Marina Orsini-Jones

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

  • 14 Citations
  • 2 h-Index
20032018
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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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  • 4 Similar Profiles
learning Social Sciences
English language Social Sciences
language Social Sciences
student Social Sciences
communicative competence Social Sciences
networking Social Sciences
expert Social Sciences
Mexico Social Sciences

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output 2003 2018

2 Citations
Citizenship
Communicative Competence
Telecollaboration
France
Intercultural Communication

BMELTT: Blending MOOCs for English Language Teacher Training

Orsini-Jones, M., Conde , B., Borthwick, K. & Zou, B. 30 Jul 2018 (Accepted/In press) British Council. 60 p. (ELTRA)

Research output: Book/ReportCommissioned report

teacher training
English language
teacher
student
action research

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
Open Access
File
English language
language
learning
teaching research
Blended Learning

BMELTT (Blending MOOCs for English Language Teacher Training). A ‘Distributed MOOC Flip’ to Explore Local and Global ELT Contexts and Beliefs

Orsini-Jones, M., Zou, B., Conde Gafaro, B. & Borthwick, K. 7 Jul 2017 XVIIIth International CALL Conference: CALL in Context 7-9 July 2017, UC Berkeley, USA. : Conference Proceedings. Colpaert, J., Aerts, A., Kern, R. & Kaiser, M. (eds.). 1 ed. University of Antwerp, Vol. 1, p. 608-625 17 p.

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Open Access
File
Teacher Training
China
Language Teachers
British Council
English Language Teaching

Activities 1992 2018

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

Prizes

National Teaching Fellow

Marina Orsini-Jones (Recipient), 30 Jun 2013

Prize: Fellowship awarded competitively

Teaching