6TH SYMPOSIUM GR ICLHE: VICKY GIL PRESENTS A HYPERDOC-BASED DIGITAL LESSON PLAN FOR TRAINING ICLHE LECTURERS
Dr. Vicky Gil participated in the 6th International Symposium “Revisiting ICLHE: lessons learned and new research approaches”, which took place on the 5th and 6th of June, 2025, at the University of Castilla La Mancha (Ciudad Real). Organized by the research group DILEAR (Didáctica e Innovación en entornos de aprendizaje de lenguas: Análisis e Investigación), this event brought together international researchers and teachers with the aim of revisiting the ICLHE approach (Integrating Content and Language in Higher Education), exploring current challenges and future opportunities.
Her paper was entitled “Training ICLHE lecturers: Exemplifying a self-contained digital lesson plan for the development of competences “. It explored the design of lesson plans using digital resources at CLIC@unizar and highlighted the need to apply specific resources and activities in the different stages of the ICLHE process.
You can find her abstract below:
Training ICLHE lecturers: Exemplifying a self-contained digital lesson plan for the development of competences
Facing the challenge of training ICLHE lecturers at our institution we envisioned the design of self-contained digital lesson plans for each of the courses in our CLIC@unizar training itinerary. These are based on HyperDocs (Highfill, Hilton and Landis 2016) which are documents with embedded instructions and resources that follow a structured learning sequence.
It is the aim of this talk to illustrate the methodology by taking the attendants through one example of such HyperDocs corresponding to the foundational course General Training for ICLHE in our itinerary, in particular to session 5 Giving an interactive lecture (Silver et al. 2017). The specific resources and tasks in each of the stages (Activation, Input, Connection, Planning, creation and publishing and Assessment and reflection). This research-based sequenced learning will be presented referring to the methodological principles behind it, mostly visible learning and teaching, learner-centeredness and active learning.
By partaking in classroom activities as trainees they are able to see how the resources and strategies work effectively to promote learning so that they can apply all or part of these to their own diverse ICLHE contexts.
It will be argued that through this training participants’ not only language and communication competences can be fostered but also necessarily pedagogical and digital ones (Gil and Mur-Dueñas 2023) so that their learners ultimately develop their own competences. This is what has led us to make these resources openly available through our Zenodo repository.
References
Gil, V. & Mur-Dueñas, P. (2023). Designing and implementing a professional programme for ICLHE teachers: Beyond linguistic and communicative competence. Journal of Language Teaching and Research,14 (4): 1013-1022. https://doi.org/10.17507/jltr.1404.19
Highfill, L., Hilton, K., & Landis, S. (2016). The HyperDoc handbook: Digital lesson design using Google Apps. Elevate Books Edu.
Silver, H. F., Strong, R. W. & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. ASCD.