Abstract:

Globally Networked Learning (GNL) is an innovative approach for students and staff to expand intercultural learning experiences through multiple opportunities offered by technological advancements for online learning (Xu, L.,2015). This pedagogical approach lends itself to the undergraduate classroom wherein students can collaborate with international peers to produce knowledge-making processes and concrete projects. Students are afforded the opportunity to develop global competency through authentic interaction with peers from another country and culture. Global competency as outlined by Tiven et al., 2023 is encapsulated in four global learning outcome areas: Appreciation for Diversity, Cultural Understanding, Global Knowledge, and Global Engagement.

This paper focuses on the instructor experience during the collaboration between students from York University in Toronto, Canada, and Universidad del Desarrollo (UDD) in Santiago, Chile on the creation of a podcast, as an example of a Globally Networked Learning activities. I detail the process of conceptualizing this collaboration in my Teaching and Learning - Core French class, the linguistic profile of our classes, the learning outcomes in this GNL activity, the hurdles to navigate and future research to respond to this question: How can Globally Networked Learning (GNL) collaborative activities develop global competency among university students? In this paper, I reflect on my personal experience as a GNL instructor in a French-language pre-service teacher program and the implications of this innovative pedagogical approach as an essential component of any language-learning classroom. GNL activities hold the potential to enhance learning and the undergraduate experience by fostering meaningful, cross-cultural connections that engage students in authentic tasks and pushing them to think both locally and globally about a variety of issues, including learning another language. How can students utilise the skills acquired in language-learning classrooms? Are the issues around language-learning universal? How can students develop their global competency skills to interact meaningfully with others around the world?

Keywords:

Undergraduate education, Language Learning Innovations, 21st Century Skills, Pre-service Teacher Experiences, Education, Cultural Diversity, Multicultural Inclusion.