836
Kress, G. R., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Oxford UK: Oxford University.
Lee, L., & Markey, A. (2014). A study of learners' perceptions on online intercultural exchanges through Web 2.0 technologies. ReCALL, 26(3), 281-297. https://doi.org/10.1017/S0958344014000111
Liaw, M. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49-64.
Mabuan, R., & Ebron, G. P. (2016). Engaging ESL/EFL learners with Facebook groups. 24th Annual Korea TESOL International Conference. Sookmyung Women's University, Seoul, South Korea.
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401. https://doi.org/10.1037/0022-06184.108.40.2069
Morrison, M., Sweeney, A., & Heffernan, T. (2003). Learning styles of on-campus and offcampus marketing students: The challenge for marketing educators. Journal of Marketing Education, 25(3), 208-17. https://doi.org/10.1177/0273475303257520
Müller-Hartmann, A. (2000). Learning how to teach intercultural communicative competence via telecollaboration: A model for language teacher education. In J., A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education, (pp. 63-84). Heinle & Heinle.
O'Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1-23. https://doi.org/10.14705/rpnet.2018.jve.1
O'Dowd, R. (Ed.). (2007). Online intercultural exchange: An introduction for foreign language teachers. Clevedon: Multilingual Matters Ltd. https://doi.org/10.21832/9781847690104
O'Dowd, R. (2006). Telecollaboration and the development of intercultural communicative competence. Langenscheidt.
O'Dowd, R. (2003). Understanding the" other side": Intercultural learning in a SpanishEnglish e-mail exchange. Language Learning & Technology, 7(2), 118-144.
Özdemir, E. (2017). Promoting EFL learners' intercultural communication effectiveness: a focus on Facebook. CALL, 30(6), 510-528. https://doi.org/10.1080/09588221.2017.1325907
Sadler, R., & Dooly, M. (2016). Twelve years of telecollaboration: what we have learnt. ELT Journal, 70(4), 401-413. https://doi.org/10.1093/elt/ccw041
Sankey, M., Birch, D. & Gardiner, M. (2010). Engaging students through multimodal learning environments: The journey continues. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010, 852-863. http://ascilite.org.au/conferences/sydney10/procs/Sankey-full.pdf
Schreiber, B. R. (2015). "I am what I am": Multilingual identity and digital translanguaging. Language Learning and Technology, 19(3), 69-87.
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappa, 87(2) 104-111. https://doi.org/10.1177/003172170508700205
Solon, O. (2018, June 1). Teens are abandoning Facebook in dramatic numbers, study finds. The Guardian. https://www.theguardian.com/technology/2018/jun/01/facebookteens-leaving-instagram-snapchat-study-user-numbers
Sykes, J., Oskoz, A. & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25(3): 528-546. https://doi.org/10.1558/cj.v25i3.528-546
Tella, S. (1991). Introducing international communications networks and electronic mail into foreign language classrooms: A case study in Finnish senior secondary schools. Yliopistopaino.
Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning and Technology, 7(2), 38-67.
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht: Kluwer. https://doi.org/10.1007/1-4020-7912-5
Wang, C. M. (2011). Instructional design for cross-cultural online collaboration: Grouping strategies and assignment design. Australasian Journal of Educational Technology, 27(2), 243-258. https://doi.org/10.14742/ajet.968
Wang, C. M. (2012). Using Facebook for cross-cultural collaboration: The experience of students from Taiwan. Educational Media International, 49(1), 63-76. https://doi.org/10.1080/09523987.2012.662625
Wang, Y., & Chen, N. S. (2009). Criteria for evaluating synchronous learning management systems: Arguments from the distance language classroom. CALL, 22(1), 1-18. https://doi.org/10.1080/09588220802613773
Ware, P. D., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal, 89(2), 190-205. https://doi.org/10.1111/j.1540-4781.2005.00274.x
Wigham, C. R., & Chanier, T. (2013). A study of verbal and nonverbal communication in Second Life: The ARCHI21 experience. ReCALL, 25(1): 63-84. https://doi.org/10.1017/S0958344012000250
Willems, J., & Bateman, D. (2011). The potentials and pitfalls of social networking sites such as Facebook in higher education contexts. In Williams, G, Statham, P., Brown N. & Cleland B. (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. 1329-1331.
Yu, W. K., Sun, Y. C., & Chang, Y. J. (2010). When technology speaks language: an evaluation of course management systems used in a language learning context. ReCALL, 22(3), 332-355. https://doi.org/10.1017/S0958344010000194
Zhang, M. (2015). Teaching translation with a model of multimodality. Asia Pacific Translation and Intercultural Studies, 22(1), 30-45. https://doi.org/10.1080/23306343.2015.1014081
Zheng, D. (2012). Caring in the dynamics of design and languaging: Exploring second language learning in 3D virtual spaces. Language Sciences, 34(5), 543-558. https://doi.org/10.1016/j.langsci.2012.03.010
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License