Fostering Intercultural Communication in Project-Based Telecollaborative Exchanges

1. Fostering Intercultural Communication in Project-Based Telecollaborative Exchanges Dawn Bikowski Ohio University TESOL 2011, New Orleans

2. Project-Based Telecollaborative Exchanges • Project-Based learning • Real project, real client, student-directed, active • Goals • Skills—e.g., research, language, communication • Content • Telecollaborative Exchanges • Usually language learners • Learning cultural, social, pragmatic aspects as well as language forms • Uses technology for communication

3. Global Leadership Center, Ohio University • 2-year undergraduate program for all majors • One blended telecollaborative project per year • All international projects, mostly with international universities (grad or undergrad) • Business and development projects • International partners majoring in Business, English, or Communications • Communication in English • OU students: intercultural communication/competence, research; International students: English, intercultural communication, research

4. GLC Telecollaborative Projects • Thailand • Mexico • Poland • Liberia • Germany • Vietnam • Ghana • France

5. Technology Options in Telecollaborative Projects • What works in least-developed context • Try for some video or voice • Skype, Google voice, iVisit, list of possibilities • Use text based • Many language learners prefer asynchronous text • Record for future reference & instructor follow-up • Share-ability • Google docs, PBWorks, Typewith.me, Moodle

6. Setting up Telecollaborative Projects • Partner selection • Academic calendars • Communication—open and frequent • Project as required, not add on or optional • Ideal: blended courses where both groups visit • Plan well • Work for prevention of problems • Have backup plans

7. Projects • Involve real clients with real needs who will talk with groups and give them information • Can be large corporations or small businesses • Make sure students can do research on topics • Have students present findings to clients • Have definite things groups need to do and timelines (students, teachers, or both create) • Create projects that require genuine communication and negotiation • Consider assessments carefully—your goals?

8. Building “The Space” • Make sure all students feel comfortable and welcome—sense of community • All students start project at same time • All students have equal representation, ownership, and a role (e.g., if less proficient in language) • All students can navigate technology and site is not biased toward a certain culture • All students have a “space” for non-project communication (pictures, music, links, etc.)

11. Finding the Right Students • Choose carefully • Committed, time and effort, interest in cultures, willing to learn, work independently, language, age • Variety: Students contribute different things • Organization, communication, attitude, idea generator, writing, presenting, community builder, etc. • Empower them • Let them make choices when possible • Ask for feedback and be willing to listen • Allow for flexibility • Have high expectations • Don’t micromanage but do support/facilitate/coach

12. Training Students • How to recognize, avoid, and fix possible miscommunication • How to ask questions effectively • How many per communication, when to re-ask, how to ask a clear & answerable question • How to show interest and consideration about other culture • Specific pieces of language to use, use partner’s language, asking questions, thanking for info.

13. Training Students II • Look for similarities in cultures, don’t obsess on differences (beware in training) • Music, dancing, movies, going out, shopping, etc. • Politeness and rudeness in other culture • Specific pieces of language—consider having teammates ask each other • Sign names? Greetings? What to call each other? • Train students on own communication style • Encourage students to build relationships

14. During the Project I • Start with ice breaking activities • Sharing pictures, stories, links • Have teams create own ground rules & expectations (maybe consequences) • Communication timeframe expectations • Respect for teammates and cultures • Policies for late or incomplete work • Handling potential miscommunication

15. During the Project II • Monitor team and faculty communication—Possible indicators • Sharing non-project information • Descriptions of place/family/travels • Expressions of interest about culture/teammates • Joking, humor, emoticons • Collaborative language (praise, appreciation encouragement, offers, anticipation) • Use of names • Prompt replies and questions answered

16. During the Project III • Build in momentum-building events, esp. in mid- or late-project when get frustrated • Video or phone conferences • Special parties: holidays or project milestones • Remember: Not only culture contributes to success of project • Personality types, projects, technology, course design, instructors, student autonomy level

17. Try to have fun with it, let the students have fun, relax, and allow learning to occurand relationships to develop

18. Dawn Bikowski Ohio University bikowski@ohio.edu http://www.ohio.edu/linguistics/people/Bikowski.html

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