Intercultural Competence Based on Collective Learning in Association with Intangible Cultural Heritage: Experiences in a Study Abroad Program and a Digital Environment
DOI:
https://doi.org/10.36366/frontiers.v34i4.697Keywords:
intercultural competence, collective learning, intangible cultural heritage, study abroad, digital environmentAbstract
This article describes the impact of a didactic proposal implemented in a visual arts course which intends to promote intercultural competences and work on identity awareness through collective learning activities, using the framework of UNESCO’s Intangible Cultural Heritage (ICH). Firstly, the term “collective learning” is defined in the context of humanities teaching as a multimodal and multi-source process of learning that contemplates the feedback between the individual the collective. Secondly, the framework of ICH is presented. Lastly, a quantitative comparative analysis of data from two different versions of the same course is performed: Group 1 in an in-person study abroad context and Group 2 in a remote environment. The examination of the results offers insight on a generalized effective acquisition of intercultural competences following the framework while highlighting the translation of study abroad elements of collective learning into the digital environment as a means to promote horizontal learning and self-assessment.
Abstract in SpanishEste artículo describe los resultados de una propuesta didáctica implementada en un curso de artes visuales que pretende promocionar la competencia intercultural y trabajar la conciencia identitaria a través de actividades de aprendizaje colectivo y usando el marco teórico del Patrimonio Cultural Inmaterial de la Humanidad de la UNESCO (ICH por sus siglas en inglés). Primero se describe el término “aprendizaje colectivo” en el contexto de la educación de humanidades como un proceso de aprendizaje multimodal que integra múltiples inputs y que contempla la retroalimentación entre lo individual y lo colectivo. Posteriormente, se presenta el marco teórico del ICH. Por último, se realiza un análisis comparativo de datos de dos versiones diferentes del mismo curso: el Grupo 1 siendo presencial en un contexto de estudio en el extranjero y el Grupo 2 siendo de aprendizaje a distancia. El estudio de los resultados indica una adquisición generalizada de competencias interculturales dentro del marco teórico, a la vez que enfatiza como la traslación de elementos de aprendizaje colectivo en estudios en el extranjero al ámbito digital puede funcionar como un elemento que promueva el aprendizaje horizontal y la autoevaluación.
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