How to use Second Life in language training

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Guidelines for trainers who are interested in using Second Life in language training. Created within the KA2 Project Talk with me

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How to use Second Life in language training

  1. 1. TALK WITH ME DIDACTIC GUIDELINES Gerhilde Meissl - Egghart Beáta Holá
  2. 2. Contents:Introduction1. Background of the project............................................................................3 1.1 The social way of learning a language......................................................................................3 1.2 Target group................................................................................................................................5 1.3 Benefits.......................................................................................................................................62. Technical guidelines.....................................................................................8 2.1. Second Life and Moodle and other web based tools step by step.............................................8 2.1.1 Talk with me tour.................................................................................................................8 2.1.2 Moodle - Getting started...................................................................................................12 2.1.3 Second life - getting started...............................................................................................20 2.1.4 Other web based tools useful for distant language learning..............................................27 2.2 Some basics on how to use the Second Life Talk with me platform........................................313. Didactic suggestions for the trainers..........................................................424. Suggestions for implementation of the Talk with me outcomes..................485. List or relevant links...................................................................................54 Technical skills...............................................................................................................................56 Teachers communities....................................................................................................................56 EU-projects dealing with using virtual worlds for teaching...........................................................57 This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1
  3. 3. IntroductionDear language teacher, trainer or tutor,on the following pages you will be guided through a 2D version of Talk with me tutorials.If you think it is a bit old fashioned these days to elaborate written tutorials, we agree with you.This materials is a paper version to be printed out, to be covered with notes, exclamation orquestion marks, ideas and in which important ideas can be underlined with crayons orpermanent markers.Some people nowadays do not print anything anymore. They are perfectly contented with on-line versions of all materials. They would appreciat the on-line version of our guiding materials.The interactive version of the Talk with me guidelines can be found on the project websitewww.talk-with-me.eu where you find videotutorials which should help you to get familiar withthe 3D virtual world.In this document you find a summary of the technical requirements needed for running acourse in Second Life. We have also incorporated useful methodical tips and hints useful forteaching in virtual language classes. And besides that we prepared some ideas for theimplementation of the Talk with me approach within the everyday educational schemes ofvarious target groups.If you read these pages and if you carefully watch the on-line video tutorials, you should getthe basic overview about both the Talk with me project and the virtual teaching in general.Of course these guidelines provide you with basic knowledge and equipment for virtualteaching. In order to acquire high level skills, there are plenty of further Second Life tutorialsavailable on YouTube and there is also a possibility to join the group of Second Life teacherswhich we recommend to you in the section with interesting links and materials.These guidelines containt a lot of useful information. However they cannot make you a perfectSecond Life teacher. You need experience. You need to explore yourself, to try out variousthings and to find your own approach combining various Second Life elements with otheruseful web based tools.If you prefer the eye-to-eye contact, you can aquire your Second Life skills a train-the-trainercourse where both technical and metodical skills and competences will be trained. In order toget actual information about such courses, please contact your local project partner who willprovide you with more information.And what is the right way to go through the guidelines?First of all watch the Talk with me movie. That should give you the basic idea how our projectand its products work. Afterwards print this document and read it while watching the on-linevideo tutorials on the project webpage. Get your avatar and as soon as possible enter SecondLife and explore. Than you will know yourself how to proceed.The Talk with me project team wishes you a lot of fun becoming a Talk with me language tutor! Beáta Holá (SL-Beata Ruben) – project coordinator Gerhilde Meissl – Egghart (SL – Yvonne Hendrick) - expert for virtual education and lead project developer 2
  4. 4. 1. Background of the projectWhen talking about the “social way of learning” we refer to 2 types of interpersonalrelationships that are considered valueable for motivation and drop-out prevention:Social relationships within the peer group (“social in-group”): Focussing on team buildingand maintenance on positive group dynamics.Social relationships with natives in the target country (“social out-group”): Focussing onintercultural exchange of knowledge, skills and experience and collaboration. (Note, that insome course settings, natives of the target country might be learners, e.g. cross border firebrigade training).1.1 The social way of learning a languageWe strongly believe that there is no stronger motivation for most human being than socialmotivation. Thus, if we want to keep people involving in a task, the probability that theystick to it are a lot higher if they feel being part of a group: of other people that followsimilar goals and that share the ups and downs of their common learning process.Furthermore virtual wolds offer the possiblity to meet the native speakers’ communityduring the course in various ways: In person (avatar’s person) or via chat, forums, socialplatforms, etc. This clearly adds value to the learner’s experience as s/he immediatelyfeels the thrill of really using their languages skills.Some people might have doubts like what is social about virtual reality and on-linecourses? We would like to stress the importance of the latest research results from thefield of cyber psychology. It shows the significantly growing importance of on-linecommunication and networks for children and teenagers. Why is that? Because humansare social creatures. Humans enjoy being connected with people that are important forthem (and vice versa), with whom they share something (e.g. a common interest), wherethey feel accepted etc. Social networks had made it a lot easier to find those people and tostay in touch with them.Social motivation is among the most powerful types of motivation for humans. Socialmotivation makes people doing - even disagreeable - things simply because of otherpeople: Because they enjoy being together with them or because they care about whatthey think about them. If this fact can be exploited for a course, the drop-out ratio issupposed to drop dramatically.One reason why traditional e-learning seldomly really works well is the lack of the socialenvironment - the loneliness. The virtual 3D-environments allow to overcome thisloneliness, because they create the authentic emotional experience of being part of agroup, of social networks. The e-learning course acts as a setting place and a repositoryfor information and feedback. The learners in our course really meet in real though virtualclasses. They can speak, write, make jokes or even flirt or not to pay attention to theteacher. The virtual space makes it possible to overcome geographical frontiers and 3
