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Enhancing Team Performance Through Tool Use: How Critical Technology-Related Issues Influence the Performance of Virtual Project Teams

P. Weimann, M. Pollock, E. Scott and I. Brown, "Enhancing Team Performance Through Tool Use: How Critical Technology-Related Issues Influence the Performance of Virtual Project Teams," in IEEE Transactions on Professional Communication, vol. 56, no. 4, pp. 332-353, Dec. 2013, doi: 10.1109/TPC.2013.2287571.

The research question is: How do critical technology-related issues concerning the selection and use of web-based tools influence the performance and satisfaction of virtual project teams? The results contribute to practice by providing a number of guidelines for the management of virtual teams as well as knowledge required by companies wishing to launch projects with virtual teams.

 

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Steps to Leaps Lunch and Learn: Building Connections at a Distance — Traves Freeland, Purdue University

This webinar features Traves Freeland, Assistant Director of Climbing & Climbing Education in Recreation and Wellness at Purdue University. Since Purdue made the transition to online learning, Freeland has adapted team-building exercises that he would normally teach in person for virtual environments. In this webinar, he goes over some best practices for building connections online and demonstrates how he facilitates these activities.

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Annette Benson onto Tools for Distance Learning

Looking for evidence of COIL effectiveness?

Carine Ullom, a colleague at the University of Ottawa, sent me the link to this recent large scale longitudinal study that documents the impact of virtual exchange on learner development in teacher education programs in Europe. 

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Virtual Options for Intercultural Learning

I recently created this table to encourage Purdue faculty and staff to explore virtual alternatives to more traditional ways they may have previously engaged students in intercultural learning. I hope it is inspiring!

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Virtual Study Abroad: A Case Study

Lipinski, John (2014) "Virtual Study Abroad: A Case Study," Atlantic Marketing Journal: Vol. 3 : No. 3 , Article 7.

Over 90 percent of US universities sponsor study abroad programs. Students are encouraged to engage in such programs to enhance their educational experience and increase their global awareness in our interconnected world. However, despite these efforts, students who engage in such programs are a rarity. Only 1% of US students pursue a study abroad experience each academic year. In order to address this and make key aspects of the study abroad experience available to a wider range of students, two professors decided to link their classrooms, separated by 5,102 miles, via teleconference and create a virtual study abroad class.

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Story Circles: UNESCO's Human Rights Based Intercultural Competence Development Methodology

UNESCO and Darla Deardorff collaborated on a concrete method for developing intercultural competence. The method is designed so that facilitators with varying levels of experience and resources can successfully lead the activity. 

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The effects of Second Life on the motivation of undergraduate students learning a foreign language

Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277-289.

This research looks at how the use of the virtual world Second Life affects the motivation of students in an undergraduate Spanish course. Comparisons were made on responses to an attitude/motivation test battery completed by students enrolled in two sections of a beginning level undergraduate Spanish course. 

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Multi-user 3D virtual environment for Spanish learning

Ibanez, M. B., García, J. J., Galán, S., Maroto, D., Morillo, D., & Kloos, C. D. (2010, July). Multi-user 3D virtual environment for Spanish learning: A Wonderland experience. In 2010 10th IEEE International Conference on Advanced Learning Technologies (pp. 455-457). IEEE.

The authors have used the Wonderland development toolkit to deploy a 3D virtual learning environment, which is flexible enough to allow learners to improve their language skills with minimum teacher's help, setting up an instructional sequence in which fostered, motivating, and pre-designed collaboration is the key for self-learning.

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From the virtual world to the real world: A model of pragmatics instruction for study abroad

Shively, R. L. (2010). From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43(1), 105-137.

The goal of the present study is to propose a model for pragmatic instruction in study abroad that fosters both intercultural competence and language skills, is informed by research and practice, and takes advantage of the affordances that an immersion environment and new technologies offer. 

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Looking to embed existing modules into your course?

