EGUSQUIZA-NOBLE-webinar-task-design-IC-MOOCs
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This document discusses the design of intercultural communication tasks for a Business Spanish MOOC. It explores using MOOCs to provide specialized language learning and intercultural competence training. The researcher aims to design online modules that integrate intercultural communication tasks. Different MOOC platforms are compared based on required functionalities to support these tasks. The theoretical background explores areas like business Spanish, intercultural competence, instructional design, and computer-mediated communication. A methodology is proposed involving needs analysis, task design, platform selection, and testing with students to evaluate intercultural awareness and the learning environment. MOOCs are seen as an opportunity to provide authentic content, language, and intercultural exchange for specialized language purposes
EGUSQUIZA-NOBLE-webinar-task-design-IC-MOOCs
- 1. Designing intercultural communicative tasks for a Business Spanish MOOC Carolina Eg¨²squiza Universiteit Antwerpen, Belgium Network of Business Language Educators (NOBLE) March 24, 2015
- 2. During this session¡ Ongoing research project: Task design for intercultural communication in Business Spanish MOOC modules Opportunities and affordances of MOOCs for specialized language learning and intercultural competence training
- 3. Motivation Spanish, 3th or 4th FL Blended/online courses Professional Spanish textbooks/material hypothesis: design of online modules that integrate intercultural communication tasks
- 4. Why MOOCs? ¡ïflexibility ¡ïopenness ¡ïmodularity ¡ïmeeting point Network-based (cMOOCs) Content-based (xMOOCs) Task-based MOOCs Lane, L. (2012). Three kinds of MOOCs. Lisa¡¯s (online) Teaching and History blog.
- 5. Educational Engineering/Distributed Design model Analysis Development Implementation Evaluation conceptualization specification prototyping Design Theory Technology learning situation elaborated concept of LE which changes: pedagogical, content, technological example, model Figure 1. Colpaert, J. (2014). Designing for personalization and contextuallization.
- 6. Theoretical background Espa?ol para Fines Espec¨ªficos (EFE) y Espa?ol de los Negocios (ENE) Intercultural Communicative Competence (ICC) Instructional Design E-learning/MOOCs Computer-mediated communication/Telecollaboration
- 7. Methodology Needs analysis (interviews, focus groups). Task design (psychological, pedagogical, linguistic criteria). Specification of required functionalities. Comparison of MOOC platforms and selection of most appropriate platform, based on required functionalities and functionalities offered on platforms. Real-world test with students. Measurement of acceptance and perception of the MOOC learning environment and the online communication tools (UTAUT). Intercultural awareness? Not in absolute terms but identifying evidence of consciousness, sensibility, metacognition.
- 8. Comparison of MOOC platforms
- 9. Comparison of MOOC platforms Overall course presentation & visual design Activities & Tasks Openness Personalization Technological environment
- 10. Overall course presentation and visual design
- 12. Technological environment: discussions, comments & social learning
- 13. Technological environment: collaboration & group dynamics P2P: peer to peer activities Group collaboration
- 14. Technological environment: tools for language learning/speaking rich media editor (integrated function to record audio/video) open resources: SpeakApps (can be integrated to certain platforms)
- 15. Conclusions (platforms) Not easy! Different platforms offer you different features & tools Some platforms are more flexible (LMS), while developers on other MOOC platforms are constantly working on additions Key: Which tools serve us best to enhance the particular tasks we want to design for our particular MOOC?
- 16. MOOCs: Opportunities for LSP, CLIL, CLAC, IC
- 17. MOOCs: Opportunities for LSP, CLIL, CLAC & IC Content & Language Integrated LearningL
- 18. MOOCs: Opportunities for LSP, CLIL, CLAC & IC LSP: Authentic content, authentic language, authentic language & intercultural exchange
- 21. To conclude¡ MOOCs Recent trend¡ Opportunities (language, content, intercultural)¡ Research project Students¡¯ perceptions of the learning environment and tasks? Evidence of intercultural reflection & consciousness?