FLEAT VI

Over the past few years, universities have explored how technology-mediated learning can supplement or even replace traditional teaching and learning paradigms. MOOCs and “flipped classrooms” are just two examples of online models enabled by advances in technology.

Columbia, Cornell and Yale have recently developed a collaborative framework that allows them to offer a variety of less commonly taught languages that are increasingly difficult for universities to support. The Shared Course Initiative (SCI) uses high-definition videoconferencing to recreate a synchronous, interactive and learner-centered environment, designed to address the specific needs of a highly interactive language classroom.

In this presentation, we will describe the model, provide an overview of its affordances, and present a summary of its technical, pedagogical, and administrative benefits and challenges. We will also discuss how such a model can support the creation of communal spaces where students can form communities of practice dedicated to the fruitful exploration of knowledge and engage in critical dialogues with both teachers and peers. This model has the potential for significant curricular and institutional transformation beyond language instruction. Institutions can engage in the creation of collaborative curricula as well as leverage its innovative approach to sharing academic resources across institutional boundaries in order to allow students and faculty to access sources of knowledge regardless of where these are located.