This task is part of a larger task sequence aimed at exploring cross-disciplinary subjects of social sciences, language and intercultural awareness.
In this activity, students are expected to not only demonstrate that they have assimilated new knowledge, they are asked ‘ to do something with it’ . Working in virtual teams, the students are responsible for creating a plan of action that addresses a social and/or cultural issue.
Institution reporting the task:
Universitat Autònoma de Barcelona
Language of task instructions:
None
Target Group:
Social sciences
Level:
B2
References and acknowledgements:
None
Type:
Collaborative tasks
Estimated Duration:
4 sessions
Topic:
Social Science, Political Science
Tags:
| intercultural |
|---|
| cross-disciplinary |
Acknowledgements:
Project based on original idea by Melinda Dooly (Universitat Autònoma de Barcelona, ES), Robert Foster (Edge Hill University, UK) and Dorota Misiejuk (Uniwersytet w Bialymstoku, PL)
Title: Developing a world view of citizenship education in higher education programmes
Language Configurations:
Lingua Franca
Language(s) that the task can be used in:
Dominant language production:
Speaking/listening synchronous
Target Competences:
| Language competence |
|---|
| Intercultural skills |
| Online communication skills |
| Content knowledge |
Specific pedagogical objectives:
Development of students interest in cultural similarities and differences
Suggested Communication Tools:
Real time conferencing
Suggested Resources:
None
Instructions:
In this activity, students are expected to not only demonstrate that they have assimilated new knowledge, they are asked ‘ to do something with it’ . The students are responsible for creating a plan of action that addresses one or more social and/or cultural issue.
The virtual teams are required to work together to create specific output aimed to bring about social change. This will require online meetings and good group management skills (these competences should be previously discussed, revised and roles negotiated before beginning the exchange).
Each group can choose between suggested output or propose a different one – but it must be accepted by the collaborating teachers. Suggestions for output:
-The group writes a letter to the government at different levels (local, national and intranational) outlining ways in which citizenship testing is based on arbitrary and trivial knowledge and suggest alternative criteria. (The groups already have the documentation from their information compilation for the glogsters).
-The group develops a campaign platform against negative representations of minority groups (the groups have ‘ put themselves in the place of the other through their role play). The campaign platform is, ideally, online.
Learner Texts:
Document related to the task:
Criteria for Completion:
This is the final output for the task sequence. Each student can be evaluated formatively (use of peer evaluation and self-evaluation during the whole process) and a final mark for each groups' output can be given (same mark for the whole group). Individually, students can be asked to write a report or give a presentation of what they have learnt from the project and from the experience of online collaborative exchange.
Comments and suggestions:
None
