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Marina Orsini-Jones
I am Professor in Global Higher Education Practice (Applied Linguistics) in the Research Centre for Global Learning at Coventry University. I obtained my doctorate in 2012 with a dissertation titled: Towards a Role-reversal model of action-research-supported threshold concepts in languages and linguistics. I pioneered e-learning innovation in the 90s, when, as then Head of Italian, I created a multimedia CD-ROM to teach Italian language, culture and society with my students that was adopted by the Edexcel examination body for ‘A’ level Italian and by various HE Italian departments worldwide. I have organised many workshops for HE Institutions over the last 25 years, both in the UK and overseas, for example on e-portfolios in language learning, on the effective use of Virtual Learning Environments, on threshold concepts pedagogy, on Massive Open Online Courses and Collaborative Online International Learning/Virtual Exchanges. I have presented at over 100 national and international conferences and am part of the editorial review boards of various journals and conferences. I have been awarded pedagogical research grants from the HEA and the British Council and published in my areas of expertise, often with my students, as I like to see my practice and my research through their 'looking glass'. I have worked with numerous international partners, for example from Austria, Brazil, Mexico, China, Spain, Italy, Germany, Poland Sweden, the Netherlands and Viet Nam. In 2013 I was awarded a National Teaching Fellowship from the HEA (Higher Education Academy), in recognition of the national and international impact of my innovative work in languages and linguistics. In 2016, I obtained a Principal Fellowship of the Higher Education Academy. I have extensive experience as external examiner in the HE UK sector. I am passionate about knowledge-sharing on e-learning for applied linguistics and have recently set up a Research Network for AILA in collaboration with Prof. Kyria Finardi from UFES in Brazil and Prof. Azirah Hashim from Universiti Malaya in Malaysia: English as a Medium of Education, Multilingualism and the SDGs: Equity, Diversity and Inclusion.
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The papers bring a variety of perspectives on COIL-VE for language learning and teaching and report on COIL-VE projects involving Higher Education Institutions from Spain, Brazil, France, Turkey, Vietnam and the UK.
https://pureportal.coventry.ac.uk/en/publications/a-glocal-community-of-practice-to-support-international-elt-engli
The papers bring a variety of perspectives on COIL-VE for language learning and teaching and report on COIL-VE projects involving Higher Education Institutions from Spain, Brazil, France, Turkey, Vietnam and the UK.
https://pureportal.coventry.ac.uk/en/publications/a-glocal-community-of-practice-to-support-international-elt-engli
This paper reports on the third phase of a joint staff-student action-research and threshold-concept-informed project that consists in the evaluation of the integration of a MOOC (Massive Open Online Course) into an existing postgraduate curriculum: the MA in English Language Teaching at Coventry University. The Futurelearn MOOC Understanding Language: Learning and Teaching designed by the University of Southampton (UK) in collaboration with the British Council was embedded into the syllabus of Theories and Methods of Language Learning and Teaching, which was already delivered in blended learning mode (face-to-face and Moodle). The MOOC forums provided staff and trainee teachers an amplified opportunity for ‘global metareflection’ on teaching practice (with around 60,000 participants from all over the world).
The data that emerged from the first two phases of the project (Orsini-Jones et.al. 2015) made it apparent that the project also provided a unique opportunity to discuss the theme of autonomy in language learning and teaching that had previously been identified as a troublesome curricular area by the course leader (Orsini-Jones 2015).
The data was analysed through the lens of an ‘expert student’, in a role-reversal model of threshold concept pedagogy previously developed (Orsini-Jones 2014). The ‘expert student’ had experienced the MOOC herself in its second integration phase and carried out the third action research phase for her MA dissertation; this paper reflects her findings.
Orsini-Jones, M. (2014) Towards a Role-Reversal Model of Threshold Concept Pedagogy. in Threshold Concepts: From Personal Practice to Communities of Practice, Proceedings of the Fourth Biennial Threshold Concepts Conference. http://www.nairtl.ie/documents/EPub_2012Proceedings.pdf
Orsini-Jones, M., et. al. (2015) Learning about Language Learning on a MOOC: How Massive? How Open? How Online? How “Course”?. Bradley, L. et. al. (eds) Proceedings of EuroCALL 2015, ‘Critical CALL’.
Orsini-Jones, M. (2015) Integrating a MOOC into the MA in English Language Teaching at Coventry University. https://www.heacademy.ac.uk/sites/default/files/marina_orsini_jones_final.pdf
Its main aim was to investigate how both expert and trainee English teachers and teacher trainers would find the experience of engaging with a FutureLearn MOOC on this subject created by the University of Southampton in collaboration with the British Council - Understanding Language: Learning and Teaching.
The participants involved agreed to record their thoughts while they were taking part in the MOOC and then met once per week for four weeks, at the end of each MOOC unit, to carry out a collaborative staff/student reflective evaluation of their experience.
The paper will discuss the way in which the participants engaged with this project which became a blended learning community of professional development practice linked to the global community of practice on the MOOC and present their perspectives on the pros and cons of integrating a MOOC as an Open Educational Resource (OER) into an existing curriculum.
The papers bring a variety of perspectives on COIL-VE for language learning and teaching and report on COIL-VE projects involving Higher Education Institutions from Spain, Brazil, France, Turkey, Vietnam and the UK.