The classroom is dead - long live the classroom

Paul Sweeney, paul@eduworlds.orghttp://www.eduworlds.org

SLanguages 2009http://www.slanguages.net

Overview

• Value of recreating the 'traditional' classroom in a MUVE

• Different phases of 'classroom deconstruction‘ over 18 months in Languagelab

• Role of the teacher / guide / instructor / facilitator in supporting semi formal and informal learning

• Changing student expectations • Guidelines for good practice

Reality check 1

Teaching / learning ‘spaces’

• The classroom space• The city space• The suggestive space• The functional space• The thematic functional suggestive space• The fun and leisure space• The game space• The simulation space

The Classroom SpaceWhat?

Business English course

Language input +Soft skills+ Fieldtrips + team building

Where:

Classroom

The City Space

What?Exploration of different city locations for themed ‘classes’

Where?School, sports field, theatre, cinema, restaurant, art gallery ..

The Suggestive SpaceWhat?General English – adults.

Most material developed CEF B1, B2

Conversation class aimed to build on student

reactions to a particular space whatever discussion arose depending on student experiences, culture, perception etc. Very open ended and non prescriptive. e.g. “life experiences”, “art”

Where?

Garden, beach, riverbank, hotel, art gallery, campfire, park

The Functional SpaceWhat?Material based on CEF ALTE Social & Tourism descriptors – approx 2 x 90 minute lessons per descriptor per level. Most material developed B1, B2 Main focus on oral + listening skills.

Where?Airport, hotel,

dry cleaners, restaurant, bar, post office, bank, martian temple, residences …

The Fun & Leisure SpaceWhat?programme of:•talks by invited artists & students•TV style language quiz show•obstacle course style•game show format•TV interview format

Where?Theatre / TV studio

Quiz, obstacle course, ice rink

The Thematic Functional / Suggestive Space

What?General English – adult, B1 & B2

Functional / tasked based within a classroom paradigm

Narrative-structured syllabus e.g. Holidays took students from holiday planning to catching the plane, arrival, checking in & sightseeing @ 2 X 90 min classes per week) material per level

Broader range of skill and language input

Where?Garden, beach, riverbank, hotel, art gallery, campfire, park, airport, hotel, dry cleaners, restaurant, bar, post office, bank, martian temple

The Game SpaceWhat?Teacher co-ordinated but not teacher led sequence of tasks related to an ALTE CEF descriptor drawing on game-based principles.

Where?

Tourist office (& tours), bank

The Simulation SpaceWhat?Classes are reporting teams for English City newspaper. Decide on choice of / approach to articles.

Prepare collaboratively.

Where?City News offices, other ‘admin’ spaces

All SL for research

The Formal & Informal SpaceWhat?Undisguised input, skills work, preparation, support, feedback

Where?

What?Location informed tasks using simulation & role play

Where?

Reality check 2

Reflection 1: Warburton’s typology of 3-D virtual worlds (adapted McKeown, 2007)

What Flexible narrative Social world Simulation Workspace

Defn. Games (MMPORGs) and serious games

Social platforms, 3-D chat rooms and virtual world generators

Simulations or reflections of the ‘real’

3-D realisation of Computer Supported Collaborative Workspaces-CSCWS

e.g, World of WarcraftNeverWinter NightsArdcallochRivercity project

Second LifeMetaplaceHabbo HotelSims Online

Distributed ObserverNetworkGoogle Earth

ProjectWonderlandOliveOpen Croquet

.. a setting where your story or narrative unfolds within constraints of the rules / goals set by designers.

.. elements of both a fictional and physical world. Exists mainly as a place for socialinteractions to occur

.. a close representation of the physical world + governed by the same rules.

.. provides a virtual workplace setting for collaborative activity & often includes the necessary tools.

You are ..

…. a character in a role with a defined purpose.

….an extension of yourself.

…. yourself. …. yourself.

Reflection 2: a checklist of success factors for teaching & learning

• Language learning as a social event• Communication & interaction• Real audience - establishing contexts for

the use of language with genuine interlocutors who have a real need to interpret what is being communicated and react to it

• Meaningful learning via authentic tasks• Varied input

References

• Warburton,S. 2009 Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching, British Journal of Educational Technology Vol 40 No 3 2009 414–426 doi:10.1111/j.1467-8535.2009.00952.x © 2009

• Canfield, González, Guerrero, MacKichan, Palomeque, Speck, Sweeney, - in preparation - Task design for Language Learning in an Embodied Environment, Teaching through Multi-User Virtual Environments - IGI Global

• Common European Framework• http://www.coe.int/T/DG4/Linguistic/CADRE_EN.asp

http://www.eduworlds.org – paul@eduworlds.org