VIRTUAL DUAL IMMERSION PROGRAM AUSJAL and AJCU Leveraging

VIRTUAL DUAL IMMERSION PROGRAM AUSJAL and AJCU “Leveraging Connections”

VIRTUAL DUAL IMMERSION PROGRAM WHO ARE WE? • We are a Hub • Telecollaboration project based on language and cultural exchange and intercultural exploration across contexts. • 22 Universities in USA and Latin America • More than 14, 000 participants since 2006 • More than 175 collaborating faculty

NETWORKING COMMUNITY “When separate, local efforts connect with each other as networks, then strengthen as communities of practice, suddenly and surprisingly a new system emerges at a greater level of scale. This system of influence possesses qualities and capacities that were unknown in the individuals. ” Wheatley 2008

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HOW WE LEVERAGED OUR CONNECTIONS • AUSJAL & AJCU • Educational Consortium • Virtual Dual Immersion AUSJAL & AJCU Global Jesuit University Network AJCU Global Jesuit Network

2008 2009 2010 pro Prog infr toco ram ast l an ruc d Col ture wit labo ha ddi ration net tiona wo l rks 2006 Ou tre AU ach SJA L orp AU oratio SJA n t LA o JCU Inc Pro Exp gram ans ion Pro Fou gram nda tion PROGRAM EVOLUTION 2011 2012 2013

STUDENT PARTICIPANT NUMBERS Student Totals 826 38 YEAR 2006 128 302 2008 2009 2, 520 2011 9, 631 2012 14, 448 2013

RESISTANCE AND EVOLUTION How have we coped with resistance? What has allowed us to continue to evolve?

Resistance Focus on individual rather than collective. Resolution and New Opportunity Community dialogue about overall mission and “other” awareness Tool implemented Pre session form outlining expectations, curriculum and needs for all in the community Not mine, don’t support. Greater community continues to Branding, larger community generate support and greater articles, letters of community success recommendation, video Limitations drawn by individual universities or departments in regards to investment, understanding, vision and support. Create new opportunities for interaction so pioneers can continue participation Desktop to Desktop (In Class) ØLab to Class ØAutonomous ØCultural Events Communication: Challenging for coordinators to carry out conversations about expectations and management without the coordination team leading the action. Communication became community driven with follow up and support by coordination team. Protocol generated by members of the community. Routine follow up and support Peer mentoring to new faculty. Funding: Lack of economic support Adapt model to serve the Work with the most essential needs, bare minimum. and make action most effective. Relay on community for support in budget cuts, training, experience.

PROJECT COORDINATION TEAM Ø Conductors of connection and movement Ø Receive requests Ø Establish contacts based on expectations and preferred models Ø Needs and contextual analysis of request Ø Connect coordinators based on potential opportunity for best experience Ø Confirm session and connection Ø Follow through on success and challenges Ø Negotiate path to success Ø Mentor one another to continue to evolve and get better

MAKING PRIORITY BE COMMUNITY “As networks grow and transform into active, working communities of practice, we discover how life truly changes, which is through emergence. ” Wheatley 2008

A COMMUNITY EVOLVING BY COLLABORATING WITH OTHER NETWORKS Ø Professional Development Ø Guest Speakers Ø Thematic Webinars with Experts from our Universities Ø Virtual Interviews Ø Virtual Conferences Ø Research Projects in addition to individual faculty research. Ø University of Iowa and Virtual Dual Immersion Project. 1. ) Sociolinguistics and Telecollaboration 2. ) Resistance in coordination and faculty

OUR VISION EVOLVE AS A COMMUNITY IN FOUR AREAS: ØMore members and universities ØInnovate new models and methods ØBetter infrastructure, improve processes ØDeeper integration to global hubs and networks

BIBLIOGRAPHY MONTES, Jairo A. y Solanlly Ochoa A. (2006) Apropiación de las tecnologías de la información y comunicación en cursos universitarios. En: Revista Acta Colombiana de Psicología V. 0 N. 2. Bogotá O’DOWD, Robert. (2007) Online Intercultural Exchange. An introduction for Foreign Language Teaching. Ed. Michael Byram, University of Durham, UK, Alison Phipps, University of Glasgow, UK. O’DOWD, Robert. (2011) Intercultural Communicative competence through telecollaboration. En: Jane Jackson (Ed. ) The Routledge Handbook of Language and Intercultural Communication. Routledge. SCOLARI, Carlos. (2009) Hipermediaciones. Gedisa Barcelona WENGER, Etienne (2006) Communities of Practice. http: //www. ewenger. com/theory/ WHEATLEY, Magaret; FRIEZE, Deborah (2008) Using Emergence to Take Social Innovation to Scale. Publication of The Berkana Institute Margaret www. berkana. org.

CONTACTS Ø Colleen Coffey Ø ccoffey 30@yahoo. com Ø Carolina Marturet Ø cmarturet@gmail. com Ø Oscar Mora Ø oscmoras@javerianacali. edu. co