Marina Orsini-Jones

Dr, Towards a role-reversal model of action-research-supported threshold concept pedagogy in languages and linguistics, Coventry University

  • 28 Citations
  • 3 h-Index
20032019
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Personal profile

Research Interests

Research Skills; Academic Practice; Digital literacy; Applied Linguistics; Threshold Concepts Pedagogy; Blended and Online Learning; Intercultural Communicative Competence; MOOCs; CALL

Biography

 

I am Professor in Education Practice in the School of Humanities and Principal Fellow of the Higher Education Academy. I am passionate about educational research and digital humanities and have coordinated the MA in English Language Teaching and Applied Linguistics since 2009, when I led the launch of this programme. I have extensive experience as external examiner in the HE sector and as e-learning consultant. I have organised various workshops for other Higher Education Institutions both in the UK and overseas, for example on threshold concepts pedagogy and Online Intercultural Learning. I have presented at over 100 national and international conferences and am part of the editorial review boards of various journals and conferences. I have led numerous action research projects and teams and in 2013 I was awarded a National Teaching Fellowship from the HEA (Higher Education Academy), in recognition of the national and international impact of my innovative work in languages and linguistics. In collaboration with my colleagues in the School of Humanities I have set up new links with Turkey, France, Italy, Mexico, Finland, the Netherlands, Malaysia and China. I am fully committed to the dissemination of the values attached to the concept of global citizenship to both staff and students and to the internationalisation of the curriculum.

 

Research:

 

I have published work on digital literacies, personal development planning, intercultural communicative competence and threshold concepts, often in collaboration with my students, e.g.: Practising Language Interaction via Social Networking Sites: the “expert student’s” perspective on personalized language learning (Orsini-Jones, Pibworth and Brick 2013). I normally reflect on my practice ‘through the looking glass’ of my students’ perspectives (e.g. Towards a Role-Reversal Model of Threshold Concept Pedagogy, 2014). I am currently leading a research team working on an ongoing action-research telecollaboration project that explores features of online interaction and was awarded a £60,000 grant from the Higher Education Academy.

 

Area of Expertise:

  • Computer Assisted Language Learning
  • Digital literacy
  • Student-Centred Threshold Concepts Pedagogy
  • Teaching and Learning in Higher Education (both generic and with specific reference to teaching English and Languages in HE)
  • Quality Monitoring and Assurance
  • Ethics/Research skills Employability
  • Academic practice

External positions

External Examiner University of Southampton

1 Jan 2017 → …

HEA Associate

1 Jan 2015 → …

HEA Associate

1 Jan 2015 → …

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English language Social Sciences
learning Social Sciences
student Social Sciences
communicative competence Social Sciences
teacher Social Sciences
language Social Sciences
curriculum Social Sciences
Teaching Social Sciences

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Research Output 2003 2019

2 Downloads (Pure)

BMELTET: Blending MOOCs into English Language Teacher Education with Telecollaboration

Orsini-Jones, M. & Cervero' Carrascosa, A., 10 Jul 2019, New educational landscapes: innovative perspectives in language learning and technology. Short papers from elearning-symposium 2019. Borthwick, K., Plutino, A. & Corradini, E. (eds.). Dublin: Research-publishing.net, p. 47-53

Research output: Chapter in Book/Report/Conference proceedingChapter

Open Access
File
English language
teacher
education
student
Teaching

BMELTT: Blending MOOCs for English Language Teacher Training

Orsini-Jones, M., Conde, B., Borthwick, K. & Zou, B., Jan 2019, 18-02 ed. British Council. 48 p. (ELTRA)

Research output: Book/ReportCommissioned report

teacher training
English language
teacher
student
action research

B-MELTT: Blending MOOCs for English Language Teacher Training

Orsini-Jones, M., Conde Gafaro, B., Borthwick, K., Zou, B. & WU, M., 31 Dec 2018, (Accepted/In press) London: British Council. 41 p. (English Language Teaching Research Award (ELTRA) - Teaching English Research Paper; vol. J121, no. 2018-02)

Research output: Book/ReportCommissioned report

Teacher Training
Language Teachers
Online Courses
Teacher Education
Blends

EDGING TOWARDS THE THRESHOLD CONCEPT OF AUTONOMY IN LANGUAGE LEARNING AND TEACHING THROUGH A MOOC BLEND: Becoming Autonomous Learners and Teachers

Orsini-Jones, M., Altamimi, S. & Conde, B., 30 Sep 2018, (Accepted/In press) Threshold Concepts on the Edge. Land, R. & Timmermans, J. (eds.). Sense Publishers

Research output: Chapter in Book/Report/Conference proceedingChapter

Autonomy
Blends
Language Acquisition
Language Teaching
Peers
77 Downloads (Pure)
Open Access
File
English language
language
learning
teaching research
Blended Learning

Activities 1992 2018

  • 77 Participation in conference
  • 6 Editorial activity
  • 3 Invited talk
  • 2 Participation in workshop, seminar, course

Language Learning and Technology (Journal)

Marina Orsini-Jones (Associate Editor)
31 Jul 2018

Activity: Publication peer-review and editorial workEditorial activity

Intercultural Communicative Competence for the 21st Century

Marina Orsini-Jones (Speaker)
25 Nov 2017

Activity: Talk or presentationInvited talk

Istanbul OIL conference

Marina Orsini-Jones (Speaker)
12 May 2015

Activity: Participating in or organising an eventParticipation in conference

Prizes

National Teaching Fellow

Marina Orsini-Jones (Recipient), 30 Jun 2013

Prize: Fellowship awarded competitively

Teaching