  5. 5. distances and meet interesting people who would hardly meet in the real world.The content of the course has been created in accord with other web based solutions suchas social networks (Facebook, LinkedIn) or communication channels (Skype, ICQ). Thelearners will be motivated to form teams and choose content connected projects asassignments according to their fields of interest. These project teams make it possible toform international groups of people interested in similar issues and to extend theircooperation even after the end of the language course. The ultimate results would beinternational groups of people who - after having attended this course in the Second Life -decide to meet in the First real life as well.Other web based elements with high socializing potencialSecond Life is not the only tool useful for modern distant learning. The Talk with meapproach includes a variety of on-line tools which can enrich traditional e-learning systém.The virtual classroom in Second Life classroom is a sort of headquarters, a socialmeetingpoint where many activities start and where briefings, supervisions or virtualprojects can také place. Besides that plenty of other internet based communication web2.0 tools such as social networks, skype or youtube can be included. A selection of thosemost suitable ones for distant language learning is presented in the section „Technicalguidelines“. 4
  6. 6. 1.2 Target groupI:People who are interested in central and eastern European languages namly Czech,Slovak, Hungarian and Slovenian.II:People who have moved to one of those four countries, who need to learn the basic levelof the language as quickly as possible and who for various reasons cannot attend coursesat common language schools.III:The Talk with me platform is a great opportunity for people who know they are going tolive in one of the four countries and who want to get prepared in advance and to learn thebasic level of the language one year ahead.IV:People who need skills in Czech, Slovak, Hungarian and Slovenian because they want toimprove their qualification for the labour market or do already need it in their jobs.The topics of more than 30 basic lessons have been selected carefully in order to beuseful and interesting for a wide target group regardless the purpose of staying, age,status or gender.Typical participants would include: • future Erasmus students or other international students • businesspeople staying for a longer period in central/Eastern Europe • tourism managers, services providers focused on Eastern European customers • migrants • unemployed people or people on maternity leave with basic ICT skills • seniors with basic ICT skills • tourists with deeper language interest 5
  7. 7. 1.3 BenefitsA language learning platform like this offers various benefits:Its distance-learningAccess for everyone from everywhere - There are no geographical restrictions for theparticipants, in one course people from all over the world can participate together. There isno need to travel to the destination of the course. No traffic jams, waiting for trains orbuses. Login in and that´s it.Its simpleIn order to participate the learner only needs common ICT equipment, an internetconnection of average speed and a headset. Learning how to use an e-learning course inMoodle and how to learn skills necessary for the virtual activities in Second Life™ is part ofthe course curriculum. They have been defined and elaborated for an average userwithout any special software or hardware knowledge. Supporting material can be found inthe guidelines (tutorials).Its interactive, engaging, social and playfulA language lesson in Second Life™ can offer lots of additional elements that are notpossible or not so easy in traditional classroom-courses: • Multi-channel communication: talk and type-chat at the same time; via type-chat all students can contribute at the same time (in a face-to-face classroom only one person can talk at a time!) • Private communication via talking or typing with groups ad libitum • Games and interactive objects • Immersive environments for role plays • Jouneys to interesting virtual places – some of them directly connected to the course content (e.g. visiting the Czech virtual city of Bohemia), some other might be useful for establishing social contacts with avatars of people speaking on of four project languages. • Taking advantage of already established communities, joining their events – meeting the people • Bringing more of the real world into the class, thus making it more relevant and engaging for the learnerIts individualThere are as many different types of learners as there are learners. Therefore one coursecan never fulfill all requirements. However our courses try to serve a big bandwith orparticipants - including those, who do not want to attend regular language courses: • The nerds can study the material in Moodle before and after class. • The systematic people will love our well-structured dialogues, grammar and vocabulary. • The auditiv people can put the mp3 files on their iPods and listen to them in the subway. 6
  8. 8. • The always-5-minutes-late-people can still enjoy the interactiv activities and games.Its socialIf people should stay in a course, the course must be more attractive than all other thingsthey could do in this time. Embedding participants in a rich socially attractive environmentis a promising approach to keep people engaged with the course. 7
  9. 9. 2. Technical guidelines2.1. Second Life and Moodle and other web based tools step bystep2.1.1 Talk with me tourFirst you need to get started with Moodle and Second Life™.Before a session, you should have a look at the material in Moodle.You will meet your group in Second Life™. There you can learn in many different ways. 8
  10. 10. Talk ...play...practice...practice more... 9
  11. 11. travel abroad...virtuallymeet new interesting people in Second Life™ ...or on other platforms... 10
  12. 12. Participate in their events, or work with them on various projects of your shared interest.And hopefully you will meet in real life as well - and continue learning there! 11
  13. 13. Step by step guideIn order to participate you need a computer, an internet connection and - essential! - aheadset - thats all!ComputerA computer that is capable of running the Second Life™ client needs some 3D graphiccapabilities. Check out http://secondlife.com/support/sysreqs.php to see if your computeris supported.Remark: Even if your computer is not officially supported – try and install the SecondLife™ software – usually it works anyway.For viewing streamed media in Second Life™ it is necessary that your computer hasQuicktime installed.Internet connectionAn internet connection with UMTS bandwidth is sufficient. In locations with good UMTS orWLAN reception a wireless connection is doing fine. Anyhow we strongly recommend touse a cable LAN connection to the Internet to minimize glitter in the audio experiencecaused by the higher lag and collision probability in the wireless operation.HeadsetPlease use a headset even if your computer has a built in microphone. This increases thevoice quality for you and all other participants and avoids painful audio feedback-loops.You can try out if your headset works correctly by e.g. calling the Skype testservice.2.1.2 Moodle - Getting startedStart Moodle and select your course ...Go to lms.workademy.net and select the course you want to participate in ... 12
  14. 14. RegisterIf you have not registered before, click the Create new account button ...fill-in the form and click the Create my new account-button at the bottom.Wait for the system to send you and email and follow the link. 13
  15. 15. LoginNow you should be able to login. Confirm your enrollment.Welcome!Welcome to the course! 14
  16. 16. BasicsHere you see the most important elements of Moodles user interface: • The News forum announces news concerning the course. All course participants are subscribed to this forum, thus they receive an email notification in case of new entries. • The Teams forum is thought as being the main means of offline-communication between the participants. • Web-links, as the Direct teleport to Talk with me in Second Life • dont worry about SLOODLE - you will learn about it later :-) • Glossaries: The CZ_Grammar and CZ_Vocabulary glossaries contain grammar and vocabulary and are directly linked directly into the texts. • Audio-links, like the Basic expressions (in Intro 1) are commonly used for providing recordings. • Quizzes come in 2 flavors: As Moodle quiz (like Did you remember the basic expressions?) and as HotPotato quiz (like Famous czech people - who is who? in Intro 2) • Simple text pages like Problems? We help you? are the most common resource. • Finally (very important!): Make sure you notice the square at the upper right side of the topic (its marked red). If you click on it, then Moodle will display only this topic and then show 2 squares - click on them to return to the view with all the topics. Imagine how much scrolling this simple features will save, when you are working on 15
