jtn -3/4 juin 2010 nÎmes l'utilisation des mondes virtuels comme "second life" dans...

JTN -3/4 JUIN 2010 NÎMES

L'utilisation des mondes

virtuels comme "Second Life" dans la formation linguistique

Luisa Panichi

Université de Pise, Italie


The AVALON project

• Access to Virtual and Action Learning Live Online

• A two year multilateral and transversal project funded under KA3 (ICT) of the LLP of the EACEA.

• Partnership: 26 European partners• 10 state funded universities

• 16 other public and private organisations


Experiment with and explore virtual

worlds for language education

Create and test activities

Design and run Language courses

Design and run a teacher training

course

Provide models and best practice guidelines


Virtual worlds

• MUVE’s (Multi-user virtual environments)• 3 Dimensional: movement• Avatar: a 3D rendering of yourself• Games (role play): The Sims• Gaming: WoW (World of Warcraft)• Socialising and entertainment: Active Worlds,

Second Life• Highly immersive and participatory


Interest for language education

• Virtual platform for online and distance education

• Complement to face-to-face learning

• Integration with other LMS (sloodle)

• Communication: synchronous, multimodal (text chat; voice chat), streaming (sound and video)

• Creative and representational: Building/cultural artefacts (permanent/non permanent)

• Performative: Avatar


AVALON Courses

• The Debating course (English B1-B2)

• Business English course (B1-B2)

• The Italian Beginner’s course (A1-A2) “Alzati e cammina”

• German for Beginners

• The Tandem Catering course (Spanish/English)

• North Sami

• Teacher training course


Models for learning

• Socio-cultural models (i.e. Vygotsky 1978; Lave & Wenger 1991; Wenger 1998)

• Communicative language learning

• Collaborative models

• Learning by doing/Action learning

• Problem-based learning


Design

•


Design Process

• What is my philosophy of learning?• Why use SL?• Practical issues (i.e. institution, access,

firewalls, assessment requirements, technical initiation)

• Pedagogic issues (i.e. tasks, authenticity, teacher’s role)

• Feedback


1. Philosophical Starting Point

Is SL the right environment for my course?

How do we learn?

Do I believe in collaborative

models?


2. Affordances – What Motivates the Use of SL?

How do I make use of SL and its possibilities?

Should SL be used in combination with other tools?

Do I need synchronous oral communication?

How can SL contribute to the learning experience?


3. Practical Design Issues

Technical and social initiation, instructions, communication, environment, community

How do I manage technical initiation?

Who are my students?

Can my institution handle the technology?

What formal requirements are

there?


4. Specific Task Design Issues

Types of task: collaborative, exploring SL, building, role playing

What is my role as a teacher?

Who are my students?

Are the tasks engaging, relevant and authentic?


5. Implementation, Evaluation and Redesign

Learn from practical experience and ‘tweak’ design

Who evaluates? How do I evaluate?

How can things be improved?

What have I learnt?


Action Research


Feedback and evaluation• Pedagogical and practical aim

• Pre-course information/Post-course information

• Quality control

• Group discussions, individual interviews, questionnaires

• Monitoring of students from beginning to end

• Affective dimension of the learning experience

• Reflective teaching


Common Learning Objectives• Learning to use virtual worlds for language learning, both

as a tool for communication and a source of information (technical competence/physical space);

• Collaborating with people from other language and cultural backgrounds in an online environment towards a common goal (social and intercultural competence/social space);

• Communicating effectively with others in meaningful and authentic tasks (linguistic competence);

• Acquiring new specific knowledge (i.e. content acquisition).


Lectures/formal presentations


Informal learning


Smaller group work


Gymnastics/Games


Exploration and navigation


”Buddy system”


Tandem


Sami/locative


Teacher training course• Avalon Learning Island and Moodle

• 6 weeks, 20 teacher trainees, 14 EU countries, 2 groups, 2 teachers per group

• Appearance, identity, navigation skills, communication and presentation skills, building skills, networking, fostering participation in others, SL and the web

• Final outcome: Lesson plan and group feedback


Other fields of application

• Literature, culture, communication, theatre and film studies, art, history, music

• Human resource and management training• Counselling• Rehabilitation and Physiotherapy• Marketing• Journalism, media and politics• Research in didactics, pedagogy, linguistics, social

sciences, medicine and neuroscience


Virtual Montremartre and Virtual Harlem

• International collaboration between the University of Central Missouri, US, and Paris IV-Sorbonne, France.

