TTT: TOURISM TELETEAMS
UCL-UV INTERCULTURAL TELECOLLABORATION PROJECT 2018-2019
The project at glance:
| UCLUVTEL | UCL-UV Telecollaboration Project 18/19 | 9 weeks, 1 weekly session |
| Project’s
acronym |
Project’s name | Duration |
| Objectives & Target competences | -To foster language and intercultural competences needed in the 21st century: intercultural communication, language command, communicative skills, digital literacy, teamwork, global citizenship and creativity.
-To enrich the syllabus by fostering international collaboration via intercultural online discussions on Padlet and Skype. |
|
| Language configuration | Bilingual – two languages are used: English and Spanish | |
| Target group | Third-year English language students at UV (Universitat de València), Spain, and first-year Spanish Language students at UCL (University College London), United Kingdom.
Sample size: Approximately: 170 students Degrees: Double Degree in Tourism and Business Management (UV), and UG courses that include SPAN001 Spanish Language (I) (UCL). |
|
| Linguistic level | B1-B2 of the CEFR | |
| Duration | 9 weeks | |
| Communication mode | Communication mode: Synchronous and asynchronous in a blended learning environment | |
| Main communication and task completion tools | Communication and task completion tools: Padlet, Email, Skype, Kahoot!, Google forms, video-editing software (Movie Maker, iMovie, etc.), presenting software (Prezi, PPT, etc.) | |
| Stages of the Telecollaborative Project | Stage 1: Introduction
Stage 2: Getting started
Stage 3: Building the online community
Stage 4: Knowledge Construction: Creating an innovative product within the Tourism industry
Stage 5: Development: Reflections and evaluation |
|
| Tools & Resources | Communication and task completion tools: Padlet, Email, Skype, Kahoot!, Google forms, video-editing software (Movie Maker, iMovie, etc.), presenting software (Prezi, PPT, etc.) | |
| Assessment | Self, peer and teacher assessment.
These outputs were assessed individually: – Written and digital group introductions (Stage 3: Building the online community) – Quiz for foreign students about our country (Stage 3: Building the online community) – Individual follow-up written reflections (output of the synchronous oral exchanges from Stage 3) Assessment of telecollaborative artefacts: These artefacts were assessed as a group: – Promotional videos about a new product/service/app (Output of Stage 4: Knowledge Construction: Cross-cultural problem-solving – Creating an innovative product within the tourism industry) – Oral Presentations (Output of Stage 4: Knowledge Construction: Cross-cultural problem-solving – Creating an innovative product within the tourism industry) |
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| Students’ working hours | ||
| Stage 1: Introduction (30’ in class) | ||
| [Name of activity] | [In class/Homework] | [Working hours] |
| 1.1. Pre-questionnaire | In class | 20’ |
| 1.2. Group formation | In class | 10’ |
| Stage 2: Getting started (40’ in class) | ||
| [Name of activity] | [In class/Homework] | [Working hours] |
| 2.1. Writing an introduction and ice-breaking discussion | In class | 20’ |
| 2.2. Creating a group Gmail account | In class | 10’ |
| 2.3. Creating a group account on Padlet | In class | 10’ |
| Stage 3: Building the online community (80’ in class, 110’ HW) | ||
| [Name of activity] | [In class/Homework] | [Working hours] |
| 3.1. Pasting the introduction and ice-breaking questions into the corresponding column and post on Padlet | In class | 5’ |
| 3.2. Responding to ice-breaking questions by your telecollaboration partners | In class | 20’ |
| 3.3. Producing an introductory video in group | HW | 35’ |
| 3.4. Uploading the video onto Padlet | HW | 5’ |
| 3.5. Commenting on the video by your telecollaboration partners | In class | 20’ |
| 3.6. Preparing an online quiz (using Kahoot! or Google Forms) for foreign students | In class | 30’ |
| 3.7. Sharing the quizzes with your telecollaboration partners via Padlet | In class | 5’ |
| 3.8. Completing your partners’ quizzes. | HW | 20’ |
| 3.9. First synchronous exchange: Skype conversation | HW | 20’ |
| 3.10. Written reflection about the first synchronous exchange | HW | 30’ |
| Stage 4: Knowledge Construction: Creating an innovative product within the Tourism industry (205’ in class, 310 HW) | ||
| [Name of activity] | [In class/Homework] | [Working hours] |
| 4.1. Brainstorming and choosing a business idea | In class | 20’ |
| 4.2. Thinking about your promotional video and watching/looking for examples. | In class | 20’ |
| 4.3. Thinking about the topic, structure, software and resources needed | In class | 20’ |
| 4.4. Uploading business- and/or tourism-related resources, suggestions, tips, etc. to Padlet | In class | 15’ |
| 4.5. Writing the script of your video | HW | 60’ |
| 4.6. Asking your telecollaboration partners for their opinion on your business idea (via email or Skype) and sharing the script with them in order to get their feedback and suggestions. | HW | 30’ |
| 4.7. Modifying the first draft of the script based on your telecollaboration partners’ comments and submitting the final version through Moodle for teacher assessment. | HW | 30’ |
| 4.8. Modifying the final version of the script based on your teacher’s comments | HW | 10’ |
| 4.9. Putting the audiovisual resources together and finalizing and sharing your video | HW | 180’ |
| 4.10. Preparing an oral presentation (pitch) to present your business idea in class (in a fictitious Tourism International Fair) before showing your videos | In class | 50’ |
| 4.11. Delivering presentations and showing your video in class | In class | 60’ |
| 4.12. Voting for the best videos and pitches presented by your home university partners | In class | 10’ |
| 4.13. Announcing the winners | In class | 10’ |
| Stage 5: Development: Reflections and evaluation:
(50’ HW) |
||
| 5.1. Sharing the video with your international partners via Padlet | HW | 5’ |
| 5.2. Providing feedback on your telecollaboration partners’ video. | HW | 25’ |
| 5.3. Focus-group interviews about the project | HW | 20’ |