IMPROVE: a T.I.M.E. Association Research Project
BIP and coil resources
Start
Virtual Exchange
Internationalization
and
Intercultural Communicative Competence (ICC)
We speak of a transfer competence. Actors are able to endure ambivalence and uncertainty. They can negotiate a new culturality aimed at sustainable relationships together with interaction partners. Intercultural competence manifests itself in communication (cf. Bolten, 2020).
What's a BIP?
"They are short, intensive programmes that use innovative ways of learning and teaching, including the use of online cooperation. The programmes may include challenge based learning where transnational and transdisciplinary teams work together."
Some videos about BIP courses
What's a COIL?
“The common element to these various pedagogical practices is structured, teacher-led online collaboration between two or more geographically distant, usually culturally and/or linguistically distinct groups of learners, with a view to promoting various combinations of linguistic, intercultural, and content skills and knowledge, as well as transversal competences such as digital literacies and intercultural teamwork”.
Some videos about COIL experiences
Differences between BIP and COIL - QUIZ
If you want to find out more about BIP and COIL, take the following quiz Based on the IMPROVE survey results:
QUIZ - In BIP and COIL courses...
If you want to create a BIP or COIL course, read the following slides Step by Step
Setting up a BIP - STEP by STEP
Choose the format for the course
3.
Find your partners
2.
1.
Define and get the idea
Implement the course
6.
Design learning activities
Plan the timing
5.
4.
Setting up a COIL - STEP by STEP
Resources and materials
3.
Integration in already existing courses
Find your partner
2.
1.
Implement the course
6.
Integration of COIL into existing courses
Planning and setting up technological resources
5.
4.
You can find more information about the project in our website!
Resources and materials
Co-design and agree on a common calendar (planning deadlines, milestones, synchronous vs. asynchronous activities) taking into account time zone differences as well as different holidays and exam periods. – co-design
Find your partners
To organize your BIP, you can get in touch with partners you have collaborated with or with one of your networks. What networks does your institution form part of? Make the most of them to find partners for BIP and COIL.
Desing learning activities
Plan the activities you want to do in the course according to the main topic and objectives of the BIP. Try to implement some ICC activities that encourage students to collaborate and develop their intercultural awareness.
Plan some extra activities (including social activities) to take advantage of the physical mobility part of the BIP.
Define the idea and objectives of the BIP
Think about the following:
What are the learning objectives of your BIP? What disciplines will students and teachers come from? BIPs are often project- or challenge-based. What challenges or projects will you address in your BIP?
Activities
Plan the activities you want to do in the course according to the theme, and try to implement some ICC activities encouraging students to collaborate and get along better. Plan some extra activities to take advantatge of the time of the exchange.
Planning and setting up technologycal resources
What platforms and technical resources will students use for collaboration and communication in virtual teams?
Plan for the use of a collaborative platform and decide on how students will communicate (e.g. co-authoring and editing, email, videoconference, etc.)
Set deadlines and milestones, decide on the frequency of collaboration, and the balance between synchronous and asynchronous work.
Timeline
Create a timeline of the activities to be done in the online and physical part of the BIP. Especially for the physical mobility part, make sure students connect online before the physical mobility takes place. Make the most of the physical mobility part, including ICC activities. For the online part, make sure you plan for collaboration (and ICC). If the online part of the BIP continues after the physical mobility, make sure that students stay connected and collaborate online.
Find your partners
Find at least one partner from a different country to develop the course.
Implementation
COIL implementation usually consists of 3 main phases: 1. Preparation: Forming team, familiarising students with technology, with other team members (ice-breaking, cultural exchange), and briefing (since students will form part of international virtual teams, the project and stages need to be clear) 2. Development: Carrying out the project by transnational teams of students. 3. Reflection: debriefing in class, discussing the learning experience, discussing and reflecting on the, intercultural/international experience.
Implementation
When you're ready to implement your programme, make sure you follow your institutional administration processes:
- Approval and recognition of the BIP
- Agreements
- Selection of students and credits
- Dissemination of offering
- Agreeing on joint platform for the course (ensuring online collaboration).
Release of the offering START YOUR COURSE!
Integration in already existing courses
- Think of a meaningful task that is related to course goals at each institution.
- Collaborate with your partners in the co-design of online tasks that require students to collaborate.
- Form teams of students (from the different participant sites) to carry out the collaborative activities: information exchange, comparison and analysis, or collaborative creation (O’Dowd & Ware, 2009)
Choose the format
In BIP courses participants spend a short period of time in one of the participating countries. This means travelling or receiving international students. It is a great opportunity to engage students in a short mobility, and for teachers to expand their network and explore new methods. There are different BIP formats regarding the combination of physical mobility and online work. When will the physical mobility take place, at the start, middle or end of the BIP? What will be the objectives of the physical mobility? How can we make the most of it to enhance ICC?
