Abstract
When organising TeleCollaboration (TC) encounters at primary or
secondary schools, especially technological and organisational complexity,
alongside pedagogical issues, plays an essential role in the degree of success of
the exchanges. Within the European TeCoLa project, pilot experiences have been
organised using innovative but ‘simple’ technologies, like Padlet or Voki to more
demanding and complex ones like 3D virtual worlds in OpenSim. The present paper
presents the experiences of three pilot exchanges differing in complexity and reports on learners’ experiences.
secondary schools, especially technological and organisational complexity,
alongside pedagogical issues, plays an essential role in the degree of success of
the exchanges. Within the European TeCoLa project, pilot experiences have been
organised using innovative but ‘simple’ technologies, like Padlet or Voki to more
demanding and complex ones like 3D virtual worlds in OpenSim. The present paper
presents the experiences of three pilot exchanges differing in complexity and reports on learners’ experiences.
| Original language | English |
|---|---|
| Title of host publication | CALL and complexity |
| Subtitle of host publication | Short papers from EUROCALL 2019 |
| Editors | F. Meunier, J. Van der Vijver, L. Bradley, S. Thouësny |
| Publisher | Research Publishing Net |
| Pages | 206-211 |
| Number of pages | 7 |
| DOIs | |
| Publication status | Published - 2019 |
Keywords
- telecollaboration
- learners’ experiences
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