Annotated Bibliography
Briers, G. E.,
Shinn, G. C., & Nguyen, A. N. (2010). Through Students’ Eyes: Perceptions
and Aspirations of College of Agriculture and Life Science Students Regarding
International Educational Experiences. Journal of International Agricultural
and Extension Education, 17(2), 5-20.
This
article chronicles a study performed at Texas A & M University that
involved 956 students within the College of Agriculture and Life Sciences that
described attitudes towards study abroad. 79% of students were white. Findings
showed that students preferred faculty-led programs they communicate values. Migrants
represent 13% of North America. Affordability was the primary barrier to
participate. 83% of respondents believe that engaging in study abroad would
make them more competitive and 65% of undergraduates and 72% of graduate
students indicated desire to study abroad. The study recommended application of
simulations and case studies within traditional courses to transition to
real-world experiences.
Burke, M.,
Marlow, C., & Lento, T. (2010). Social network activity and social
well-being. Paper presented at the Proceedings of the 28th international
conference on Human factors in computing systems, Atlanta, Georgia, USA.
This
article represents a collaboration between researchers at Carnegie Mellon and
Facebook. Social capital is explored through bridging and bonding via directed
communication and consumption. Almost 1,200 participants were recruited and
their activity in Facebook was analyzed and compared with self-reported data
using the Hadoop distributed computation program. Engagement with Facebook is
correlated with overall well-being. Future work is called to determine cultural
norms among individuals and group interaction.
Diehl, W. C.,
& Prins, E. (2008). Unintended outcomes in Second Life: Intercultural
literacy and cultural identity in a virtual world. Language. Intercultural
Communication Language and Intercultural Communication, 8(2), 101-118.
The
article discusses findings from an exploratory study where findings are
analyzed related to the construction of cultural identity and development of
cultural literacy. Twenty nine Second Life participants were involved using
Cultural Historical Activity Theory and Heyward’s model of intercultural
literacy. Intended and unintended outcomes resulted from what the authors
describe as participation in an Activity System. Respondents constructed
shifting identities through changing their avatar appearance. Openness toward
new viewpoints, use of multiple languages, cross-cultural encounters led to
intercultural literacy. A Reuters report from 2007 indicated that of the 100
countries countries represented in Second Life, 61% were European. Four types
of dialogue were studied identified by Burbules (1993) that include dialogue as
conversation, inquiry, debate, and instruction. Shock and discomfort that
result from cross cultural encounters and experiences are required to create
intercultural literacy, described as six levels, with the ability to
consciously shift between multiple cultural identities as the highest level.
Fouts, J. S.
(2011). Technology and Innovation Report Using Virtual World Journalism for
Health Education. Journal of Healthcare, Science and the Humanities, 1(2),
127-139.
The
report describes actions made to support critical health science journalism
among key political bloggers two years before the 2011 revolution in Egypt. Twitter,
Facebook, and virtual worlds were critical venues empowering revolutions across
the Middle East in 2011 as media censorship was common. In 2009, the global
scare for H1N1 swine flu led the Egyptian government to slaughter pigs across
the country to minimize pandemic. The Centers for Disease Control had most
accurate information although the World Health Organization had responsibility
to provide information. A virtual newsroom was made in Second Life that allowed
participants to gather, collapsing geography to hold press conferences that was
streamed to the Internet.
Fowler, S. M.,
& Pusch, M. D. (2010). Intercultural simulation games: a review (of the
United States and beyond). Simulation & Gaming, 41(1), 94-115.
The
article focuses on intercultural simulation games with an emphasis on how the
game is played. The distinct individualistic culture compared to the competitive
and collective, collaborative culture is illustrated as people move between
cultures. Paige 1994 defines 10 cultural differences within the Intensity Factors
of intercultural contact. Simulations address the heart set (attitudes and
intentions, head set (knowledge) and hand set. The authors assert, the question
isn’t whether or not to use a game or simulation, but which one as games are an
affordable means to cement the learning through debriefing. Second Life is referred
to as a means to do activities.
