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200 1 $aPractical forecasting for managers$fJohn C. Nash and Mary M. Nash
210   $aLondon$cArnold$d2001
215   $aXVI, 296 p.$d24 cm.
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200 00$aIn this together $eteachers' experiences with transnational, telecollaborative language learning projects /$fedited by Melinda Dooly, Robert O'Dowd
210  1$aBern :$cPeter Lang International Academic Publishers,$d2018.
215   $a1 online resource (232 pages)
225 1 $aTelecollaboration in education
311   $a3-0343-3501-6 
327   $aSeries Editors' Preface -- Acknowledgements -- Melinda Dooly and Robert O'Dowd Chapter 1. Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practice -- Anai?s Garci?a-Marti?nez and Maria Gracia-Te?llez Chapter 2. A telecollaborative science project: Searching for new ways to make language learning authentic -- Anna Morcilo Salas Chapter 3. Are we really that different? A telecollaborative project between refugee students from Myanmar and a primary school in Sabadell (Spain) -- Maria Mont and Dolors Masats Chapter 4. Tips and suggestions to implement telecollaborative projects with young learners -- Alexandra Bonet Pueyo Chapter 5. Making a difference: Reflecting on a telecollaborative project aimed at social change -- Granada Bejarano Sa?nchez and Gerard Gime?nez Manrique Chapter 6: What makes our schools unique? A telecollaborative experience from the perspective of two 'new-comers' -- Jennie Ingelsson and Anna Linder Chapter 7. Intercultural meetings in a Swedish - Kiwi e-mail exchange: Lessons Learnt -- Sara Bruun Chapter 8. Global goals: A virtual project with students from Sweden and Tanzania -- Randall William Sadler Chapter 9. Afterword: Looking back and looking forward: What is the future of telecollaboration? -- About the authors.
330   $aThis book provides a nexus between research and practice through teachers' narratives of their experiences with telecollaboration. The book begins with a chapter outlining the pedagogical and theoretical underpinnings of telecollaboration (also known as Virtual Exchange), followed by eight chapters that explain telecollaborative project design, materials and activities as well as frank discussions of obstacles met and resolved during the project implementation. The projects described in the volume serve as excellent examples for any teacher or education stakeholder interested in setting up their own telecollaborative exchange.
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606   $aLanguage and languages$xStudy and teaching
615  0$aEducational technology$xStudy and teaching.
615  0$aLanguage and languages$xStudy and teaching.
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702   $aO'Dowd$b Robert
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