Fostering Intercultural Communication in

Project-Based Telecollaborative Exchanges

Dawn BikowskiOhio University

TESOL 2011, New Orleans

Project-Based Telecollaborative Exchanges

• Project-Based learning– Real project, real client, student-directed, active– Goals • Skills—e.g., research, language, communication• Content

• Telecollaborative Exchanges– Teach cultural, social, pragmatic aspects as well as

language forms– Use technology for communication

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

GLC Telecollaborative Projects

• Thailand• Mexico• Poland• Liberia• Germany• Vietnam• Ghana• France

Technology Options in Telecollaborative Projects

• What works in least-developed context• Try for some video or voice– Skype, iVisit, Google voice

• Use text based– Many language learners prefer asynchronous text– Record for future reference & instructor follow-up

• Share-ability– Google docs, PBWorks, Typewith.me, Moodle,

Canvas

Google Voice

Canvas LMS

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

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?

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.)

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

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.

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

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

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

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

Try to have fun with it, let the students have fun,

relax, and allow learning to occur

and relationships to develop

Dawn BikowskiOhio University

bikowski@ohio.edu

http://www.ohio.edu/linguistics/people/Bikowski.html

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