  17. 17. topic 27 ...Try it out!Moodle advancedUsers profileWatch out for the sentence You are logged in as .... Clicking on your name will open yourprofile:Check out the various tabs to edit your profile, get an overview of your forum posts (veryuseful!), write blog-entries, view your activity report and the roles you have in variouscourses.Activity listsThe activities list enables you to view the course material from another point of view,namely get lists of all Forums, Quizzes, etc. This is very useful if you are looking for aspecial resource.Please note, that this is just a very brief introduction to Moodle and the way the Talk withme project uses it. For detailled elaboration on how to work with Moodle, please follow thelinks, that are provided here. You will find excellent material there!Special trainer skillsA tiny button makes the difference ...... between you and the normal course participants: 16
  18. 18. Turn editing onSome features for trainers only ...Note the differences:1. Now each resource has 6 little icons next to it: • an arrow for indenting it • an arrow for moving it up or down • the hand for editing it • the cross for deleting it • the eye for hiding it 17
  19. 19. • the person for changing group options2. Each topic has 2 dropdown listboxes:From Add a resource the items we need most are: • Insert a label • Compose a text page / Compose a web page • Link to a file or website • Display a directorsFrom Add an activity the items we need most are: • Forum • HotPotatoes Quiz • QuizUsing the Quiz has the advantage, that the questions can be fed into the Quiz-Chairs inSecond Life™ (the Quiz-Chairs are SLOODLE objects)Using the HotPotatoes Quiz has the advantage, that the HotPotatoes authoring tool is abit more comfortable.3. You can see the section For trainersThis section is hidden (note the closed eye!) for participants. Here you find the sessionplanand the material, that you will need in order to teach the session in Second Life™.HotPotatoesHotPotatoes is a free authoring tool for a number of different kinds of excercises, likecrosswords, quizzes, clozes, matching-excercises, etc.Download the software here: hotpot.uvic.caFor using a HotPotatoe excercise in Moodle, just upload the original file (file-extension jmt, jcl, or similar - not the html!) and add a resource that links to that file.SLOODLESLOODLE is a bridge to Second Life™.SLOODLE is a bridge between Second Life™and Moodle. It allows the 2 systems to worktogether in certain ways.Currently we use 2 SLOODLE-tools: the presenter and the quiz-chair.For more information about SLOODLE, please refer to the Sloodle-Website. 18
  20. 20. The PresenterUpload your slides in the Presenter-object in Moodle ...... and see them on the presentation board in Second Life™.The Quiz-chairAny quiz, that you define in Moodle (note: in pure Moodle, not HotPotatoes!) ... 19
  21. 21. ... can be taken by your students in Second Life™ by simple sitting down on the quiz-chair.As Moodle is widely used, open-source software, there is a lot of high-qualitydocumentation available on various places in the internet.The official Moodle site is the first place to look at (documentation, forums, community, ... -in more than 50 languages): • moodle.org2.1.3 Second life - getting startedRegisterGo to www.secondlife.com click the big orange JOIN-button and follow the instructions: 20
  22. 22. Define your avatarFirst you need to register and create your avatar (Note: you cannot change the name ofyour avatar later on, therefore choose your name carefully! We would recommend you touse a first name that is similar or equal to your real-life first name).Then you will be asked where you want your avatar to start its advanture in Second Life™.You can choose Orientation Island (which is a nice place for people with little or noexperience in 3D-worlds, because it is made for teaching 3D-world skills) or any otherplace.Download the client softwareFinally you should end up downloading the installer of the client software and running it.After that, you will find the Second Life™ icon on your desktop.Enter Second Life™ ... and find Talk with meIf you want to go to the "Talk-with-me"-space immediately, its easiest to use this link:Direct link to Talk with me learning space in Second Life™ (SLURL)However, if you want to check out Second Life before visiting us, start the Second Life™client via the icon.In both cases you need to login with your avatars name and password. You will also needto accept Linden Labs usage agreement and allow your client to use Second Life Voiceand to use Streaming Media. (Remark: Your firewall might ask you to accept SecondLife™, Second Life Voice and the Quicktime viewer to access the Internet. You will needto allow these applications to access the Internet permanently). • If you took the SLURL - WELCOME! • If you decided to start on "Orientation island" take some time to get familiar with the environment. Watch out for the green EXIT-sign to leave it. 21
  23. 23. • If you decided to start on any other location, enjoy it! You can use the built-in search funcionality to find the island Forum Europe (where Talk-with-me is resident) afterwards.BasicsAs in real life, you need to learn a few things before you can participate in whats ongoingin the world.(Remark: We recommend you to set the interface language to English: Go to the mainmenu Edit then select Preferences, go to the tab General and select English from thedropdown list on the bottom of the dialog).Talking, listening and chattingTalk by pressing the Speak-button. Adjust the volume of the other speakers by pointingyour mouse to the avatar or opening the nearby voice list (triangle left of the speak-button) then clicking the info-i and finally using the slider. For text-chat, type into the localchat field. 22
  24. 24. Movement controlUse the arrow keys or the keys on your keyboard to move your avatar around. If themovement control panel is not visible, go to the main menu View and select MovementControls. Double-click the forward-key to run.Camera controlWith the camera control panel you can control your camera independently of your avatar. 23
  25. 25. Try it out - it is very useful! If the camera control panel is not visible, go to the main menuView and select Camera Controls. Alternately: Press the alt-key plus your left mousebutton and see what happens when you move the mouse! (Also try out what happens ifyou add the ctrl-key as well!)Sitting down and standing up If you want to sit on an object, right-click it and select Sit here from the pie menu. Forstanding up, click the Stand Up-button.This is a short list of more advanced features that you will need sooner or later. Use it as achecklist: If you master the Basics and had been around in Second Life™ for a while,come back and see if you have picked up all of them.Communicating • Talking: Press the blue Talk-button to talk; press the little lock on the talk-button to keep is pressed (otherwise its in toggle-mode and you have to press it whenever you want to talk). Left of the talk-button there is a little button with speech-bubbles on it. Klick it to open the active speakers list. There you can individually adjust the volume for each speaker: Click on the avatar name and use the slider above. Note, that you can sort the active speakers list by volume (the loudest comes first) or by name (click on the heading of the columns). Sorting by name is useful, if you have troubles selecting the name of the avatar (if it is speaking, it will jump around in the list). • Local chat: Press the blue button with the speech bubble on the bottom left of your screen, and the chat line will appear above it. Type your text into the chat line and press return. Use the menu View/Local chat to see the chat history. In Edit/Preferences/Tab Text chat / checkbox Show chat bubbles you can make the text appear above the talking avatars head. • Instant messaging (IM): Click on the blue button Local Chat left of the chat line to open a window with your contacts and groups. Click on a contact and select IM to send an instant messagMoving • Moving your avatar: use the arrow-keys (right-left-up-down) to walk around and also to turn around. You can also use the menu View/Movement Controls to open a 24
