Recent Developments in Collaborative Online International Learning, and How They Can Benefit Language Learning Classes

Dan Nolan, Assistant Professor of German Studies, Department of World Languages and Cultures, University of Minnesota Duluth

3:30 pm central time, Monday, February 22

Register HERE


Language instructors have long used telecollaboration to augment exposure to authentic content and provide live opportunities for engaging with native speakers.  Increasingly over the past fifteen years, new forms of telecollaboration, such as COIL (Collaborative Online International Learning), have attracted learners who were not just, not primarily or even not at all interested in acquiring a second language. That rapid expansion brought with it many innovations and valuable pedagogical reflections. This presentation reviews those recent developments and provides guidance on how new approaches to online international learning can help combat zoom fatigue in language classrooms and strengthen expertise in online language learning during the pandemic.

About the discussant:

Dan teaches in the German Studies program at the University of Minnesota Duluth. His work in literary criticism has concentrated on gestures of truthfulness in German and Russian literature of the 18th and 19th centuries. He helped found the Mobile Language Learning Group and is working to facilitate Collaborative Online International Learning development for the University of Minnesota system.

Delivery format: Zoom meeting

Contact: Jana Martin, Associate Director, Language Institute. Email Jana for access to a recording of the session.

If you need accommodations to participate in this event, contact Adolfo Carrillo Cabello at least three business days prior to the event.

Sponsors: University of Iowa, College of Liberal Arts and Sciences Language Media Center; University of Michigan, College of Literature, Science, and the Arts (LSA) Language Resource Center; University of Minnesota, College of Liberal Arts (CLA) Language Center; Michigan State University, Center for Language Teaching Advancement; University of Wisconsin-Madison, Language Institute