Halfin, J.
(2011). How Online Tools Can Be Used to Enrich Study Abroad. University
of Minnesota, Twin Cities. Retrieved from http://www.internationalyeti.com/documents/Halfen%20-%20Online%20Tools%20to%20Enrich%20Study%20Abroad.pdf
This
paper describes how a combination of technologies combined with pedagogy
provides opportunities to enhance study abroad in a holistic manner. Learner
support before, during and after study abroad programs is enabled by using what
students are increasingly using everyday: social media. Halfin cites Dan Pink’s
work on motivation calling for educators to make learning outcomes personal for
students by embracing their own goals and with metcognition. Second Life and
World of Warcraft are also discussed for addressing curricular needs for
culture shock, interpersonal literacy, and reentry.
Himelfarb, S.,
& Idriss, S. (2011). Exchange 2.0. Washington, DC: U.S. Institute of Peace.
This
report is produced by the Institute of Peace and is oriented toward diplomats,
but can be applied to students studying abroad. Fewer than 2% of American
students study abroad and about 4% of students are international. The least
expensive program is $4,000. ExchangesConnect, administered by the Bureau of
Educational and Cultural Affairs within the State Department, is an open
international online community allowing students to connect with prospective,
current, and former exchange participants. The report recommends significant
training within public and private partnerships to address challenges that
includes an open source clearinghouse or repository of cultural and educational
exchange programs.
Lane, H. C.,
& University Of Southern California, Institute for Creative Technologies
(2007). Metacognition and the Development of Intercultural Competence, retrieved
from http://handle.dtic.mil/100.2/ADA470403
The
article asserts that a critical component of the development of intercultural
competence is metacognition through the importance of self-assessment,
monitoring, predictive, planning and reflective practice and skills. The role
of intelligent tutoring, experience management and the adaptation of virtual
humans is discussed to support metacognitive development. Intercultural
competence requires metacognitive maturity that must be fostered in
identifiable stages of development. The Peace Corps model to develop intercultural
competence is discussed in the context of Bennett’s Development Model of
Intercultural Sensitivity (DMIS) construes differences. The DMIS posits two
worldviews orientations: ethnocentrism and ethnorelativism. Guidance is
especially important to avoid withdrawal during mid-stage DMIS when cultural
differences are truly appreciated for their significance. Frame shifting
ability and the ability to assume different perspectives are advanced stages
within the DMIS. Implicit feedback from simulations include speech rate,
intonation, tone, emotional state, facial expressions, body language and
personality traits. Explicit feedback from the tutorial improves the level of interpretation
for the learner and can help with adaptive thinking under stress.
Mason, H., &
Moutahir, M. (August 18-20, 2006). Multidisciplinary Experiential Education
in Second Life: A Global Approach. Paper presented at the Second Life
Community Convention, San Francisco.
This
article was published shortly after Second Life became widely used in
education. One finding was that students ability to adapt in Second Life was
less dependent on technical skills and more dependent on attitude. The study
abroad component was followed up by the use of Second Life for ongoing
collaboration.
Murray, K.,
& Waller, R. (2007). Social networking goes abroad. International
Educator, 16(3), 56-59.
This article describes taking
advantage of the social media uses that students are engaged for the purpose of
creating more of a community of learners. Student to student connection is
described how existing study abroad students can assist with recruiting new
students. Facebook was cited for its ease of sending messages to groups.
Concerns are discussed for how students may inappropriately publish content and
sentiments that are highly unflattering.
Seigel, S. E.
(2010). Gaining Cultural Intelligence through Second Life Learning
Interventions. International Journal of Advanced Corporate Learning, 3(3),
45-50.
