1. VIRTUAL DUAL IMMERSION PROGRAM AUSJAL and AJCU

2. VIRTUAL DUAL IMMERSION PROGRAM WHO ARE WE? We are a Hub Telecollaboration project based on language and cultural exchange and intercultural exploration across contexts. 22 Universities in USA and Latin America More than 14,000 participants since 2006 More than 175 collaborating faculty

3. NETWORKING COMMUNITY “When separate, local efforts connect with each other as networks, then strengthen as communities of practice, suddenly and surprisingly a new system emerges at a greater level of scale. This system of influence possesses qualities and capacities that were unknown in the individuals. ” Wheatley 2008

5. AJCU MAP

6. HOW WE LEVERAGED OUR CONNECTIONS AJCU Global Jesuit Network Global Jesuit University Network AUSJAL & AJCU Educational Consortium Virtual Dual Immersion AUSJAL & AJCU

7. PROGRAM EVOLUTION Program Foundation Incorporation to AUSJAL AJCU Outreach AUSJAL Program Expansion Program protocol and infrastructure Collaboration with additional networks 20062010 20112012200820092013

8. STUDENT PARTICIPANT NUMBERS 20062011 201220082009 38 128 302 826 2,5209,631 2013 14,448 Student Totals YEAR

9. RESISTANCE AND EVOLUTION How have we coped with resistance? What has allowed us to continue to evolve?

10. Resistance Resolution and New Opportunity Tool implemented Focus on individual rather than collective. Community dialogue about overall mission and “other” awareness Pre session form outlining expectations, curriculum and needs for all in the community Not mine, don’t support.Greater community continues to generate support and greater community success Branding, larger community articles, letters of recommendation, video Limitations drawn by individual universities or departments in regards to investment, understanding, vision and support. Create new opportunities for interaction so pioneers can continue participation Desktop to Desktop (In Class)  Lab to Class  Autonomous  Cultural Events Communication: Challenging for coordinators to carry out conversations about expectations and management without the coordination team leading the action. Communication became community driven with follow up and support by coordination team. Protocol generated by members of the community. Routine follow up and support Peer mentoring to new faculty. Funding: Lack of economic support Adapt model to serve the essential needs, bare minimum. Relay on community for support in budget cuts, training, experience. Work with the most essential and make action most effective.

11. PROJECT COORDINATION TEAM  Conductors of connection and movement  Receive requests  Establish contacts based on expectations and preferred models  Needs and contextual analysis of request  Connect coordinators based on potential opportunity for best experience  Confirm session and connection  Follow through on success and challenges  Negotiate path to success  Mentor one another to continue to evolve and get better

12. MAKING PRIORITY BE COMMUNITY “ As networks grow and transform into active, working communities of practice, we discover how life truly changes, which is through emergence.” Wheatley 2008

13.  Professional Development  Guest Speakers  Thematic Webinars with Experts from our Universities  Virtual Interviews  Virtual Conferences A COMMUNITY EVOLVING BY COLLABORATING WITH OTHER NETWORKS  Research Projects in addition to individual faculty research.  University of Iowa and Virtual Dual Immersion Project. 1.) Sociolinguistics and Telecollaboration 2.) Resistance in coordination and faculty

14. OUR VISION EVOLVE AS A COMMUNITY IN FOUR AREAS:  More members and universities  Innovate new models and methods  Better infrastructure, improve processes  Deeper integration to global hubs and networks

15. BIBLIOGRAPHY MONTES, Jairo A. y Solanlly Ochoa A. (2006) Apropiación de las tecnologías de la información y comunicación en cursos universitarios. En: Revista Acta Colombiana de Psicología V. 0 N. 2. Bogotá O’DOWD, Robert. (2007) Online Intercultural Exchange. An introduction for Foreign Language Teaching. Ed. Michael Byram, University of Durham, UK, Alison Phipps, University of Glasgow, UK. O’DOWD, Robert. (2011) Intercultural Communicative competence through telecollaboration. En: Jane Jackson (Ed.) The Routledge Handbook of Language and Intercultural Communication. Routledge. SCOLARI, Carlos. (2009) Hipermediaciones. Gedisa Barcelona WENGER, Etienne (2006) Communities of Practice. http://www.ewenger.com/theory/http://www.ewenger.com/theory/ WHEATLEY, Magaret; FRIEZE, Deborah (2008) Using Emergence to Take Social Innovation to Scale. Publication of The Berkana Institute Margaret www.berkana.org.

16. Contacts  Colleen Coffey  ccoffey30@yahoo.com ccoffey30@yahoo.com  Carolina Marturet  cmarturet@gmail.com cmarturet@gmail.com  Oscar Mora  oscmoras@javerianacali.edu.co oscmoras@javerianacali.edu.co