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Our Video Guides for Teachers have been developed to help you, language and CLIL teachers working at primary, secondary and vocational education contexts, integrate telecollaboration exchanges in your teaching. You learn:
- why telecollaboration should be integrated in the curriculum
- how to start telecollaboration exchanges
- how to organise sessions by resorting to flipped classrooms
- how to address diversity and differentiation issues
- how to create engaging tasks
- how to gamify tasks in a virtual world
- how to address intercultural issues
- how to organise telecollaboration exchanges at primary schools
Getting started with telecollaboration
Getting started with telecollaboration
Why should telecollaboration exchanges be a part of language courses
In this video guide we describe the added value of integrating telecollaboration project in the languages curriculum.
Handout: Download it here
How to start a telecollaboration project
This guide gives an overview of different steps and tips to follow when you want to set up a telecollaboration exchange for your students.
Handout: Download it here
Blended language learning and the flipped classroom
A blended language learning and flipping the classroom approach help to enhance intercultural communication in telecollaboration exchanges.
Handout: Download here
Telecollaboration in lingua franca and tandem constellations
Two complementary language constellations can be adopted in intercultural telecollaborations, namely TANDEM and LINGUA FRANCA.
Handout: Download here
Learner diversity & pedagogical differentiation
Learner diversity & pedagogical differentiation
Telecollaboration tools and pedagogical differentiation
This guide illustrates how to support pedagogical differentiation and scaffolding by giving students the choice between different tool environments for oral or written intercultural communication.
Handout: Download PDF
Telecollaboration, learner diversity and cooperative learning
In this guide we talk about how to cope with learner diversity by adopting a collaborative learning approach in intercultural communication in telecollaboration exchanges.
Handout: View or download PDF
Task engagement and task design
Task engagement and task design
Task engagement in telecollaborative encounters
This guide shows how teachers can engage their learners in tasks during online intercultural collaborative activities. The pedagogical tips & tricks given here can make your telecollaborative experience into a success.
Subtitles in French & Spanish (click on settings > video settings > subtitles > choose the language)
Characteristics for telecollaborative tasks that can help boost learner engagement
This guide gives an overview of different layers you can add to your telecollaborative tasks that can help boost learner engagement, for example by hiding the actual learning goal.
Handout: Download it here
Using psychology to create motivating tasks
Based on "Characteristics of telecollaborative tasks that can help boost learner engagement", this guide further explains the potential of varying the different activity types and using basic psychology to create more engagement and motivation for your students.
Handout: Download it here
Varying task autonomy to create more engaging tasks
Based on "Characteristics of telecollaborative tasks that can help boost learner engagement", this guide further explains the potential of varying the different degrees of task autonomy to create more engagement and motivation for your students.
Handout: Click here
Gamification
Gamification
The TeCoLa gamification strategy draws on the gamification potential of the TeCoLa Virtual World. It particularly uses actual games as well as learning stations and paths for gamifying real-world intercultural communication activities.
Example of the game Snakes and Ladders in the Virtual World
This guide shows how to play the game Snakes and Ladders in Chatterdale, our English Virtual World. Watch it and you are ready to play! The game is also available in the other language villages in the TeCoLa Virtual World.
Here are some support materials:
Teacher guide handout: View or Download
Task Descriptions: (ENG - DE - FR - ES)
Worksheet: ES
Example of a Treasure Hunt game in the Virtual World
This guide starts with an introduction to gamification and shows how to play the Treasure Hunt in our Virtual Valencia. Our Treasure Hunt is a great activity to practise your Spanish.
Here are some support materials:
Teacher Guide handout: View or download
Task Description: View or download
Teacher Worksheet: View or download
Student Worksheet: View or download
Learning Stations in the TeCoLa Virtual World
Find out how to use or create learning stations in a the TeCoLa Virtual World for engaging intercultural encounters between students from different countries.
Task examples using learning stations:
Learning Paths in the TeCoLa Virtual World
Learning stations can be extended into learning paths.
Handout: View or download PDF
Learning path example "An interesting sport"
This guide shows an example of a learning path for learners of English.
You can also view or download task descriptions for learning paths in the TeCoLa Virtual World:
The following guides show how to use the TeCoLa Gamify tools to create or edit learning stations and learning paths in the TeCola Virtual World.
Intercultural Issues
Intercultural Issues
The intercultural approach in telecollaboration
This guide provides an overview of the Intercultural Approach in Telecollaboration: its importance, advantages, and organisation.
European citizenship through telecollaboration
This guide provides an overview of the Intercultural Approach in Telecollaboration within a European context. It presents the link between the Intercultural Approach and European Citizenship.
What is an intercultural task
This guide offers a brief description of an Intercultural Task in Telecollaboration through a TeCoLa task about breakfast and how it can support an Anthropological Approach.
The experience journal
This guide provides a brief description of what an Experience Journal (EJ) is and how it is a necessary task to develop an anthropological approach within a pedagogical intercultural objective
Telecollaboration and Content and Language Integrated Learning
Telecollaboration and Content and Language Integrated Learning
A telecollaboration perspective on Content and Language Integrated Learning (CLIL)
This guide described the possibilities of enriching Content and Language Integrated Learning by integrating intercultural telecollaboration exchanges.
Handout: view or download pdf
Telecollaboration in primary schools
Telecollaboration in primary schools
Telecollaboration in a primary school context
This guide provides an overview of our experiences using telecollaboration with primary school learners. It includes the organisation of the partnerships, the challenges arising from the different educational contexts in each partnership, some ideas for tasks and activities for primary school teachers and, finally, comments from teachers and pupils who were actually involved in the partnerships.
CLIL through telecollaboration in a primary school context
This guide provides a brief description of Content and Language Integrated Learning (CLIL) in general, CLIL in Europe, the reasons for its popularity and, finally, an example of a CLIL partnership between primary schools in France and Spain.
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