niflar 3d world
DESCRIPTION
NIFLAR 3D presentation 4 SLanguages 2010 ConferenceTRANSCRIPT
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Social interaction through video-
webcommunication and virtual worlds:
Designing for ICC in 3D
Ton Koenraad, Kristi Jauregi, Silvia Canto,
Rick de Graaff,
Utrecht University and partners
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Structure
• Background to NIFLAR
• Design principles
• NIFLAR 3D VLE’s
Task and object driven activities
• Reserach results on added value
• Conclusions
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• To enrich and innovate academic programs of foreign languages and make them more rewarding and relevant
Promoting blended learning by the use of two technologies:
– Video web communication (Adobe Connect)
– 3D Virtual Worlds (Second Life / Open SIM)
• To study the added value of implementing networked interactions
Three target groups:
– FL learners at secondary and tertiary levels
– Pre- (in) service teachers
Main NIFLAR objectives :
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NIFLAR
• Time span: 1 January 2009 – 31 December 2010
• Partners: Universities of
– Utrecht in the Netherlands
– Granada and Valencia in Spain
– Coimbra in Portugal
– Palacky in Olomouc the Czech Republic,
– Nevsky and Novosibirsk in Russia
– Concepción in Chile
TELL Consult (Netherlands)
Secondary schools, in Spain and The Netherlands
Coordination: Utrecht University
• Target languages: Dutch, Portuguese, Russian & Spanish
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EU-Project ‘NIFLAR’• Time span: 1 January 2009 – 31 December 2010
• Partners: Universities of:
– Utrecht in the Netherlands
– Granada and Valencia in Spain
– Coimbra in Portugal
– Palacky in Olomouc the Czech Republic,
– Nevsky and Novosibirsk in Russia
– Concepción in Chile
TELL Consult (Netherlands) http://www.koenraad.info/tellconsult
Secondary schools, in Spain and The Netherlands
Coordination: Utrecht University http://www.uu.nl/faculty/humanities/EN/Pages/default.aspx
Target languages: Dutch, Portuguese, Russian & Spanish
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Second Life
Open Sim
Adobe connect
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Pedagogical approaches
ConstructivismSecond Language
Acquisition
Task Based Language Teaching
TELL
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Task design criteria for:
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Example in Second Life:Task
Task 2 People and adventures:
-pre-task & task
-NS & FLL
People and adventures:
-pre-task & task
-NS & FLL
Scenarios:
-Participants meet at a restaurant and have
to decide where to go to on holidays:
winter/summer holidays.
-Go to a hotel (reception/room)
-- Depending on their choice go to the
summer or winter slurl
Scenarios:
-Participants meet at a restaurant and have
to decide where to go to on holidays:
winter/summer holidays.
-Go to a hotel (reception/room)
-- Depending on their choice go to the
summer or winter slurl
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Design principles for NIFLAR 3D-VLE
• Objectives for (student) teachers + L2 learners
• Pedagogical principles:
– Pedagogy re ICC-training & assessment
– Blended approach
– Teacher Ed.:
Experiential learning (competence development)
• Analysis of good practice (Warburton, 2009; Molka-
Danielsen & Deutchmann, 2009; Sweeney, 2009; Jauregi et al., 2009; 2010)
• Scalable, sustainable
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Reception / Exploratorium
Game SpaceSimulation Space
Open Simulator Platform
VLE
COMPONENTS
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Exploratoriumfor cultural info, encounters and events
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Simulation Space
for ICC-training & assessment
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Game Space
for cultural knowledge quests & games
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NIFLAR @ Second Life
Launchroom Virtlantis
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NIFLAR @ Second Life
Launchroom & Holodecked Tasks on Virtlantis
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Task Example : Discovering Mexico
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NIFLAR OS design processfrom first ideas to realisation
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NIFLAR OS MegaSim: Four (4) voice-enabled Regions
• Reception
• Spanish SIM
• Asterix Village
+ Projectlandia
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NIFLAR OS MegaSIM: 4 regions
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Reception SIMProject Home, International Meeting & Communication Area,
Tandem Language Learning Space
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Cartoon Puzzler
Info Gap: collaborative problem solving
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Talking Lottery BallsInspired by: Talking Dice
• oral proficiency practice with embedded ICC
development goals through symbols & images
that trigger statements and interactions on
personal lives and cultural topics.
