{"word_count": 1115, "character_count": 7943}
Cette revue accepte des articles en français, anglais et allemandCall for Papers: Special Issue on Research Methods on Virtual Exchange: Frameworks and ChallengesInterested authors can submit their proposals to jve.researchmethods@gmail.comMarco Cappellini, Aix-Marseille University, FranceChristelle Combe, Aix-Marseille University, FranceH. Müge Satar, Newcastle University, United KingdomRationaleThe Unicollaboration association and the Journal of Virtual Exchange have, among other goals, the objective to sustain and develop telecollaboration and virtual exchange through reflexive practice and research. On the one hand, reflective practice resulting in reports is meant to produce permanent traces of pedagogical innovations, allowing them to be adopted in other contexts or to inspire other initiatives. On the other hand, reflective practice and other forms of research play an important role in shaping a critical approach keeping the pedagogical objectives in the front of the picture and challenging discourses of innovation solely based on technological innovation. Last but not least, research on telecollaboration and VE needs to contribute to the production of knowledge about the many factors that concur in learning and education in hybrid and/or online contexts as well as the interactions among those factors. The aim of this special issue is to inquire the forms of research that can answer questions raised by cross-disciplinary pedagogical practices as well as the issues and challenges that such research raises at the epistemological and ethical levels. Even if other publications undertook a similar endeavour (i.e. Dooly &#38; O’Dowd, 2012), the current developments of VE and its institutionalisation raise new questions, which need pluri-, inter- or trans-disciplinary approaches (Nicolescu, 1996) to be dealt with.In the opening article of this journal, Robert O’Dowd observed two “paths” taken by telecollaboration (O’Dowd, 2018, p. 11): intercultural communication in the wild and large institutionalised projects. The first of them can be characterised by what Steve Thorne (2010) has called ‘intercultural communication in the wild’, which could be roughly defined as situated social activities where informal learning can take place online. ‘Rewilding’ online learning implies not only multiple interactions the learners can engage in, but also, possibly, multiple platforms for the interactions between the same interlocutors (Garcia et al., 2017). This raises the question of what methods can be elaborated both for data collection and for data analysis, especially since some of these platforms are beyond the teacher’s (and the researcher’s) control. The second path is the one of large institutionalised projects, usually exploiting a single platform and resulting in large amount of data. In this case, which methodologies or combination thereof would allow insights on general trends? What is/can be the role of, for instance, learning analytics, artificial intelligence, natural processing to study these data? What is their possible place in mixed methods combining quantitative and qualitative studies?Another strand of inquiry concerns the relationships between online and offline interactions in hybrid environments. Firstly, integrated VE being a form of blended learning, online and offline interactions between learners have been explored to build models making the most of their combination (e.g. Cultura. Furstenberg et al., 2001). However, research in telecollaboration and virtual exchange only seldom takes into account the continuity of online and offline interactions, which results in a partial view of the learners’ experience. Secondly, even if models exist that integrate different levels of interaction (O’Dowd &#38; Ritter, 2006; Rivens Mompean &#38; Cappellini, 2015), to our knowledge there have not been attempts to comprehensively examine the complex interactions across levels. Such empirical analysis is especially needed when the dissemination of a VE model is concerned, in order to identify which factors intervene for a successful project to be implemented and replicated, not only at the pedagogical, but also at the organisational level. In this sense, which interdisciplinary approaches can be conceived to deal with the different levels, from the psychological level of learning and development to the sociological level of the organisation and the wider level of (inter)national educational policies?Selected Bibliography (including References)Dooly, M. &#38; O’Dowd, R. (Eds.) (2012). Researching Online Foreign Language Interaction and Exchange.  Theories, Methods and Challenges. Brussels: Peter Lang.Furstenberg, G., Levet, S., English, K., &#38; Maillet, K. (2001). Giving a virtual voice to the silent  language of culture: the culture project. Language Learning &#38; Technology, 5(1), 55-102.Moraes Garcia, D. N., O’Connor, K. &#38; Cappellini, M. (2017). A typology of metacognition: Examining  autonomy in a collective blog compiled in a teletandem environment. In T. Lewis, A. Rivens Mompean,  M. Cappellini (Eds.), Learner Autonomy and Web 2.0 (pp. 69-92). Sheffield: Equinox.Larsen-Freeman, D. &#38; Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.Liddicoat, A. &#38; Scarino, A. (2013). Intercultural Language Teaching and Learning. Chichester: Wiley.Morin, E. (1990). Introduction à la pensée complexe. Paris: Seuil.Nicolescu, B. (1996). La Transdisciplinarité. Manifeste. Monaco: Editions de la Roche.O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the‑art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1-23.O’Dowd, R. &#38; Ritter, M. (2006). Understanding and Working with 'Failed Communication' in  Telecollaborative Exchanges. CALICO Journal, 23(3), 623-642.Rivens Mompean, A. &#38; Cappellini, M. (2015). Teletandem as a complex learning environment. DELTA Journal of Education, 31(3), 633-663.Thorne, S. L. (2010). The ‘Intercultural Turn’ and Language Learning in the Crucible of New Media. In F. Helm &#38; S. Guth (Eds.), Telecollaboration 2.0 for Language and Intercultural Learning (pp.  139-164). Bern: Peter Lang.SubmissionsThe Journal of Virtual Exchange is run on a not-for-profit basis. Article Processing Charges (APCs) cover only the costs of our not-for profit publishing partner, research-publishing.net. The current rate is €0.025 per word in the finalised version of the manuscript, payable to UNICollaboration. Please note:1. There are no charges to pay at the time of submission and during the blind peer-review process. APCs are payable only for accepted articles.2. No APCs are payable for accepted articles if at least one of the authors is a member of UNICollaboration at the time of submission. Please go to the UNICollaboration website (https://www.unicollarboration.org/index.php/join/) for member benefits, membership fees, and sign up instructions.3. No APCs are payable for invited contributions. Interested authors can submit their proposals to jve.researchmethods@gmail.com. Abstracts will contain 300-500 words and 3 to 5 keywords. Article proposals will be of 8000 words including references. All submission will be in two copies: the first containing the author(s) affiliation and contacts, the second will be anonymous.Production timelineFirst Call for Papers - 31 October 2018Deadline for submission of abstracts - 31 December 2018Notification of contributors - 31 January 2019First draft of papers to be submitted - 31 May 2019Returned to authors for changes - 31 August 2019Second draft of papers to be submitted - 15 October 2019Returned to authors for final changes - 30 November 2019Special Issue to be published - January 2020Journal of Virtual Exchange  -  ISSN 2647-4832  En savoir plus : https://journal.unicollaboration.org/announcement/view/10Journal of Virtual Exchange  -  ISSN 2647-4832