The FIT Model

This course is based on a pedagogical model that we have called FIT: (Flipped & In-class instruction & Telecollaboration). It stems from approximately 15 years of experience in telecollaboration between the two teacher partners.

Sadler, R. & Dooly, M. (2016). Twelve years of telecollaboration: What we've learnt. ELT-J, 70(4), 401-413.

Flipped Classes

You will be taking part in what is called 'flipped classes'. This means that the 'theoretical talks' that you would normally expect to hear in the class are delivered in various formats (videos, online PPTs, digital pin-up boards, reading, etc.) that you are expected to engage with BEFORE coming to class. For more theoretical aspects of flipped classrooms, click here. Sometimes the materials or activities are directly related to f2f in-class topics, sometimes they are preparatory to the online meetings or at times, they are necessary for both. We have tried to give as detailed instructions as possible to help you follow the activities (links directly in the day-to-day schedules). It is important that you read them carefully and completely.

In-Class Instruction

In-class you are expected to come prepared and be participative and contribute positively to the general learning environment. You will be evaluated on how prepared and willing you are to interact, as well as the quality of contribution you make. You are expected to take part in the group assignments (technology showcase, presentations) as both a motivator (when leading) as well as engaged audience.

Telecollaboration

Your participation in the UIUC/UAB telecollaboration is critical. Some of your collaboration will take place between members of your own class, but it will also include the work you will do with your partners from the other university, some of it synchronous, and some asynchronous. As some of the studies you will read in this course show, the success or failure of collaboration (whether face-to-face or online) strongly depends on how willing the participants are to put in sincere effort.

Here are some general instructions, however, each meeting has specific instructions for set activities and expected outcomes.

At the beginning of the semester, we'll collect schedules of optimal times for meetings of each person in the class (via a Doodle calendar) and then form working groups that become your partners for the rest of the term. New arrangements can be negotiated by the group members (temporary or permanent changes) but you are expected to meet on a weekly basis.
Each group is expected to negotiate their own terms of agreement (there are specific instructions in week 2).
Each group should decide on a discussion leader and scribe. See more detailed instructions here.
The group can decide on the technology they want to use but should 'experiment' with at least one new tool per month in October and November (3 tools minimum should be used by each group).
All members of the group are expected to complete peer evaluations after each meeting.

Assessment of collaborative participation is based on your engagement with your partners for the online assignments. This will be determined by teacher, peer and self-evaluation.