• 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.

This course can deal with topics that also appear in other courses of the program given their relevance within the degree and the need to work on them from different perspectives.

• 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 UOC learning resources used in the subject

• Additional information on 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

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model