  26. 26. control window: move your avatar by clicking the arrow in the control window. • Flying: click the blue Fly-button to fly; use page-up and page-down to fly higher or lower; click blue Stop Flying to land • Sitting: Right-click on the object where you want to sit and click Sit here in the context-menu. Stand up by clicking the blue button Stand up.Camera • Camera control panel: normally the camera is situated above-behind the head of your avatar. Use menu View/Camera Controls to open a window with 2 blue cicles to change the camera position. As soon as you click on your avatar, the camera will be above-behind its head again. • Moving the camera via the mouse: Try out what happens if you click the ALT-key plus your left mouse key and then move your mouse! And try out what happens if you add the CONTROL-key ... • Mouselook: You can change your camera view into a first person perspective - the mouselook. Use the menu View and then select Mouselook. Exit mouselook via the ESC-key.Friends • As in real life, it is very important to have friends. Offer friendship to another avatar by searching him/her (blue search-button, tab people) selecting him/her and clicking the Add friend... button. If the other one accepts your offer, you will have a new friend in the list of your contacts (button communicate, tab contacts). • Friends are especially important to get help, when you get lost. Sometimes teleports do not work 100% correctly and you keep hanging in the air or fall into the sea. Thats no problem if you have friends: 1. Send an IM to a friend (who is in class): select it in your contact-list and click IM/Call. 2. Your friend shall offer you a teleport by selecting you in his contact-list and clicking teleport. If you accept the teleport-offer you will be teleported to the location of your friend.Inventory • Inventory: Click the Inventory-button to open your inventory: There is lots of stuff in there, e.g. landmarks, notecards, objects. • Landmarks: Create a landmark: Use the menu World/Create a landmark here to get a landmark of your current location into your inventory; you can teleport to a landmark with a right-click and teleport. • Notecards: Notecards are like files in a simple file-editor. Doubleclick on to open it; edit it; change its description; then click the Save-button on the bottom of the window. A right click on a notecards (in the inventory) enables you to change its name. Create a new notecard with a right-click on the folder (in the inventory).World • Time of the day: Change the time of the day using the menu World/Environment Settings/... • Your appearance: Right-click on your avatar and select Appearance... to change 25
  27. 27. your appearance. Drag and drop items (e.g. clothes) from your inventory to your avatar to change clothes. • Gestures: You find the list gestures on above the blue buttons on the bottom of your screen. Try out some! In hot discussions it might be useful to be able to pipe up!In case of troublesTroubles with Second LifeRegistration & LoginI cannot register my account.Maybe you will need to register your account at another computer (e.g. at home, if youcurrently are at work) because the number of accounts one can register at every Internet-address is limited. Thus if there are already many users registered under the Internet-address of your current location you might be blocked.I cannot log in.check http://blog.secondlife.com - sometime maintenance is blocking the serviceMedia ProblemsI cant see videos.Test if you have the media control available. If you have installed the Quicktime viewercorrectly, you should find a movie symbol and a start-button next to the talk-button.I cant hear - and the others do not hear me.What to try first ... • Logging out and in again solves some problems - thats what you should try first. • Check with Skype test-service to make sure that your voice is fine OUTSIDE Second Life™. • To check your voice INSIDE Second Life™ go to Echo Canyon. • If voice doesnt work INSIDE Second Life™ there are two places to look: • First in the microphone setting of your operating system and second in the voice chat settings of the Second Life™ clients preferences (which can be found in the Edit menu). There you can also adjust the input level of your own microphone:FAQ 26
  28. 28. The other speakers cannot hear me.Menu Edit/Preferences; tab voice chat: make sure the checkbox Enable voice chat itchecked. Click the blue button device settings: there should be green squares as soon asyou talk into your microphone.I cannot hear some of the other speakers - their voices are too low.Use the active speakers list to adjust (see Basic skills)I cant see the slider in the active speakers list.Move the window (the active speakers list) around and resize it. The window might havebeen at an awkward position or is too small.After some time of inactivity I cant hear the other speakers any more.Check the standby-settings of your computer!Troubles with MoodleMoodle displays only one topic, and thats not the one I need.Remember the square-icons on the top right side of each topic. Are there 2 squares? Clickon them and Moodle will show all topics again.For Trainers ...I cannot do any editing! There are no icons for editing and no possiblities to add a newresource.Remember to press the Turn editing on-button at the upper right!2.1.4 Other web based tools useful for distant language learningGlogsterwww.glogster.comGlogster is a free on-line tools for making audiovisual interactive posters. It has beendesigned very simply so that even people without advanced graphic design skills are ableto design them. Learners can elaborate very nice presentations using • text • pictures • audio files • video files • web linksThese posters can be private or public and are shared through simple links. • You can present them in the virtual class on the web board • You can send them in an email • You can post them on various social network profiles 27
  29. 29. Preziwww.prezi.comPrezi is an on-line presentation tool which offers dynamic and variable ways ofpresentation. The base of Prezi is a big white canvas where the presentation author canzoom in and out and place various contents on different levels. Text, pictures, links, filesand graphical elements are placed systematically or chaotically on this canvas and linkedthrouth a presentation path which can be changed according to the target group orpurpose of the presentation.Prezi is a great tool for entertaining presentations to various topics. 28
  30. 30. Other web 2.0 applicationsThere is a variety of other web based tools which can be incorporated into distantlanguage learning. However their number is constantly growing. It is problematic to followall the innovation and intuitively learn new web based tools. Therefore we recommend youmaterials which have been created by teachers who are fond of web 2.0 applications andwho are willing to share their experience with other trainers.Within the Talk with me course several more web based tools were used based on themotivating materials created by an American teacher Michael Zimmer. As mentioned in theguidebook, the author agrees with the use of his guidelines for private purpose. Theguidebook is available on www.issuu.com , which is an on-line publishing server whichmay serve as a great source of educational materials for distant language courses.http://issuu.com/terriu/docs/tools_for_the_21st_century_teacher 29
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  32. 32. 2.2 Some basics on how to use the Second Life Talk with meplatform Holodeck 1 Sandbox Holodeck 2This is the place, where your classes take place – at least where you will meet yourstudents, start your class and end it. (In between you might explore other places in SecondLife, e.g. virtual Czechia & Slovakia).The stage has 3 parts (further description – see below): • The central area – a sandbox: Here you are free to create objects • 2 holodecks: Those are stages, that are rezzed (=created) on demand, which means you can pick the stages that you need for your session. There are 3 types of stages available: ◦ „Classroom“-stages: Here you find sofas, boards, feedback tools, etc. ◦ „Games“: Here you can pick games e.g. a quiz-show or a sorting game ◦ „Scenarios“: Scenarios include a hotellobby, a doctors office, a sculpture garden and many more environments that you can use for your teaching 31
  33. 33. How to use the toolsBoardprevious page next page MediaboardIn the classroom you have a board. On the board you can show slides to your students(how to get them in: see below). Click the triangles at the right and left side to flip the pageforward (or backwards).Click the white field at the bottom, and the board will flip itself and become a media board,which you can use like a webbrower, e.g. for showing videos from youtube or other sites. 32
  34. 34. HolodecksThe RezController offers 3 different kinds of stages:Classroom (livingroom, Feedback, Skytables), Games (1,2or3, CallMyBluff, SortableCubes and labyrinth) and Scenarios (hotel, at the doctors, ...). Check them out and seewhat they look like!Just klick it and follow the instructions. Rez-ControllerSkytables controllerSkytables are very useful for seperating the group (e.g. for pair-work): group-work Simplysend students to different floors, so they cannot overhear each other. Click the controllerand choose the floor to which to send the chair of the corresponding color. The orangechair is for the teacher. 33