I highly recommend the modules offered by CoreCollaborative International in collaboration with Crossing Borders Education. They use an innovative method and evidence-based best practices and have been demonstrated with research at Glasgow University to be highly effective in engaging students (increasing retention of elective course participants from 40-95%). 

Some excerpts from student comments in the Glasgow study:

  • The group that I was allocated to were from different backgrounds. We shared our fears, goals and we even opened up and talked about our daily issues. I felt as if I knew the other students before.

  • The workshop yesterday was particularly emotional, as every participant in my group was able to open up its heart, to share its deepest feelings, fears and hopes without fear of being judged. Furthermore, the topics addressed offered an opportunity to reflect and practice immediately, offering a new perspective on things: for example, much has been said about women feeling unsafe around men at times, which made me reflect on how my behaviour could have, at times, been misinterpreted as “threatening” or “source of anxiety”. 

As is obvious from these student comments, through these modules, learners share in meaningful peer learning across difference. The modules use an innovative patent-pending methodology that encourages participants to engage interactively with peers in transformative learning activities and discussions. The "Virtual Fishbowl Process" is based on a four-step Modeling-Reflection-Dialogue-Debriefing paradigm. 

Embedding this module within existing courses supports campus comprehensive internationalization and campus climate improvement initiatives, as it connects students of different backgrounds both locally and abroad. The intercultural learning material is relevant across many disciplines, with content that is applicable to courses on many different topics. Group sizes are flexible, and instructors can facilitate the content themselves or outsource that mentoring to highly skilled facilitators.

The duration of the stereotypes module is 10 hours (3 weeks of micro-lessons and facilitated small group meetings). The cost, which can be covered by an institution or passed on to students as a "textbook" or "lab" fee, is $75 per student. 

The link above takes you to a contact form for more information. See also:

https:/crossingborders.education

http://corecollaborative.com 

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Virtual Exchange presentation at Forum on Education Abroad 2020

Here are the slides from my recent Forum on Education Abroad presentation with Jen Wiley (James Madison University) and Carine Ullom (Ottawa University). 

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Resources for Virtual Exchange

This link sends you to a Google Doc compiled by Dr. Carine Ullom, Associate Dean of Instructional Innovation at Ottawa University that contains a very comprehensive and well-organized list of resources for COIL/VE/GCTL. She kindly shared this with the public at a recent presentation I did with her at the virtual Forum on Education Abroad conference. 

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What Political Science Can Teach Us About How Different Countries Are Handling COVID-19 — Global Dispatches

This podcast episode features Sofia Fenner, an assistant professor of political science at Bryn Mawr College. She uses comparative politics to explain why some countries are handling the COVID-19 better than others. 

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Enduring Our Unendurable New Normal — The Interpreter, The New York Times

This article describes the differences in reactions between more stable countries—like the United States and the United Kingdom—and politically unstable, war-torn countries, like Afghanistan and Syria. Individuals living in less stable areas more often accept that their conditions are out of their control and therefore tend to live in the moment and listen to guidelines about sheltering in place because they are already used to everyday uncertainty. In contrast, people who live in more privileged areas are more likely to believe that they have control over their lives and therefore have a more difficult time to adjusting and following orders. 

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Massively multiplayer online game virtual environments: A potential locale for intercultural training

Pirius, L. K. (2007). Massively multiplayer online game virtual environments: A potential locale for intercultural training. Unpublished dissertation;  University of Minnesota. 

The purpose of this study is to address the educational problem of current intercultural training methods being location based, expensive, and relatively inaccessible. To address the problem, this study aims to explore the possibility of utilizing massively multiplayer online games (MMOGs) to deliver intercultural training. This study ends with a recommended model for intercultural training in a virtual environment. The model includes the process for engaging in intercultural training, as well as, necessary training components. The components include being grounded in intercultural training theory, interaction, reflection, group work, respect and trust, role-playing, a safe learning environment, a focus on developing skill, and external documents for continued learning outside of formal training.

