research
Research group
2021 SGR 0271 / 2017 SGR 1446 / 2014 SGR 1003
Recerca en Ensenyament i Aprenentatge de Llengües amb Tecnologies de la Informació i la Comunicació
Principal investigator
REALTIC comes from the acronym in Catalan of "Recerca en ensenyament i aprenentatge de llengües amb tecnologies de informació i la comunicació". It is a consolidated research group, recognized by the AGAUR (Agency for Management of University and Research Grants).
It involves researchers from two Catalan universities (Universitat de Barcelona, and UOC) with the collaboration of a European university (SDI München). The members of the group are interested in research into the use of ICT in the teaching of first and foreign languages. Specifically, we study, on the one hand, the development of digital communicative competence in different environments and cyber-genres within the educational world and, on the other, we study the didactic processes that generate the use of ICT in the teaching of languages in diverse virtual environments. learning (formal and informal, for example MUVE - multi-user virtual environments) with various tools (electronic portfolios, blogs, wikis ...), and through various modalities (face-to-face, semi-face-to-face, distance learning, in closed or open courses such as the MOOC).
Projects
Reframing oral interaction in blended and online settings in second language teaching and learning
Co- Principal Investigator
The INTERAC-TIC research project aims to reframe oral interaction practices in blended language learning programmes to assist with their transition from the face-to-face part of blended courses to online contexts. The study explores the dynamics of teacher-student and student-student interactions, examining how these interactions differ from traditional face-to-face settings and how they can be optimized in blended environments. The project also focuses on the didactic processes of task presentation, task implementation, and feedback to find out how they differ in face-to-face and online modes of delivery and which is the most effective in terms of learners cognitive, behavioural, and affective engagement.
digiTED@EU - 2021-1-DE01-KA220-HED-000031115
Promoting Digitalisation Among Teacher Educators in Europe
UB Coordinator
The overarching goal of the digiTED@EU Project is to improve the quality of teacher education by promoting the digitalisation among its most crucial actors, the teacher educators. The project reacts to the vast digitalisation and constantly growing range of digital tools, platforms, and innovations in nowadays education systems.
This project aims to:
train and support teacher educators more hands-on in their digital professional development;
ensure that teacher educators develop the required digitally creative mind-set and become agents of their own professional learning, as well as democratic digital citizenship;
connect and coordinate professional learning across borders and disciplines, inside and outside institutions;
pool European resources and create spaces for exchange of good practices and reflective dialogue;
evaluate and recognise European qualifications for teacher educators;
develop overall digitalisation strategies and action plans on a European, national and institutional level.
By fostering their active participation and transnational collaboration among teacher educators in Europe (and beyond), we aim at supporting teacher educators in their complex and increasingly digital and crosslinked working context.
Previous research projects
REDICE Project - REDICE22-3300
Pràctica reflexiva en interacció: la retroacció entre tutors i tutoritzats a les pràctiques formatives de postgrau
Member
This research project is carried out by the UB members of the RealTIC research group, some of whom have been researching reflective practice in the teaching and learning of foreign languages for several years.
The main objective is to understand how reflective practice is developed in the interactions between tutors and pre-service teachers of Spanish in their Practicum period, how their professional development is established based on tutoring, and what discursive strategies tutors use when giving them feedback.
The data will help us to know how their interventions develop in the interactions that take place after the teaching practice of the pre-service teacher in their Practicum training. The results of the research will serve to better understand the tutoring processes in the training of ELE teachers, what tutoring implications have for teacher training, and how good tutoring practices are carried out.
GamiTIC Project - RTI2018-096489-B-I00
Gamificación y TIC para el desarrollo de la competencia comunicativa en la enseñanza de lenguas extranjeras: análisis de intervenciones didácticas
Principal investigator
This research project aims to deepen the analysis of gamified didactic proposals that use ICT in the field of foreign language teaching and how they influence the development of students communicative competence. For this purpose, after conducting a teacher training course on gamification and the use of ICT in the classroom of foreign languages, an analysis of the implementations of the gamified teaching units designed by the language teachers attending the course will be carried out following a DBR approach. Recording classes under the methodological parameters of educational ethnography will enable an analysis of the gamified didactic proposals, of the teacher's performance in their implementation process and of the activities that the students carry out. In addition, the perception of teachers and students, based on a series of questionnaires and interviews with the participants, can also be analysed in relation to the gamified didactic proposals with the use of ICT and gamification in general. Thus, the various analyses proposed in this research project will allow us in depth knowledge of how teachers carry out gamified didactic interventions, the interrelation between the development of communicative competence, the use of ICT and gamification in the foreign language classroom and, ultimately, offer a better understanding of the pedagogical affordances of this methodological strategy.
ERASMUS+ 2017-1-DE01-KA203-003547
Promoting Professionalism, Innovation and Transnational Collaboration in Foreign and Second Language Teacher Education (ProPIC)
Member
Erasmus+ project that runs from September 2017 to September 2020. It is coordinated by the University of Karlsruhe and brings together 5 European partners: Newcastle University (UK), the University of Barcelona (Spain), the University of Boras (Sweden), the University of Kiel (Germany) and the University of Education Karlsruhe (Germany). The project aims to engage foreign and second language teachers and teacher educators in lifelong learning processes that foster a culture of self-reflection and innovation with the aid of mobile technologies and digital tools.
Propic Study Week in Barcelona focuses on the development and improvement of the pre-service teachers' learning ePortfolios attending this 30-hour study programme.
Two cohorts of pre-service teachers from Newcastle University the University of Boras, the University of Kiel and the University of Education Karlsruhe have already attended.
Time to evaluate the project, to think back and reflect on our own development within this project. This time last partner meeting took place online due to COVID-19.
This project helped to improve our approach to teacher training and reflect on how to develop CPD in Higher Education.
PROYECTO EDU2015-67680R
La gamificación en la enseñanza de lenguas extranjeras en adultos: un estudio basado en diseño.
Principal investigator
Este proyecto de investigación se centra en el estudio de los efectos de la gamificación en los procesos de enseñanza-aprendizaje de lenguas extranjeras en adultos en centros de idiomas tanto privados como públicos en el estado español. El estudio sigue una metodología basada en el diseño lo que permitirá la elaboración, la implementación y la posterior evaluación de diversas intervenciones didácticas gamificadas (IDG).
2015 ARMIF 00015
Member
Un projecte lingüístic de centre per a una millora lingüística i cultural dels futurs mestres.
2014 ARMIF 00017
Member
Millora de la competència comunicativa (lingüística i cultural) dels futurs mestres.
REDICE14-1606
Principal Investigator
La incidència que diferents plataformes per desenvolupar el portafolis electrònic tenen en els processos d'ensenyament-aprenentatge de llengües.
2013 MOOCS 00017
Member
Spoken Communication: English/Spanish in Tandem.
REDICE-ACCIO-13-25
Principal Investigator
L'impacte del portafolis electrònic per al desenvolupament de competències transversals en la formació universitària.
EDU2012-38049
Principal Investigator
La interactividad en los materiales de lengua: análisis para el desarrollo de la competencia comunicativa en primaria y ESO.
REDICE12-1801-01
Principal Investigator
L'impacte del portafolis electrònic per al desenvolupament de competències transversals en la formació universitària .
EDU2008-05411/EDUC
Principal Investigator