  35. 35. DispensersThere are several dispensers that provide useful material for your teaching (slides,landmarks, tools).Click the cube and confirm the message that askes whether you accept the offeredmaterial.Then check your inventory and see what you have gotten – in that case a folder withlandmarks:We also have dispensers with slides for each single session that is described in Moodle: 34
  36. 36. Again, click the cube, confirm the message and check your inventory: 35
  37. 37. This time you have received a folder with 6 objects that hold the slides.If you drag-and-drop an object to the sandbox, right-click the object and select open, thecontent of the object (in t his case slides for sessions 1 to 5) is displayed and you can„copy to inventory“. 36
  38. 38. Now: What can you do with the slides, that you have in your inventory now? Learn moreabout it in the next chapter.How to customize the environmentSlides in the classroomIf you rez the classroom stage, you will have the slides of the first introductory session onthe board. In later sessions you will need others. You can either use those that you gotfrom the dispenser or you can create your own slides. In that case, you need to convertyour slides to an image format (we suggest jpg) and upload them.For uploading files, click the plus-sign and then select either Image (for one single file) orBulk (if you want to upload many at a time. Note, that an upload costs 10 Linden$(depending on the exchange rate, you get about 350 Linden$ per EURO – thus itsaffordable). 37
  39. 39. After uploading, you have your slides in the folder Textures.Now, the only thing you need to do is to do a right-click on the board and select edit. Goto the tab content to see the list of slides that are currently in the board. Drag-and-droptextures from your inventory to the list in the content-tab. Note, that the textures will bedisplayed in alphabetical order, thus make sure your slides reflect the needed order! 38
  40. 40. Sortable cubesFor setting up your own sortable cubes game, you need to change the textures on thefloor and on the cubes. Similar to custumizing the slides on the board, you need to usetextures from your inventory and drag-and-drop them directly on the cubes or the fields onthe floor. 39
  41. 41. Sandbox 40
  42. 42. In the sandbox (the area in the middle) you can create objects on your own.You can do that either by rezzing objects that you have in your inventory (note that atmany places in Second Life you get objects for free – search for „freebees“) or by buildingnew objects. Simple objects, e.g. posters are easily built in a few seconds. Check out thelink in Appendix B!FieldtripsThe ultimate customization of your teaching environment is going to some other place inSecond Life :-)Check out the landmarks in the landmark-dispenser!virtual Czechia & SlovakiaFire Department 41
  43. 43. 3. Didactic suggestions for the trainersHints from other Talk with me tutors who started from scratch.When the Talk with me project started the majority of language trainers being activelyinvolved in the project had absolutely no experience with Second Life. During the pilotphase, they have all been introduced to Moodle and Second Life, they have been trained,motivated and guided through the technical settings and options and aswell informedabout the key potentials and opportunities of the virtual world.They surely were curious. All of them were motivated to learn new things, to somehowincorporate these new technologies into their teaching schemes because of the needexpressed by their learners. However many of them expressed thoughts such as „ I onlylearn how to teach distant course classes and than I immediately quit, because I hatespending the entire day in front of the computer. I better go to a forests“, or „ I know it isnecessary and very useful, but I still do not trust virtual reality and I am afraid, my learnerswould get addicted to these environments“.After the pilot phase the majority of them changed their minds. According to their feedbackthey saw the teaching in Second Life as a powerful additional tool to the real life activities.Real human encounters and relationships cannot be fully replaced by Second Life, butthey can be very well initiated or supported by these environment. During thedissemination activities we asked the participants whether they could imagine a languagecourse in Second Life would make sense for them, or whether they would use it evenoutside of an official language class.There were several ideas which support the convenient combination of real life – SecondLife activities:„ I live in Lower Austria close to the Czech boarder and I have been learning Czech for 2years now. I have some friend with whom we would like to form a cross boarder hikinggroup. I imagine that we could meet with the Czech group in Second Life, discuss thingsalltogether, plan our routes and trips and travel schedules and than meet in the real lifeand carry out what we have featured virtually.“Ideas like this prove that virtual space is not only a place for PC games addictedteenagers.Under a motivating guidance they can become a useful tool not only for pure languageclasses, but for many intercultural encounters and projects related to language learning orintercultural encounters.Why to think of getting acquainted with Second Life even if you are not fond of PCgames and similar things.There are many people who do not like virtual environments at all. They do not likecomputer games, they neved understood why people would spend time playing them.They do not enjoy virtual communication too much – unless it is really necessary. Howeverthere are certain benefits included which make the virtual environments useful - e.g. forteachers and trainers:despite of the initial mistrust, one must appreciate the variety and plentitude of interestingplaces, activities and events in Second Life which make teaching and learning a lot moreinteresting then in traditional distance learning environments. 42
  44. 44. a) You can teleport yourself and the students to highly interesting plasces withinseconds:You can visit virtual China, virtual Mekka, virtual Paris. Despite of the rathersimple PC game like appearance of the virtual environment the virtual spaces emmanatecertain specific vibration. There is always a local community, french people in virtual Paris,people with religious interest in Mekka, etc. This fact makes even such a virtual placehighly attractive for language (and intercultural) learning, since the native people andtypical cultural events have always been a major part of language learning.b) You can try various things you do not typically do in your real life:You can fly around inthe space, you can ride a bike or drive a car even if you do not have a regular driver´slicence, through your avatar you can experience feelings similar to hallucinations and youcan participate at kitchen fire simulations or first aid re-animation simulations in which youcan be actively involved. The possibilities for virtual experiences, that, although virtual,trigger real learning, are endless.c) Second life is a visually playful place where you can surround yourself with visualelements which are far beyond your real life possibilities. You can change the appearanceof your avatar incredibly, as you have available all sorts of hairstyles, dresses, evendreadlocks or tatoos; of course you can also choose to look like a famous stars, if youprefer. You can even change the colour of your skin or your gender in order to experiencethe reactions of the other avatars. There is quite a lot of academic discussion going onabout this „playing with your identity“.d) The virtual environment is not only a place for childish playing. For years, variouscompanies and entrepreneurs have been running their virtual companies in Second Lifeearning milions of Linden dollars which you actually can exchange to real money. Already10 years ago there was the first Second Life millionaire. • they are similar to computer games which makes them attractive for young learners and students but at the same time they are perfectly combinable with the teaching/learning process. • they make it possible to organize an intense group session no matter where the participants and the teacher are, which is great for any kind of distant courses. • there are great possiblities of project work, as the environment allows effective collaboration between avatars, e.g. building scenarios together (e.g. an exhibition), creating movies, developing or reheasing a theatre play. 43
