VIRTUAL DUAL IMMERSION PROGRAM AUSJAL and AJCU. VIRTUAL DUAL IMMERSION PROGRAM WHO ARE WE? We are a...
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VIRTUAL DUAL IMMERSION PROGRAM VIRTUAL DUAL IMMERSION PROGRAM AUSJAL and AJCU AUSJAL and AJCU
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VIRTUAL DUAL IMMERSION VIRTUAL DUAL IMMERSION PROGRAMPROGRAMAUSJAL and AJCU AUSJAL and AJCU
VIRTUAL DUAL IMMERSION PROGRAMVIRTUAL DUAL IMMERSION PROGRAMWHO ARE WE?WHO ARE WE?
• We are a Hub
• Telecollaboration project based on language and cultural exchange and intercultural exploration across contexts.
• 22 Universities in USA and Latin America
• More than 14,000 participants since 2006
• More than 175 collaborating faculty
NETWORKING COMMUNITY NETWORKING COMMUNITY
“When separate, local efforts connect with each other as
networks, then strengthen as communities of practice,
suddenly and surprisingly a new system emerges at a greater level of scale. This
system of influence possesses qualities and
capacities that were unknown in the individuals. ”
Wheatley 2008
AJCU MAP
HOW WE LEVERAGED OUR HOW WE LEVERAGED OUR CONNECTIONSCONNECTIONS
AJCU
AUSJAL & AJCU
PROGRAM EVOLUTIONPROGRAM EVOLUTION
2006 2010 2011 20122008 2009 2013
STUDENT PARTICIPANT NUMBERSSTUDENT PARTICIPANT NUMBERS
2006 2011 2011 20122008 2009
38 128 302
826
2,520 9,631
2013
14,448
Student Totals
YEAR
RESISTANCE AND EVOLUTIONRESISTANCE AND EVOLUTION
How have we coped with resistance?How have we coped with resistance?
What has allowed us to continue to What has allowed us to continue to evolve?evolve?
ResistanceResistance Resolution and New Resolution and New OpportunityOpportunity
Tool implementedTool implemented
Focus on individual rather than collective.
Community dialogue about overall mission and “other” awareness
Pre session form outlining expectations, curriculum and needs for all in the community
Not mine, don’t support. Greater community continues to generate support and greater community success
Branding, larger community articles, letters of recommendation, video
Limitations drawn by individual universities or departments in regards to investment, understanding, vision and support.
Create new opportunities for interaction so pioneers can continue participation
Desktop to Desktop (In Class)Lab to ClassAutonomous Cultural Events
Communication: Challenging for coordinators to carry out conversations about expectations and management without the coordination team leading the action.
Communication became community driven with follow up and support by coordination team.
Protocol generated by members of the community. Routine follow up and support Peer mentoring to new faculty.
Funding: Lack of economic support
Adapt model to serve the essential needs, bare minimum. Relay on community for support in budget cuts, training, experience.
Work with the most essential and make action most effective.
PROJECT COORDINATION TEAMPROJECT COORDINATION TEAM Conductors of connection and movement
Receive requests Establish contacts based on expectations and preferred
models Needs and contextual analysis of request Connect coordinators based on potential opportunity for
best experience Confirm session and connection Follow through on success and challenges Negotiate path to success Mentor one another to continue to evolve and get
better
MAKING PRIORITY BE COMMUNITYMAKING PRIORITY BE COMMUNITY
“As networks grow and transform into
active, working communities of
practice, we discover how life
truly changes, which is through
emergence.”Wheatley 2008
Professional Development
Guest Speakers Thematic Webinars
with Experts from our Universities
Virtual Interviews Virtual Conferences
A COMMUNITY EVOLVING BY A COMMUNITY EVOLVING BY COLLABORATING WITH OTHER COLLABORATING WITH OTHER
NETWORKSNETWORKS
Research Projects in addition to individual faculty research. University of Iowa and Virtual
Dual Immersion Project.1.) Sociolinguistics and Telecollaboration
2.) Resistance in coordination and faculty
OUR VISIONOUR VISION
EVOLVE AS A COMMUNITY IN FOUR EVOLVE AS A COMMUNITY IN FOUR AREAS:AREAS:More members and universitiesMore members and universitiesInnovate new models and methods Innovate new models and methods Better infrastructure, improve processes Better infrastructure, improve processes Deeper integration to global hubs and Deeper integration to global hubs and networksnetworks
BIBLIOGRAPHYBIBLIOGRAPHY
MONTES, Jairo A. y Solanlly Ochoa A. (2006) Apropiación de las tecnologías de la informacióny comunicación en cursos universitarios. En: Revista Acta Colombiana de Psicología V. 0 N. 2.Bogotá
O’DOWD, Robert. (2007) Online Intercultural Exchange. An introduction for Foreign LanguageTeaching. Ed. Michael Byram, University of Durham, UK, Alison Phipps, University of Glasgow,UK.
O’DOWD, Robert. (2011) Intercultural Communicative competence through telecollaboration.En: Jane Jackson (Ed.) The Routledge Handbook of Language and Intercultural Communication.Routledge.
SCOLARI, Carlos. (2009) Hipermediaciones. Gedisa Barcelona
WENGER, Etienne (2006) Communities of Practice. http://www.ewenger.com/theory/
WHEATLEY, Magaret; FRIEZE, Deborah (2008) Using Emergence to Take Social Innovation to Scale.Publication of The Berkana Institute Margaret www.berkana.org.