• Virtual Harlem and Virtual Montmartre are virtual representations of two historical places from the Jazz Age

• Places of instruction, learning, co-building, collaboration, re-enactment and content and knowledge migration


Interview with…

• Dr. Bryan Carter, USA• Associate Professor of Literature, University of Central

Missouri • Creator and educator in SL, Avalon member

• Dr. Mats Deutschmann, Sweden• Docent, English Linguistics, Mittuniversitetet and Umeå

Universitet, Sweden • Teacher, researcher and course designer in SL, Avalon

Partner


Summary

• VWs allows for the integration of the physical space into the pedagogic design.

• This can greatly strengthen aspects such as the participatory and affective dimension of the online learning process.

• Result = a more holistic approach to learning.


Invitation to AVALONWebpage http://avalonlearning.eu/

Avalon in SL http://slurl.com/secondlife/AVALON%20Learning/81/226/41

NING http://avalon-project.ning.com/

Luisa Panichi, Local project leader, University of Pisa, Italy [email protected]


References and bibliography• Active Worlds http://www.activeworlds.com/edu/index.asp • Avalon (Access to Virtual and Action Learning Live ONline) http://www.avalonlearning.eu/ and

http://slurl.com/secondlife/AVALON%20Learning/11/194/59• Bignel, S. and Parson, V. (2010) Best Practices in Virtual World Teaching. A guide to using problem-based learning in Second Life. Preview-Pych

Virtual Psychology. University of Derby, University of Aston and the Higher Education Academy Psychology Network, UK. http://previewpsych.org/BPD2.0.pdf

• Carter, B. W. (2009) Enhancing Virtual Environments. In J. Molka-Danielsen and M. Deutschmann (eds) Learning and Teaching in the Virtual World of Second Life, Tapir Academic Press, Norway, pp. 103-113.

• Deutschmann, M. & Panichi, L. (2009a) Instructional design, learner modeling, and teacher practice in Second Life. In J. Molka-Danielsen and M. Deutschmann (eds) Learning and Teaching in the Virtual World of Second Life, Tapir Academic Press, Norway, pp. 27-44.

• Kamimo http://home.himolde.no/~molka/about-kamimo-islands.htm and http://slurl.com/secondlife/Kamimo%20Island/127/148/25• Kaplan Andreas M., Haenlein Michael (2009) Utilisation et potentiel commercial des hyperréalités : une analyse qualitative de Second Life, Revue

Française du Marketing, N°222, 69-81. • Lave, J. and Wenger, E. (1991) Situated Learning - Legitimate Peripheral Participation. Cambridge: Cambridge University Press.• Lim, K. (2010) The Six Learnings of Second Life: a Framework for Designing Curricular Interventions In-world. Journal of Virtual Worlds Research,

North America, 2, mar. 2009. Available at: http://journals.tdl.org/jvwr/article/view/424/466. Date accessed: 31 May. 2010. • Molka-Danielsen, J. & Deutschmann, M. (2009) Learning and Teaching in the Virtual World of Second Life, Tapir Academic Press, Norway.• Panichi, L., Deutschmann, M. and Molka-Danielsen, J. (2010) Virtual worlds for language learning and intercultural exchange – Is it for real? In: S.

Guth and F. Helm Telecollaboration 2.0: Languages, Literacies and Intercultural Learning in the 21st Century. Bern: Peter Lang, pp. 165-195.• Salmon, G. (2004) E-Moderating: The Key to Teaching and Learning Online. London: Taylor & Francis.• Second Life http://education.secondlife.com• Vygostky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press.• Wankel. C. & Kingsley, J. (2009) Higher Education in Virtual Worlds. Teaching and Learning in Second Life, Bingley: Emerald. • Wenger, E. (1998) Communities of practice: Learning, meaning, and identity.Cambridge: Cambridge University Press.

http://www.avalonlearning.eu/




The Euroversity network proposal

• Builds on existing synergies (Avalon, IcEurope, Niflar)• Multilateral network, LLP, KA3 (ICT), 3 years• Austria, France, Germany, Sweden, Norway, Cyprus,

Portugal, Spain, UK, Netherlands, Italy, Israel• CCI du Jura, Direction des Usages du Numérique -

Université de Strasbourg• To create a framework for the future development of a virtual

university• To experiment with the teaching and learning of other

subjects, i.e. physics


Invitation to AVALONWebpage http://avalonlearning.eu/

Avalon in SL http://slurl.com/secondlife/AVALON%20Learning/81/226/41

NING http://avalon-project.ning.com/

Luisa Panichi, Local project leader, University of Pisa, Italy [email protected]

jtn -3/4 juin 2010 nÎmes l'utilisation des mondes virtuels comme "second life" dans...

Documents

nmes design slide

nmes models

avatar slide

nmes lutilisation

nmes experiment

italie slide

participatory slide

nmes design process