  45. 45. How, where and from whom to learn the skills needed for virtual teaching There is no simple advice for this because different people simply have differentlearning styles. Some prefer reading manuals and they do it carefully, some people preferwatching short and efficient video tutorials which guide them through the action step bystep. And other people prefer a face to face approach being tought by a trainer whom theycan constantly ask for advice and feedback. According to the experience of the Talk withme partnership a mixed approach is recommended: • The basic information how to start working with Second Life and Moodle is available on the Talk with me website. There are descriptions and links teaching the basic things you need to know before you can start teaching using Moodle and Second Life. • If you want to learn more, go into detail and become a Second Life architect, there are many tutorials available through the Second Life wikipedia profile or in YouTube. Furthermore many institutions offer free courses, where advances Second Life techniques (e.g. building) are tought. We provide you with a list of relevant links at the end of these tutorials. • In many countries there is a national Second Life communicty which organizes plenty of events and which has their own website. Exploring the virtual world yourself, you can feel like a discoverer, however if you need exact tips and recommendations, the local communities are a good address. • In all partners countries train the trainer events will be organized. If you want to participate at such a training, contact your local project partner and ask for further information. All the contacts are available on the project website. • You can get additional training by getting in touch with teachers that have already been using Second Life sucessfully for their teaching. There are two possibilities: You can join a teachers community (e.g. the one of the Avalon project on http://avalon-project.ning.com/) and get involved in their regular informal meetings. These meetings usually focus on exchange of experience among teachers and on discussion of current relevant topics (e.g. new teaching tools, new version of Second Life browser). They are for free. Alternately you can sign up for an official train the trainer courses in Second Life that has been developed within the Avalon project. These courses use Second Life and Moodle and they are taught by very experienced Second Life tutors in English. However these certified train the trainer courses are not for free. For further information have a look at the links and recommendations at the end of these guidelines.Why should you really go through the technical tutorialsSome of the trainers who participated at the pilot phase tried to get familiar with Moodleand Second Life intuitivelly without having had a look at the provided tutorials. Forsomeone who has got advanced ICT skills or experience with PC games, the basic level israther intuitive. However for teaching the intuition is not enough. One can easily exploreSecond Life as a user, travel around, move, look, talk and chat. But for the manipulationwith the white boards, for buying and unpacking new objects, for methodological hints, thespontaneous exploration is not enough.Therefore the potential trainers are highly recommended to learn the teaching skills inaccordance with the tutorials. It will make their teaching much easier mainly in followingaspects: 44
  46. 46. • they will know how to handle typical technical problems the learners usually face when beginning with Second life • they will be aware of many different didactic tools they can make a use of during their classes which can strongly influence the attractivity of the classes for the participants • they will know more different ways how to handle various settings and will be able to provide their learners with useful short cuts and options. • they will avoid many beginner mistakes and errors which can strengthen their position as a teacher in front of their learnersDifferences to the real class teachingBesides the key benefits of Second Life and distant learning which incorporated all webbased tools there are other specific things about teaching in virtual environments. Some ofthem have been experienced and valued by the Talk with me trainers during the pilotphase. Some of them might sound trivial but they have been underlined in the feedbackreceived from the trainers, which means, they were highly personally relevant to them.You can teach your course whenever a good internet connection is available. • If it is a weekend course, you do not need to get out of your bed. You can stay in your pyjama without make up and with a cup of coffee at your desk. • You can continue teaching even on maternity leave (parental leave) • You can teach physically disabled people who for various reasons could not join a real life course in a language school without proper equipment.Meeting native people to practice with has got a completely new dimensionIf you need to find a native speaker to practice with, you do not need to invite any guestsarranging complicated schedules. You find them in one click:Teleporting yourself to alocation which is related to that language or culture. (For Czech - you can go to virtualBohemia where you always find Czech speaking people, for German you go to virtualMunich, etc.) 45
  47. 47. Extend your definition of what homework can beYou can give your students tasks they could notaccomplish in real life. They can build houses inSecond Life, they can play quizzes, interviewpeople, shoot movies including postproduction –all using the equipment of the virtual world. Thisvariety motivates the learners to involve allsenses which strenghtens the effectivity of thelearning process and increases the probabilitythe learners would keep the experience in theirmemory.Besides the benefits and opportunities, therealso are challenges which have to be taken intoconsideration. All of them can be managed,prevented and learned. However, as a trainer,one has to take them seriously and incorporatethem in the plan of individual skills acquisition.You cannot act with your completenonverbal equipmentBeing hidden behind the avatar is very different to real life teaching. You cannot use yourlook, your natural hand gestures, your body movement, your typical personal energy. Youhave to put as much as possible into your voice. Being a teacher of any virtual coursemeans you have to structure the contents very clearly while speaking and you have rely onyour verbal skills.You can be very motivated, but if you are not able to transfer the motivation through yourvoice to the virtual classroom, some learners might get different feelings about it and getdemotivated or bored.Multitasking is an essential skill: . You have to manage listening, reading andmanaging at the same time.As a trainer of a virtual class, you have to manage different things compared with real lifeclasses. You have to listen to what your students say. You have to read the chat lines,which might appear quit quickly. You have to manage the elements you have incorporatedinto your actual lesson, move the slides, offer teleports to the learners, activate variousSecond Life tools. You have to be able to advise a student who is having technical troublesand who has just dropped out of the virtual classroom. Virtual teaching simply requires adifferent package of teaching skills. However all of them can be aquired through practiceand experience. Step by step, managing various tools, after several lessons , the majorityof trainers feel comfortable with the average tools used during the classes. But there isalso good news: In many cases you can redefine your role: You can become an organiser,moderator and observer of what your students experience e.g. in interaction with nativespeakers or actors – or with each other.You see only the avatars of the learners. In order to know what they are doing, youhave to ask or to guess.The avatars express a limited amount of activities of the person who is hidden behindthem. When the person is talking, the avatar moves its mouth in accordance with it. Whenthe person is typing, you can see the avatar´s hands typing. There is an endless numberof gestures that an avatar can use to express his/her opinion or mood (some are for free, 46
