• Description

This course provides an understanding of the dynamics and benefits of online collaboration for second language learning. This is key for the design of collaborative activities and the selection of ICT tools for the implementation of these activities. The types of collaboration that will be analyzed in the course will be collaboration amongst equals in a classroom, tele-collaboration or collaboration with speakers of the target language outside the classroom, and finally collaboration amongst teachers of  languages. Participants will learn how to design, implement and evaluate online collaborative activities for foreign language learning.

• The subject within the syllabus as a whole

This is an elective course in the Master's program in Technology-Mediated Language Teaching and Learning. Specifically, this is a course in the block of elective courses:  Tools and resources for language learning.

• Professional fields to which it applies

This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes teachers, instructional designers, editors, materials writers, and consultants for online language learning platforms.

• Prior knowledge

In order to register for this course, no previous courses from the Master's programme in Technology-Mediated Language Teaching and Learning are required.

• Information prior to enrolment

Students need to have a level of English (language of instruction) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.

• Learning objectives and results

This course will contribute to develop the following competencies:

Basic competences

• Being able to apply the acquired knowledge and skills and the capacity to solve problems in new environments that belong to a broader or multidisciplinary context, related to the area of study
• Having the learning skills to be able to continue studying, mostly in a self-directed and autonomous way

General competences

• Working in teams collaboratively in a virtual environment.
• Searching for, obtaining, processing, and conveying information (oral, textual, audio-visual, digital or multimedia) in order to transform it into knowledge through analysis and synthesis

Transversal competences

• Analyzing and interpreting academic texts that are specific to the area of study in order to be able to apply them to pedagogical or research projects, or conveying their content in interactive and position documents

Specific competences

• Identifying the learning needs of students, bearing in mind the diversity of technological profiles and the learning context, and adapting the use of educational technology to these factors
• Mastering the various tools to learn a second language at a proficient user level and being able to adjust to the changing nature of educational technology
• Analyzing, interpreting, and conveying the results and implications of the pedagogical actions or research projects carried out
• Designing digital educational and training materials in multiple media and formats

• Content

- What is online collaboration?

- Online collaboration for language learning

- Collaborative activity design

- Collaboration amongst teachers

- Telecollaboration projects

• View the learning resources used in the subject

• Support tools and learning resources

The materials for this course ,which are available in the virtual classroom, include the following:

• Self-learning materials in web format: various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition, they include activities so that students can check their level of understanding and mastery of the materials.
• Infographics & Videos
• A bibliography in order to examine the topics of the course more in depth.
• A gallery of ICT tools for online collaboration

• Guidelines on assessment at the UOC

The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.

• View the assessment model