framework for badging oie tasks

Task (O’Dowd & Ware,

2009) and online

example (from

unicollaboration.eu)

Description Badge type

(Cross & Galley,

2012)

Badge role Pitfalls addressed (O’Dowd

& Ware, 2009)

Information Exchange tasks

Authoring “Cultural

Autobiographies” (e.g.

Wilden, 2007)

Getting to know you

Students present themselves

and their home cultures to

their exchange partners

creating “cultural

autobiographies” which can

take the form of various

visual and textual formats

Type 1 badge for

task completion

As a motivator (1)

To promote engagement (2)

A signifier of learning

objectives (5)

Increasing awareness of online

identity management in order

to avoid stereotypes and be

more aware of the audience.

Type 3 badge for

selected individuals

for work done

beyond immediate

task requirement

As a valuer (8)

Carrying out virtual

interviews

Your casual work and

professional projects

Students take turns to

interview each other on a

certain cultural topic and

produce a class

presentation/written report

based on the interview

process and its outcome

Type 1 badge for

carrying out the

interview

As a motivator (1)

To promote engagement (2)

A signifier of learning

objectives (5)

Building resilience to

overcome affective factors and

encourage negotiation of

meaning, supporting increased

level of challenge in discussion

and shared resolution of

technical obstacles

An additional Type

1 badge

acknowledging

production and

delivery of

presentation

As a symbol of identity (9)

As a means of association (10)

Engaging in informal

discussions

V-PAL

Students are provided with

general questions (e.g.

“How do new technologies

impact on your life?”), or

with a cultural product (e.g.

a newspaper article or a

film) and are asked to

discuss these with their

partners

Type 2 badge*

As a motivator (1)

To promote engagement (2)

A signifier of learning

objectives (5)

Building resilience to

overcome affective factors and

encourage negotiation of

meaning, supporting increased

level of challenge in discussion

and shared resolution of

technical obstacles

An additional Type

1 badge, if learners

have to identify the

cultural product first

and have to provide

a rationale for their

choice

As a motivator (1)

To promote engagement (2)

Exchanging story

collections/artefacts

Exchanging artefacts

Each class takes turns to

collect legends, folk tales or

accounts of local historical

events from their partner

class. A class magazine or

website can then be

published with the resulting

collection

Type 1 badge for a

certain number of

legends, etc.

collected

As a motivator (1)

To promote engagement (2)

A signifier of learning

objectives (5)

Challenge includes digital

competences such as

appropriate video or image

sharing, awareness of

audience. Greater depth of

analysis and reflection about

shared artefacts can lead to

commentaries or autonomous

activity for more advanced

badges

.

Type 2 badge

acknowledging

sustained effort

during production of

magazine or

website*

As a valuer (8)

Type 3 badge for

selected individuals

for work done

beyond immediate

task requirement*

As a symbol of identity (9)

As a means of association (10)

Comparison and analysis tasks

Comparing parallel texts

Working with parallel

texts

Both classes compare and

analyse pieces of literature,

film, etc. based on a

common theme

Type 2 badge for

individual learners

for contribution to

comparison and

analysis*

As a motivator (1)

To promote engagement (2)

Criteria for badge award

address need to go beyond the

superficial

Type 3 badge for

selected individuals

for work done

beyond immediate

task requirement

As a meaning maker (4)

As a valuer (8)

Comparing class

questionnaires

Cultura task

Both classes complete pre-

designed questionnaires

(e.g. related to word

associations, reactions to

situations) and then

compare the answers of the

two groups. Findings by

both groups are then

discussed online.

Type 1 badge for

completion of

questionnaire

As a motivator (1)

To promote engagement (2)

Criteria for badge award

address need to go beyond the

superficial

Type 2 badge for

participation in

comparison*

As a motivator (1)

To promote engagement (2)

An additional Type

2 badge for

individual learners

for participation in

discussion*

As a valuer (8)

Analysing cultural

products/artefacts

What’s in a fairy-tale?

Cultural products (e.g.

films, pieces of literature,

items in tourist shops) are

analysed and discussed by

both groups.

Type 1 badge for

identification of

relevant product

(including a

rationale for their

choice

As a motivator (1)

To promote engagement (2)

Criteria for badge award

address need to go beyond the

superficial, e.g. creation and

submission of reflective e-

portfolio or co-created artefact.

Type 2 badge for

degree of

engagement with

analysis and

discussion*

As a motivator (1)

To promote engagement (2)

As a valuer (8)

Type 3 badge for

selected individuals

for work done

beyond immediate

task requirement

As a meaning maker (4)

Translating

Studying French with

shared web documents

Students translate texts

from their L1 to an L2.

Without seeing the original,

L2 partners help to refine

and correct the translation.

Type 1 badge for

individual learner

from Group1 for

submission of

translation

As a motivator (1)

To promote engagement (2)

A signifier of learning

objectives (5)

Criteria for badge award

address need to go beyond the

superficial and show evidence

of sustained engagement and

negotiation of meaning perhaps

through a recorded discussion

or tracking of the text

development. Type 1 badge for

individual learners

from Group 2 for

refining/correction

of translation

As a motivator (1)

To promote engagement (2)

As signifier of learning

objectives (5)

Two Type 2 badges

(peer awarded by

partner from Group

2 for effort made by

partner from Group

1 with initial

translation and one

awarded by partner

from Group 1 for

effort made by

partner from Group

2 with correction

and feedback)*

As a valuer (8)

Collaborative tasks

Collaborating on product

creation

Chain stories

Students in both classes

work together to produce a

document (e.g. essay) or

multimedia product (e.g.

website or PowerPoint

presentation)

Type 1 badge for

evidence of

contribution to

product/artefact

As a motivator (1)

To promote engagement (2)

As a signifier of learning

objectives (5)

Address tutor unfamiliarity

with multi-modal

communication through careful

selection of tools and suitable

learning design of

collaborations.

Type 2 badge for

sustained interaction

leading to improved

product*

As a signifier of learning

objectives (5)

Transforming text genres

Hacemos un boletìn juntos

Students help partners to

rewrite texts in a different

genre in the target language

Type 1 badge for

submitting an

agreed plan

As a motivator (1)

To promote engagement (2)

Digital environment allows use

of rich media, easier access to

varied genres for analysis (e.g.

film clip of poem cf. textual

presentation, news items cf.

social media stream) Type 2 badge for

sustained effort*

As a meaning maker (4)

As a signifier of learning

objectives (5)

Carrying out “closed

outcome” discussions

Jigsaw reading and

speaking

Students share and compare

information in order to

complete an information

gap activity (e.g. ‘spot the

difference’ activity based

on different versions of

pictures)

Type 1 badge As a motivator (1)

To promote engagement (2)

As a signifier of learning

objectives (5)

Offers opportunity for students

to mediate a heavily structured

task by finding their preferred

technology choices, increasing

autonomy and resilience

Making cultural

translations and

adaptations

Make a mash-up

Students collaborate to

make a culturally

appropriate

translation/adaptation of a

product (e.g. film scene/TV

advertisement)

Type 2 badge for

sustained effort

Type 3 badge for

autonomously

instigated product

creation showing

cultural awareness.

As a motivator (1)

To promote engagement (2)

As a signifier of learning

objectives (5)

As a symbol of identity (9)

Supports the process of

assuming an effective

intercultural identity, requires

in depth development of

cultural awareness.

*The details of expectations for this task should be pre-determined and communicated.