  48. 48. thousands are offered at various shops), but still most of the real persons activity ishidden. Therefore it is very important to focus on the constant collection of feedback fromthe learners throughout the whole session. After explaining tasks and activities, ask forfeedback, ask for their opinion, contribution, motivate them to express themselves, to getinvolved. If the avatar gets bored, he can start doing other things much easier than in thereal life. He/she can go to the bathroom, get a cup of coffee, write e-mails inbetween, etc.This all can be prevented by the structure of the class. By your systematic presentation, byyour captivating energy, by the content of the session and by regular feedback.Every now and then feedback from a co-trainer is helpfulBecause of the intense involvement and many parallel activities, the teacher might loosethe overview over the quality of the teaching process. In order to maximize theeffectivenes of the virtual teaching, an intervision or supervision makes sense.Every now and then you can invite another trainer who would observe the session andgive you feedback covering for example following criteria: • Preparation for the session • Amount and relevance of contents chosen for the session • Structure of the session • Motivation and involvement of the learners • Feedback management • Diversity of tools and activities used within the session • Problems and challenges • Opportunities to be exploited in the futureTalk with me virtual experience in trainers´statements„At the beginning I hated the idea to become a trainer in Second Life. I detest the world ofPC games and I prefer experience learning. After a few sessions I had to admit, that itmakes sense to introduce the Talk with me concept within my regular classes withoutnecessarilly making all learners virtual reality freaks.“ Dana, 35, Czech trainer.„When becoming a Talk With Me course teacher, I had fear from the technology failuresand indeterminateness, but after some classes, this fear fluently transformed into will toplay and discover new features for language teaching. I started to enjoy teaching in thevirtual word and my students liked to play and felt comfortable there as well." Jana, 26,Slovak teacher„I like the fact, that these virtual activities are not just for teenagers. There are Second Lifeavatars of people who are over 80 years old. It is a great thing for seniors who havereached the basic computer literacy level or for disadvantaged people. I see a lot ofpotential here.“ Sonja, 29 Slovenian trainer„I have never used as many creative teaching elements and activities at one place withinone language lesson before I started teaching the Talk with me course. I travel a lot, buteverywhere I was, thanks to Second Life, I was able to join and teach our lessons. I didntmiss my class even when I was ill and unable to leave my bed. “ Daniel 27, Slovak trainer„I used to cooperate with KTP before I moved to England. I thought my involvement wasover but during the Talk with me project I could participate at the pilot testing withoutseeing any difference to those trainers who were present in the Czech republic. That is anamazing thing about virtual classes.„ Ivana, 26, Czech trainer. 47
  49. 49. 4. Suggestions for implementation of the Talk with me outcomesSecond Life preparing for First Life abroadLanguage and culture course dedicated to learners who prepare for a longer stay (e.g.Erasmus students, business people, scientist). Such a course would start 6-12 monthsprior to their arrival. • Participants will probably meet in real life - thus the projects that were elaborated during the course can be continued in real life. • Social motivation is different because of expected real life activities. • All social activities can been as directly linked to their future stay. • We see a special added value of the TWM-approach that participants can start building a network of friends before they actually arrive. This network can enhance the ‘feeling being at home’ and reduce the culture shock. • Motivation: I must survive.The tutor should keep the link between the virtual course and the expected future reality.The students should not just learn the language basics, they should get curious about theireveryday life in the target country. Therefore the lessons should focus on reality basedcontents, things and activities the learners will have to face few months later. Such acourse should cover both the necessary (visiting alien police, opening a bank account,health insurance...) and the entertaining aspects (clubbing, food, shopping, flirting,travelling). The tutor should keep in mind his/her role of cultural mediator who ought toprepare the learners for a long term stay in the target country in a way that maximize thepotential to benefit from the stay and reduces the stress of migration crisis.Blended learning with occasional real life meetingsThis way of implementation concerns for instance partner schools. They cooperate e.g.Within the e-Twinning programme and create all kinds of projects. Within this collaboration,the language learning plays an important role. Elements of the Talk with me project couldbe very useful for these international groups mainly because of their high attractiveness forthe target group.In case of a long term cooperatin the time schedule of the projects is more flexible. If thegroups do not manage to finish their projects before they meet in real life, they can go onduring the next distant cooperation period and discuss the results in real during the nextreal life meetings. The main benefit is the colourful possibility to keep real-life relationshipsalive and continously improve them.Pure distance course (without intention to go abroad)Not all potencial participants of distant learning courses do intend to meet in real life. Manyof them benefit from the virtual nature of distant courses having no opportunities to travelto distant cities to a language school or other training centre. For these people theatractiveness and dynamic of a distant learning course is the key element. There all those 48
  50. 50. various web based tools should be implemented together with video conferences whichstrenghten the teambuilding aspects and hold the group of learners together. Thisconcerns for instance people renting holiday accomodation to Eastern European guestsFor this kind of courses and activities, the social aspect related to any future real lifemeeting is not so important. However the motiviting role of tutor is bigger than in othercourses and the contents of the classes are much more focused on on the language andthe culture.The basic motivation of the learners is making use of benefits of distance learning becausethey have no opportunity for a face-to-face course.The key taks for the tutor is to keep aneye on motivation and momentum in order to reduce drop-out rates . 49
  51. 51. Course design à la Talk-with-mestudent group / language cultural social (out-of- specificskills group) * knowledgeErasmus ++ ++ +++studentsBusinessmen ++ ++ +(doingbusiness intarget country)e-Twinning + + +++school classesFiremen (for +++ + ++professionalcooperation)Farmers (who ++ + ++want to selltheir productsbeyond theborder)Virtual + + +++ +socialising, e.g.parents onmaternityleave, seniorcitizensProfessional + +++ +networking forcompanies orinstitutionsHoliday ++ ++accomodationproviders (withguest fromtargetcountries)+++ this is the key aspect of the course - • language: adress it in every session; this • cultural: aspect is the driving force of your • social: course design: consider it in planning and preparing each session++ this aspect is extremly important for • language: that group of students, thus it should • cultural: be regularly addressed • social: 50
  52. 52. + this aspect has some relevance, but • language: only the basic lessons (1- is not the most important one 5) and/or elements that match the ++ +aspect of that group • cultural: introduce cultural topics only in relevant context (e.g. for business people: do business etiquette but skip historical issues) • social: reduce activities where contacts with natives in the target country are enforcedExamples for activities for out-group relationships:group technology contentErasmus extended usage of Second clubbing, flirting, administration Life (e.g. building), social issues, mentoring, shopping, network (e.g. facebook), other travelling, ... web 2.0 applications, videoconferencingBusiness people basic Second Life skills, intercultural meetings, business videoconferencing, document etiquette, negotiation training, sharing non-formal communication, ...participant’s course type social activities e.g.motivationpure language Blended learning, conversation Ad hoc games, virtuallearning distant learning, cultural projects projects, mixed virtual acompanying homework and real projects, virtual measures for present socializing travelling and courses learning by doing conversation, activities CLIL combining various web based tools, homework, virtual testing and exams, virtual field trip, etc.cross-border Language classes or project (developing a border-region-gourmetscollaboration non – formal group of concrete building an interactive volunteers collaboration map of farms with direct scenario) selling possibilities; border-region teachers delopping a history project for their students.professional interest National or cross Professional projects, Complex presentations boarder working non- virtual presentations, using web 2.0 and 3D formal groups of virtual competitions, visualisations, experts briefings and supervision and meetins, HR activities intervision, job interviews, etc. 51
