framework for badging oie tasks
TRANSCRIPT
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.