Capturing potential learning sequences in intercultural interactions through telecollaboration

Telecollaboration allows for students to develop foreign/second language competences linguistically, culturally, and interculturally. The use of platforms, such as WhatsApp and Zoom, is now more frequently exploited in foreign language education to ensure that a wider cross section of students, including Jamaicans, can develop global competences. This paper reports on Phase 4 of ClerKing, a six-week Franco-Jamaican telecollaborative project, which occurred between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and students of various disciplines taking French courses in the Department of Modern Languages and Literatures at the University of the West Indies (UWI), Mona, Jamaica. Telecollaboration consisted in 45 participants of mixed ages and genders discussing different intercultural topics in groups. Using the exploratory approach, we seek to identify moments of Potential Learning Sequences (PLS). Preliminary findings show that PLS could be made apparent through vocabulary and syntax development, culture-specific knowledge, and negotiation of meaning.

Moving in liminal space: A case study of intercultural historical learning in Swedish secondary school

The aim of this article is to explore the processes of learning when students are engaged in intercultural historical learning (IHL), specifically how spaces of learning were, or were not, opened by students’ struggle to construct meaning. Since IHL is complex, involving both intrinsic disciplinary and extrinsic curricular goals, it is vital to understand this process in detail. The research questions address which aspects seem to activate intercultural learning, and which ones hinder or complicate it. The methodological approach employed was an instrumental, multisite case study where three teaching–learning sequences from two secondary classrooms were investigated. Here, the concepts of ‘decentring’ and ‘perspective recognition’, as aspects of IHL, were seen as threshold concepts. The threshold concepts framework – and specifically the idea of ‘liminal space’, a ‘place of potential learning’, the in-between moments in the learning process where students find themselves before ‘getting it’ – was applied as an analytical tool to uncover and describe specific moments in the selected teaching–learning sequences. Several liminal spaces were unpacked, and it transpired that ‘troublesomeness’ is an integral, potentially productive component when students navigate liminal space as a place for intercultural learning. ‘Barriers’ that obstructed learning, as well as possible ‘entry points’ where a student steps into a productive liminal space, were identified, as well as some major enabling breakthrough moments – ‘junctures’ – for IHL.

Diminuarea dificultāṭilor de predare-învāțare în sistemul on-line

The COVID-19 pandemic that resulted in a shift towards on-line teaching and learning resulted in countless difficulties concerning the access to efficient education, especially in the case of children from families with a lesser-endowed socio-economic and cultural background, or children with learning problems, with ADHD or various disabilities (visual or healing impairment, intellectual disabilities, autism spectrum disorders, etc.). Moreover, even pupils who actually have technical access to the new teaching-learning system run the risk of losing their motivation for learning. The efficient activity of and the results obtained by many teachers whose approach has been successful have shown the efficiency of integrated curricula whose teaching tasks are structured in learning sequences and whose testing patterns are personalized. By putting into practice, the principle of cognitive motivation development through an interactive process of teaching and learning that relies on structured learning sequences and employs personalized assessment techniques, reaching formative pedagogical objectives becomes possible even in the on-line teaching-learning system.

Laboratory Activities in Primary School Teaching-Learning Sequences (TLS)

In this chapter some practical activities to do in primary school classes are shown, and these concern classic themes of arithmetic and geometry but also more recent topics in statistics and probability. Naturally, all of them are based on pedagogical-didactic aspects noted in the preceding chapters. In particular, MatCos 3.0 environment is used. A complete TLS, from which the new methodology based on the MatCos programming environment emerges, will be presented. Finally, the simulation software package, DAF, is presented to illustrate the concept and related operations of the fractions.

Aceleradores e detectores de partículas no ensino médio: uma sequência de ensino-aprendizagem

O presente artigo apresenta uma proposta de sequência de ensino e aprendizagem sobre Aceleradores e Detectores de Partículas (ADP), pautado na discussão sobre a inserção de tópicos de Física Moderna e Contemporânea (FMC) na educação básica. A proposta utilizou o referencial teórico-metodológico da Teaching Learning Sequences (TLS) fundamentada na Design Based Research (DBR), que visa a construção da sequência a partir de um processo cíclico que desenvolve, aplica e reconstrói sequências baseadas em tópicos específicos. Após construção, a sequência foi implementada em uma escola pública federal, em turmas da 3a série do Ensino Médio. As informações coletadas foram analisadas tendo em vista as fases da estrutura didática (protoprincípio de design) propostas no referencial de construção desse tipo de sequência, permitindo avaliá-la e redesenhá-la para uma nova implementação. Nesta análise foi possível encontrar lacunas de aprendizagem e a necessidade de sistematização do conhecimento, porém permitiu encontrar indícios de apropriação de conhecimentos científicos pelos estudantes, que é um indicativo de potencialidade da sequência.