BIP and coil Resources
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Transcript
IMPROVE: a T.I.M.E. Association Research Project
BIP and coil resources
Start
Virtual Exchange
Internationalization
and
Intercultural Communicative Competence (ICC)
We speak of a transfer competence. Actors are able to endure ambivalence and uncertainty. They can negotiate a new culturality aimed at sustainable relationships together with interaction partners. Intercultural competence manifests itself in communication (cf. Bolten, 2020).
What's a BIP?
"They are short, intensive programmes that use innovative ways of learning and teaching, including the use of online cooperation. The programmes may include challenge based learning where transnational and transdisciplinary teams work together."
Some videos about BIP courses
What's a COIL?
“The common element to these various pedagogical practices is structured, teacher-led online collaboration between two or more geographically distant, usually culturally and/or linguistically distinct groups of learners, with a view to promoting various combinations of linguistic, intercultural, and content skills and knowledge, as well as transversal competences such as digital literacies and intercultural teamwork”.
Some videos about COIL experiences
Differences between BIP and COIL - QUIZ
If you want to find out more about BIP and COIL, take the following quiz Based on the IMPROVE survey results:
QUIZ - In BIP and COIL courses...
If you want to create a BIP or COIL course, read the following slides Step by Step
Setting up a BIP - STEP by STEP
Choose the format for the course
3.
Find your partners
2.
1.
Define and get the idea
Implement the course
6.
Design learning activities
Plan the timing
5.
4.
Setting up a COIL - STEP by STEP
Resources and materials
3.
Integration in already existing courses
Find your partner
2.
1.
Implement the course
6.
Integration of COIL into existing courses
Planning and setting up technological resources
5.
4.
You can find more information about the project in our website!
Resources and materials
Co-design and agree on a common calendar (planning deadlines, milestones, synchronous vs. asynchronous activities) taking into account time zone differences as well as different holidays and exam periods. – co-design
Find your partners
To organize your BIP, you can get in touch with partners you have collaborated with or with one of your networks. What networks does your institution form part of? Make the most of them to find partners for BIP and COIL.
Desing learning activities
Plan the activities you want to do in the course according to the main topic and objectives of the BIP. Try to implement some ICC activities that encourage students to collaborate and develop their intercultural awareness. Plan some extra activities (including social activities) to take advantage of the physical mobility part of the BIP.
Define the idea and objectives of the BIP
Think about the following: What are the learning objectives of your BIP? What disciplines will students and teachers come from? BIPs are often project- or challenge-based. What challenges or projects will you address in your BIP?
Activities
Plan the activities you want to do in the course according to the theme, and try to implement some ICC activities encouraging students to collaborate and get along better. Plan some extra activities to take advantatge of the time of the exchange.
Planning and setting up technologycal resources
What platforms and technical resources will students use for collaboration and communication in virtual teams? Plan for the use of a collaborative platform and decide on how students will communicate (e.g. co-authoring and editing, email, videoconference, etc.) Set deadlines and milestones, decide on the frequency of collaboration, and the balance between synchronous and asynchronous work.
Timeline
Create a timeline of the activities to be done in the online and physical part of the BIP. Especially for the physical mobility part, make sure students connect online before the physical mobility takes place. Make the most of the physical mobility part, including ICC activities. For the online part, make sure you plan for collaboration (and ICC). If the online part of the BIP continues after the physical mobility, make sure that students stay connected and collaborate online.
Find your partners
Find at least one partner from a different country to develop the course.
Implementation
COIL implementation usually consists of 3 main phases: 1. Preparation: Forming team, familiarising students with technology, with other team members (ice-breaking, cultural exchange), and briefing (since students will form part of international virtual teams, the project and stages need to be clear) 2. Development: Carrying out the project by transnational teams of students. 3. Reflection: debriefing in class, discussing the learning experience, discussing and reflecting on the, intercultural/international experience.
Implementation
When you're ready to implement your programme, make sure you follow your institutional administration processes:
Release of the offering START YOUR COURSE!
Integration in already existing courses
Choose the format
In BIP courses participants spend a short period of time in one of the participating countries. This means travelling or receiving international students. It is a great opportunity to engage students in a short mobility, and for teachers to expand their network and explore new methods. There are different BIP formats regarding the combination of physical mobility and online work. When will the physical mobility take place, at the start, middle or end of the BIP? What will be the objectives of the physical mobility? How can we make the most of it to enhance ICC?