Planning

Use this A-Z checklist to make sure that you plan for every aspect of a COIL project

The UCOILD project has developed a pedagogical model named the I-TPACK-I-model to support COIL didactics. The model is inspired by the pedagogical TPACK-model[1] focusing on technology integration into teaching. In addition to the original model, the I-TPACK-I model includes intercultural knowledge as a key aspect in COIL projects. It also acknowledges how the international learning context affects the learning environment fundamentally. In that aspect The I-TPACK-I-model is considered a foundational didactial and pedagogical model when designing future and evaluating existing COIL projects.

The I-TPACK-I-model explained:

I-The first I in the I-TPACK-I-model is foundational. It refers to the international learning context established within a COIL project when 2 (or more) institutions from different countries co-create a COIL project. Working intentionally in an international learning context potentializes the possibility of introducing multiple perspectives which creates an enormous learning potential not only for students, but also for lecturers. The multiple perspectives transform the approach to content, questions, problems, themes and interpersonal relations on a global level. It also complicates both the design and the evaluation of the learning processes though, as the multiple perspectives must be taken into consideration.

T-The T stands for “Technological knowledge” and describes the knowledge about the technology being used to teach – among international partners

P-The P stands for “Pedagogical knowledge” and describes the knowledge about teaching and teaching techniques to help students learn – among international partners

A-the A simply stands for “and”

C-The C stands for “Content knowledge” and describes the knowledge about the topic being taught and associated knowledge – among international partners

K–the K simply stands for Knowledge

I-The last I, stands for “Intercultural knowledge” and describes the knowledge about interpersonal interactions taking place – among international partners

[1] http://tpack.org/

The UCOILD project has experimented with using Microsoft Teams for all communication during a COIL project. We found it helpful with a shared digital platform and hopefully our experiences can inspire you:

Overview: A shared platform provides a single digital space for all course content. This reduces risk of loosing track of activities, communication and documents.

Safety: A shared platform creates a digital learning space that can only be accessed by students and staff invited into the platform. One institution host the platform and invites people by e-mail, but no one else can enter.

Support different ways of interacting: A shared platform supports various forms of digital interaction in one place, e.g. online meetings together/in groups, chatting and joint document work. Even working completely on their own our students stayed on the shared platform which indicates its usefulness.

A general room for COIL course information: The shared platform chosen gave us the possibility of creating a general room as a main channel of communication. Here we could give online lectures, video-lectures and place general course information. See an example below of folders in a General room below:

Group rooms: As shown above, the chosen platform also gave us the possibility of creating as many group rooms as needed. This made it ideal for student interaction, as students could meet online, place all their group material and co-created productions here. Teachers could also place documents for the students here.

Co-presence. With different communication channels (general, group 1, 2, 3, 4, 5) teachers and students can use the platform at the same time but in different groups – and they can go from their own group room to the general room. This provides different didactical possibilities when planning a COIL:

1. Teachers can be in the general room while students work in group rooms. Students can then enter the general room to get help.
2. Teachers can visit a group room spontaneously or as agreed
3. Students can visit each other in group rooms (tour-de-chambre logic)

Overview of other digital tools used. From a shared platform, you can easily include extra digital tools. For all digital tools though, you have to consider if they provide a safe working space for your students. In one COIL project using a shared platform, we included a tool called Jamboard for co-creation of an ideal playground as it allowed for creative use of images, writing and digital painting. Instructions and access to the jamboard was placed in the group channels, and end results produced through jamboard was uploaded to the shared platform.

Accessibility. Before deciding on a platform you have to learn from your IT-department if the use is allowed. Even if allowed, not all universities support the use of for instance Microsoft Teams. We found out though, that this is not a problem. The host can still invite staff and students into the platform. We did so by sending the link for how to install teams to all students. The installation instructions were easy to follow for most, and support were given to the few challenged (using a smart phone instead of a computer for installation was for for instance a problem)

Teacher preparation and technical support. If you have little or no experience with the platform or digital tools chosen, it can be quite time consuming to learn to manage. Make sure both partners in a COIL have the time and resources to get acquainted, and respect if not. Then you must choose another, and maybe a more simple tool for your project. It is strongly advised to test the tools and platform chosen together before the COIL project is realized. It is also clearly an advantage if one of the universities have digital experts to support the use of the platform or tools. Investigate if your university provides any digital support.

Student preparation. You cannot initiate a COIL project without introducing the chosen digital platform and tools to your students. Students learn quickly though and preferably learning by doing. Therefore, you do not need a whole digital platform/tools course before beginning, but a short introduction is mandatory as well as continuous support during the course when students get stock due to digital challenges.

DISCLAIMER: The UCOILD project does not intend to promote any specific company tools or platforms, but share experience to support didactical and pedagogical reflections only.

COIL is an international and intercultural activity. This should be acknowledged. Therefore it is adviced that you reflect on and clarify the relevance of international and intercultural dimensions in the programme where you are planning to include a COIL project