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A New World Through My Window — The New Yorker

"A New World Through My Window" is a personal essay written by Olga Tokarczuk who is from Wroclaw, Poland. Tokarczuk writes about what she sees as she looks out her window during quarantine as well as her thoughts and fears about what is to become of the world after the pandemic. 

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What Social Distance Looks Like Across the World — The Atlantic Selects

The Atlantic features a short documentary called Social Distance, which shows how people from 30 different countries have been going about their day during the COVID-19 quarantine. The filmmakers, Ivan Cash and Jacob Jonas, created the documentary by editing videos that people submitted. Additionally, the score, which was written by Steve Hackman, is a compilation of musicians around the world who received Hackman's sheet music and then recorded themselves playing. 

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Research on virtual intercultural learning

This collection includes studies on online intercultural exchange, eGroups collaboration, online learning environments, online learning design, online mentoring, and online intercultural course

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Pamela Badilla onto Intercultura Communciation

The Effects of Internship Abroad Curricular Experiential Interactions

Sources for my course

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Pamela Badilla onto Intercultura Communciation

The Effects of Internship Abroad Curricular Experiential Interactions

Source: Snodgrass, L. L. (2017). The effects of internship abroad curricular experiential interactions on the cultural intelligence of program participants (Doctoral dissertation, Purdue University).

This dissertation examined the impact of internship abroad experiential curricular interactions on the development of culturally intelligence of participants using pre- and post-test Cultural Intelligence Scale (CQS) scores. The study indicated that the experiential programs, that embedded elements of critical culture, including critical knowledge, critical thinking, critical pedagogy, and critical community, had significant effects on the growth in cultural intelligence. 

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Amanda Lentz onto Internships Abroad

Culturally responsive online design: learning at intercultural intersections

Gail Morong & Donna DesBiens (2016) Culturally responsive online design: learning at intercultural intersections, Intercultural Education, 27:5, 474-492, DOI: 10.1080/14675986.2016.1240901

This article presents evidence-based guidelines to inform culturally responsive online learning design in higher education. The guidelines present a base for online design methodology to support intercultural learning and enable formative evaluation of pedagogy, learning activity and assessment applications.

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Amanda Lentz onto Virtual Intercultural Learning

Intercultural Collaborative Project-Based Learning in Online Environments

This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning environments?” The authors first identified differing worldviews, communication practices, and technological issues that can present barriers that frequently arise in intercultural online courses. Then they identified constructivist project-based teaching strategies that reduce these intercultural barriers. Differing worldviews can be reconciled by fostering collaboration, grouping, relevance, and metacognition. 

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Amanda Lentz onto Virtual Intercultural Learning

Integrating content-based language learning and intercultural learning online: An international eGroups collaboration

Walker, U. & vom Brocke, C (2009) Integrating content-based language learning and intercultural learning online: An international eGroups collaboration. A. Brown (Ed.)(2009) Proceedings of CLESOL 2008

This paper reports on a didactic concept which integrates subject-based language learning with intercultural experience through online collaboration in an international eGroups set-up. Data from student interactions will help illustrate to what extent the eGroups model promoted interactive, communicative and intercultural competence through content-related bilingual collaboration.

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Amanda Lentz onto Virtual Intercultural Learning

A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies

Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL26(3), 281-297.

This paper reports a Spanish-American telecollaborative project through which students used Twitter, blogs and podcasts for intercultural exchange over the course of one semester. The paper outlines the methodology for the project including pedagogical objectives, task design, selection of web tools and implementation. Using qualitative and quantitative data collection, the study explored how the application of Web 2.0 facilitated cross-cultural communication. How the use of digital technology affected the way in which the students viewed intercultural learning and peer feedback was examined.

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Amanda Lentz onto Virtual Intercultural Learning

Publications on Intercultural Learning on Campus

This collection includes publications/presentations focusing on intercultural learning on campus. 

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Amanda Lentz onto Intercultural Learning On Campus