virtual dual immersion program ausjal and ajcu. virtual dual immersion program who are we? we are a...

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.

ContactsContacts Colleen Coffey

ccoffey30@yahoo.com

Carolina Marturetcmarturet@gmail.com

Oscar Moraoscmoras@javerianacali.edu.co