AbstractThis chapter examines the impact of a study abroad course design in which
students are part of a network of learners who act as producers, curators, and
consumers of authentic resources through an asynchronous collection, distribution,
and usage cycle. This student-driven approach allows students from different
semesters and locations to collaborate in the production of, augmentation
of, and engagement with authentic resources. The chapter begins with a proposal
for a pedagogical model for networked learning in study abroad courses
based on recent disciplinary literature and outlines potential ways to involve
on-campus students in the curation and use of the authentic resources. We present
findings of one cohort of students on a short-term study abroad trip in Sicily
to answer the questions: (1) What kinds of assignments will prove most beneficial
to study abroad students while also providing useful resources for subsequent
on-campus students? (2) How can this model be made more feasible, and
therefore more sustainable, for instructors and students? The authors present
conclusions about the viability of the model and suggestions for next steps.
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