Innovation has always been a termed likely to use when introducing a topic in class. For this reason, and as a consequence of the rapid changes that language learning is experiencing, teachers need to incorporate this term into teaching (Sauro, Chapelle. 2017).

“Launching a board game” is a project which innovates. First of all, it incorporates telecollaboration, in which learners (both, from Spain and from America) will carry out reflective and scaffolded tasks with the guidance of the teacher, developing intercultural awareness between the members (Chapelle, 2016). In our case, telecollaboration will be carried out asynchronously (as it might be difficult for the children and adults to agree on a time, as there is seven - hour - difference) , with the aim of promoting learning, communication and autonomy to the learners.

Apart from this telecollaboration, which will mean total interdependence between adults and children at the time of developing the project (cogwheel), we have also set a project in which not only individual work, but also pair and group work are present. As Caruso and Woolley (2008) state, working in groups can help students develop a host of skills that important in the professional world. In order to understand the project, it needs to be taken into account that despite children and adults are working together (they are building together the same product), the objectives that are established for each of the groups are different, although all of them are attainable and realistic (for the kids, to implement creativity while designing a board game. For adults, to launch it taking into account what makes board game successful).

Moreover, different and varied ways of assessment are included. As Dooly (2008) says, “assessment should be integrated into the project throughout its duration and should involve self, student and teacher feedback” (pp. 152). For this reason, we have adopted a formative assessment, in which not only a final product is assessed but its process, setting in different sessions a different type of evaluation (observation, rubrics, etc.)

Another aspect to take into account is the student centered approach which leads the project. As future teachers, we want them to be active participants in their learning, making them to take responsibility for their own learning. For this reason, all the activities that have been designed are contextualised, meaningful and engaging for the students, making use of different technological tools that will provide them with valuable opportunities to assess not only their communicative competences, but also the digital one. Always, real communication is the aim that wants to be achieved, in which learners are not only linguistically competent, but also communicatively.

Finally, it is worth mentioning that all the activities carried out by the adults and the children are coherently linked, with the help of well-designed scaffolding material that will help them move from one stage to the other.