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Cultural Knowledge Quiz:exchange, discuss, convince, move, apologize…
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Asterix Village
3D-visualisation of Third Place concept and
historical dimension (ICC pedagogy)
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Asterix village:
PUB + antique tourist artefacts
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Asterix: Harbour & Campo Sportivohistorical approach to folk/street games
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Spain: Urban area(Valencia design by Nadia Revenga García)
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NIFLAR Valencia city
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Projectlandia: default scenario & facilities + ad hoc activities &
projects (e.g. Adventures in 3D)
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•Projectlandia: Regions for future target groups, e.g. ChinaVillage (holodeck approach)
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Projectlandia: French Village
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SLOODLE for NIFLAR OpenSim Worlds
• WebIntercom -- links text-chat in-world to a Moodlechatroom
• Quiz Chair -- students can do a Moodle quiz from in-world, and receive audio-visual feedback on their progress
• CultureQuest
• Awards system
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Student involvement & CoP development
• Ownership: student profiles / cultural knowledge sharing
• Authorable content objects facilitating blended approach
• Partner consortium
• OS-LingoGrid
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Experiences
• Tasks for Dutch, Portuguese, Russian and
Spanish.
• Several pilot experiences in video-web and
Second Life,
• Both with secondary and tertiary learners
• Almost 400 students have participated in the
experiences.
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Research issues
Is there any added value of implementing virtual
interaction in language teaching curricula?
1. Students’ perceptions (evaluation of experiences)
2. Meaningfulness of interactions
3. Impact on motivation: Willingness to communicate (MacIntyre et al. 2001)
• Perceived competence
• Communication anxiety
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Data sources
• Recorded interactions
• Pre & post oral tests
• Surveys (pre, mid and post)
• Interviews
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Results participants’evaluation
• Interactions with pre-service native teachers:
- enhanced learning processes
- contributed to: self-confidence, fluency,
vocabulary, cultural awareness).
• The environments:
- effective for interaction
- strong preference for VWC or SL above other
SCMC tools (chat or audioconferencing).
• Interactions: relevant & fun.
• Tasks: motivating & useful.
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Results: Positive impact on motivation
Willingness to communicate (McIntyre et al, 2001) measured
by repeated mid questionnaires;
Comparisons between experimental and control
groups reached significant values for:
• perceived competence in the target language,
• positive attitudes towards talking to native
speakers,
• and decrease of speaking anxiety.
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Results: Significant impact on WTC
1 2 3 4 5 6 7
Week
2
3
4
5
Ave
rage
Ans
wer
VC VC VC
VC
VC
VC
VC
SL SL SL
SL
SL
SL
SL
C C C C C C C
Competence
1 2 3 4 5 6 7
Week
2
3
4
5
Ave
rage
Ans
wer
V
V V V V V V
S
S SS
SS
S
C C C C C C C
Like speaking to native speakers
1 2 3 4 5 6 7
Week
2
3
4
5
Ave
rage
Ans
wer
VV
VV
VV
V
SS
S
S
S
S
S
C C C C C C C
Perceived competence
Get nervous talking in the TL
5 point Lykard scale
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Conclusions
Pedagogy as the clue for the added value:
• Adequate and balanced integration in the curriculum
• Effective tasks that trigger meaningful interactions in virtual encounters taking into consideration
– the learners’ their needs, styles,
– the affordances of the environment,
Synchronicity might turn out to be a problem: efficient organisation and good communication among partners is critical.
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Would you like to know more about
the NIFLAR project?
Read about results in our publications&
Join us at
niflar.ning.com
www.niflar.eu
Thank you for your attention!!