This
research article describes IBM’s involvement with the virtual world, Second
Life, to equip employees with more authentic, live training experiences as
country-natives around the world are expected to work together. Preparation in
advance of face to face meetings is also described to build cultural
intelligence, which has no universal heuristics for measurement. The literature
review and research design seeks to compare affordances of in-country, face to
face training, simulation game, and Second Life immersive training. Twelve
participants from 10 countries engaged in one-hour sessions that included
interventions, culture sharing, reflection, and debriefing that may become part
of IBM’s required worldwide orientation for new employees. One consideration of
the design is the limitation of the use of existing rather than new employees
of IBM in the study. Stanford University faculty were involved in interviewing
study participants, but the data was unavailable at the time of publication.
Shively, R. L.
(2010). From the Virtual World to the Real World: A Model of Pragmatics
Instruction for Study Abroad. Foreign Language Annals, 43(1), 105-137.
doi: 10.1111/j.1944-9720.2010.01063.x
This research article nicely
describes pedagogical components that can be combined with immersive learning technologies
specifically for language learning, but applies to intercultural communication.
Shively advocates training for learners and faculty for applying support
before, during, and after study abroad experiences. Building confidence is
gained from a combination of expert guidance and self-directed learning
including reflection. A comprehensive pedagogical framework of the 6Rs
(researching, reflecting, receiving, reasoning, rehearsing, and revising) by
Martinez-Flor and Uso-Juan (2006) applies to develop pragmatic and
intercultural competence. Croquelandia is an immersive game lauded for language
learning usage as well as Keypals and the DIE model of debriefing
(description-interpretation-evaluation). Role plays and simulations are cited
for usefulness as well as the ability to continue relationships online.
Sykes, J. M.,
Oskoz, A., & Thorne, S. L. (2008). Web 2.0, Synthetic Immersive
Environments, and Mobile Resources for Language Education. Calico Journal,
Computer Assisted Language Instruction Consortium, 25(3), 528-546.
This
article describes Internet-based interactions as real verses simulated communication
that has transformational potential to change roles of people. The premise is
juxtaposed to computer-assisted language learning (CALL) and refers to the
concept of social virtualities. Study abroad blogs are cited as examples for
language learning where cell phones enable instantaneous sharing of content to
connect communities, whether family or classmates. Steven Thorne’s
cultural-historical framework is postulated as aesthetic shifts in human
communication emerge within cultures of use. Social experimentation used in
MMOGs involves identities in sociopragmatic considerations involving presence,
space, and gestures. Synthetic immersive environments enable learners to
practice in emotionally-engaging, low-risk to improve pragmatic competence. Users
feel results of their actions without causing actual harm.
Yee, N.,
Bailenson, J. N., Urbanek, M., Chang, F., & Merget, D. (2007). The
unbearable likeness of being digital: The persistence of nonverbal social norms
in online virtual environments. CyberPsychology & Behavior, 10.(1),
115-121. doi:10.1089/cpb.2006.9984
This
research article cites the utility of using immersive environments such as second
life for conducting research similar to face to face research used in social
science. Experimental control, precise measurements, and replicability have
helped researchers learn therapeutic potential. Presence research measures
perceived “real” behaviors such as nonverbal and physical responses. Proxemics,
interpersonal distance was studied to compare face-to-face and virtual
behaviors among men and women in groups based on Equilibrium Theory. Findings
support social norms across virtual environments for utility of longitudinal
social interactions that go beyond undergraduate subjects.
Yeung, C.-m. A.,
Liccardi, I., Lu, K., Seneviratne, O., & Berners-lee, T. (2009). Decentralization:
The future of online social networking. Paper presented at the W3C Workshop
on the Future of Social Networking, Barcelona, Spain.
This
paper resulted from a professional networking meeting where a call for an open
and independent, social networking framework was made. Two problems resulted in
the need: information silos and lack of user control over data. Diagrams are
provided to illustrate architecture of closed, proprietary and open systems. Protection
from censorship and assurance of privacy are cited as drivers toward an open
social networking framework.
