
Prof Mirjam Hauck
Professor of Critical Digital Pedagogies
School of Languages & Applied Linguistics
Biography
Professional biography
Professor (Critical Digital Pedagogies)
Academic Co-Lead for AI in Learning, Teaching & Assessment, SFHEA, President EUROCALL
Faculty of Wellbeing, Education and Language Studies, School of Languages and Applied Linguistics
Research interests
Mirjam Hauck is Professor of Critical Digital Pedagogies and OU Academic Co-Lead for AI in Learning, Teaching and Assessment. Her academic home is the OU's School of Languages and Applied Linguistics. She is an OU EDI Champion, both at faculty level (WELS) and in the OU EDI Champions group. Equality, Diversity, Inclusion and Access (EDIA) are also core to her work in the AI space. Her recent work focuses on critical AI literacy skills development understood as a subset of critical digital literacy and captured in this framework. She has published widely on the use of technologies for the learning and teaching of languages and cultures and across the curriculum, in Virtual Exchange contexts in particular. She receives regular invitations to give keynotes and to contribute to expert panels at conferences worldwide.
She is the President of the European Association for Computer Assisted Language Learning (EUROCALL), serves as Associate Editor of the CALL Journal and is a member of the editorial board of ReCALL and LLT. She is a founder member of UNICollaboration.org, a cross-disciplinary professional organisation ccommitted to promoting the development and integration of Virtual Exchange across all disciplines and interest areas in formal and non-formal educational settings, including Higher Education.
Projects
The ABC of Young Learners and VE: Access, Benefit and Content
This demand-led study - motivated by questions regarding the K-12/secondary education sector at our IVEC 2021 panel - sits at the interface of two priorities: “Reaching new audiences” and “VE at the K-12 level”. We will expand the size of our target sample reaching out to additional educators and administrators from regions where learners traditionally don’t have access to global learning opportunities, and also to young learners to establish the benefits they draw from participating in Virtual Exchange (VE). We will also draw on our contacts in the K-12 sector to explore existing VE models, contents and outcomes, and potential barriers to VE program adoption.
Publications
Book Chapter
Language, Identity and Positioning in Virtual Exchange (2022)
Fostering (Critical) digital teaching competence through virtual exchange (2022)
Exploring Digital Equity in Online Learning Communities (Virtual Exchange) (2021)
Digital Literacies in Teacher Preparation (2017)
Researching participatory literacy and positioning in online learning communities (2016)
Clustering, Collaboration and Community: Sociality at Work in a cMOOC (2015)
Closing the “digital divide” – a framework for multiliteracy training (2014)
What are multimodal data and transcription? (2013)
Materials design in CALL: social presence in online environments (2012)
Collaboration and interaction: the keys to distance and computer-supported language learning (2012)
The enactment of task design in Tellecollaboration 2.0 (2010)
What are multimodal data and transcription? (2009)
Towards an effective use of audioconferencing in distance learning courses (2009)
Strategies for online environments (2008)
Reflection and self-evaluation (2005)
Metacognitive knowledge, metacognitive strategies, and CALL (2005)
Using Synchronous Conferencing to Support Distance Language Learning: a case study (2004)
Using Lyceum, an audio-graphic conferencing system, to talk at a distance (2003)
Journal Article
From Virtual Exchange to Critical Virtual Exchange and Critical Internationalization at Home (2023)
Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies (2022)
Virtual exchange for (critical) digital literacy skills development (2019)
Telecollaboration and Virtual Exchange in University Foreign Language Education (2016)
MOOCs: striking the right balance between facilitation and self-determination (2014)
The Open Translation MOOC: creating online communities to transcend linguistic barriers (2013)
Fostering social presence through task design (2012)
Editorial: Teacher education research in CALL and CMC: more in demand than ever (2011)
Critical success factors in a TRIDEM exchange (2007)
Computer-mediated language learning: Making meaning in multimodal virtual learning spaces (2006)
What does it take to teach online? (2006)
Complexities of learning and teaching languages in a real-time audiographic environment (2005)
Towards an effective use of audio conferencing in distance language courses (2004)
Presentation / Conference
CALL for help: Critical CALL for diversity, inclusion and sustainability (2019)
The Open Translation MOOC: creating online communities to transcend linguistic barrier (2013)
What’s in it for me? The stick and the carrot as tools for developing academic communities (2009)
Report
Developing robust assessment in the light of Generative AI developments (2024)