  53. 53. Projects – learning element combining all tools and methodsWe see projects as complex learning tasks which combine both virtual and real liveactivities, introducing diverse tools, such as social networks, web 2.0, audio-visual media,Second Life and real face-to-face encounters. Depending on the group’s motivation andtechnical skills the tutor decides about the extent of guidance needed. The moreexperienced the students are the less involvement of the tutor is necessary. Those projectsoffer various learning possiblities: Beside language training and improving culturalknowledge about the target country, students form real relationships, collaborate online,perform project management and coordination tasks and finally learn about the topic oftheir project.Projects - especially on self-chosen topics - are a great way to engage students in theirwork, as they give ‘ownership’ to them and allow them to become creative. Furthermorethey produce a valueable outcome - ideally something that the project team actually needsfor their real life work (e.g. cross-border school projects, developed by teachers from bothsides of the border).In regards to projects, the feasability highly depends on the participants and their sharedinterest.The ten commandments of Talk-with-me1. Thou shalt focus on the strengths and positive dynamics in the group.The group dynamics and relationships are always the most important issue. Look for thestrengthts and preferences of the participants and take them as a base for the courseactivities and projects2. Thou shalt avoid frontal teachingFrontal teaching is dead. We prefer the hands on approach, experience learning combinedwith discussions, interactive media and and creative collaboration between the tutor andthe students. Don’t forget, that in distance the student can easily engage in other activitiesif he or she is bored by what you are offering (e.g. writing emails, surfing, facebooking) -you are competing for the student’s attention with all other activities he or she is interestedin. Therefore: Keep them busy and involve them.3.Thou shalt always relate the learning the to real life experience.The learning is always related to real life experience. Homework, discussions and projecthave to be useful, inspiring and relevant for the target group. The students are importantdecision makers concerning the contents and formats. The tutor is responsible for theoverall approach, communication management, guidance and counselling.Thou shalt always include socio-cultural aspects into the language learning process.The language learning is always directly linked to cultural and social learning and tocontent related issues. There is no course for a course for a course. A language classesshould always be immediately useful in the everyday routine of the participants.4. Thou shalt be prepared very well.Always be present in the virtual classroom at least half an hour before the learners arrive.Check things out before class. Have a look if all files you want to work with are ready. Gothrough your session plan. You do not need to be Second life expert at the very beginning.However you should continuously build your own technical skills, e.g. using plenty ofSecond Life videotutorials which are available on YouTube. 52
  54. 54. 5. Thou shalt use the strengths of the selected medium.Each medium has its unique strengths and potential. Virtual worlds are immersive andsocial environments perfectly usable for interactive social experience in bigger groups.6. Thou shalt include contacts to native speakers whereever possible.IT’s biggest contribution to language learning is the possibility to easily connect people indifferenct geographical locations. This refers, of course, to our learners - but as well to thepeople living in their target country. It’s a big challange for a language beginner to addressa native speaker - however this contributes enourmously to their self-confidence and is theultimate reality check for their language skills. Furthermore, for many learnerscommunication in online-media makes them feeling more confident and less shy.7. Thou shalt put emphasis on the technical skills of thou students.There is a huge variety in regards to technical skills of people. A talk-with-me course is -even in its simplest form - quite a challenging technical setting: Combination of SecondLife and Moodle as well as inclusion of various web2.0-tools make our course require atleast basic knowledge of IT and the ability to quickly learn new skills. The technicalinitiation to the course should be take seriously. This is reflected by the first 3 sessions ineach Moodle course, where the focus is not on language acquisition but on slowly beingintroduced to the technical environment as well as teambuilding.8. Thou shalt be aware, that you don’t know anything about your student’s currentexperience.Virtual learning-teaching has got many potentials and many limitations. You cannot seewhat your student has been doing during your classes, you cannot see the expression oftheir faces. You can guess only according to his/her avatar. Therefore it is absolutelyneccessary to ask for confirmation, give feedback and constantly ask for feedback fromthe learners.9. Thou shalt use your voice.You dont have your body expressions - but you have your voice; use it to keep studentsmotivated and attentive - throw your enthusiasm at them. Make a maximum use of yourvoice, its colours, modulation and moods. Do hmmm – hmmmm, laugh, play with it just likethe radio speakers do. They do not see you either which allows you as a teacher toexperiment as well. In order to transfer the emotions to your learners, use big gesturessitting in front of your computer. It will make your speech more convincing.10. Thou shalt treat your students as your fellows on a amazing trip to new learninghorizon.There is such a lot to learn - for you and for them; learn together. If they ask yousomething you do not know yourself, admit it, think about immediate solution, get help andbe ready for next similar situation. 53
  55. 55. 5. List or relevant linksThe following landmarks are stored in a dispenser cube:Talk with meTalk with me – homehttp://maps.secondlife.com/secondlife/Forum%20Europe/85/160/336Hungarian Communityhttp://maps.secondlife.com/secondlife/Hungaria/129/73/23Slovenia, Velenjehttp://maps.secondlife.com/secondlife/Velenje/67/202/27Virtual Czechia & Slovakiahttp://maps.secondlife.com/secondlife/Czechoslovakia/83/154/23 54
  56. 56. SL skills – for getting familiar with the environmentVirtual Abilityhttp://maps.secondlife.com/secondlife/Virtual%20Ability/166/100/23SL Welcome islandhttp://maps.secondlife.com/secondlife/Welcome%20Island%20Public3/28/226/26Language learning – for inspirationBritish councilhttp://maps.secondlife.com/secondlife/BritishCouncil%20Isle/224/128/40Virtlantis – a free language learning communityhttp://maps.secondlife.com/secondlife/Knowingly/99/141/21Cypris Communityhttp://maps.secondlife.com/secondlife/Cypris%20Village%20III/137/128/26Mi Casahttp://maps.secondlife.com/secondlife/GCCAz/76/64/24Topics – for fieldtrips with your studentsPolice Equipmenthttp://maps.secondlife.com/secondlife/Police/130/135/23Police Departmenthttp://maps.secondlife.com/secondlife/Furman/98/87/60Healthinfo Islandhttp://maps.secondlife.com/secondlife/Healthinfo%20Island/128/127/24The Beacon Hotelhttp://maps.secondlife.com/secondlife/Plettenberg%20Bay/169/101/22Shop for furniturehttp://maps.secondlife.com/secondlife/Plettenberg%20Bay/169/101/22Outfit storehttp://maps.secondlife.com/secondlife/Trapeti/46/234/34Czech Tourismhttp://maps.secondlife.com/secondlife/Czechoslovakia/101/117/23Fire Departmenthttp://maps.secondlife.com/secondlife/Firehouse/173/41/22SLURL to Talk with me stage in Second Lifehttp://maps.secondlife.com/secondlife/Forum%20Europe/85/160/336 55
  57. 57. URL to our Moodlehttp://lms.workademy.net/course/category.php?id=1Technical skillsSecond Life – official help portalhttp://wiki.secondlife.com/wiki/Help_PortalSecond Life - tutorials for beginnershttp://wiki.secondlife.com/wiki/Video_Tutorials/BasicsSecond Life - building:http://wiki.secondlife.com/wiki/LSL_TutorialMoodlehttp://moodle.org/Sloodlewww.sloodle.orgHot Potatoeshttp://hotpot.uvic.ca/Teachers communitiesAvalon-Ninghttp://avalon-project.ning.com/Virtlantishttp://www.virtlantis.com/Cyprishttp://cyprischat.org/EVO 2010 sessionhttp://tlinvw.ning.com/?z=1SLExperimentshttp://slexperiments.pbworks.com/w/page/11306631/FrontPageBlog by Nergiz Kernhttp://slexperiments.edublogs.org/ 56
  58. 58. EU-projects dealing with using virtual worlds for teachingAvalonwww.avalonlearning.euAvatarhttp://www.avatarproject.eu/avatar/index.phpNext-tellwww.next-tell.euNiflarhttp://cms.hum.uu.nl/niflar/ST.ARThttp://www.startproject.eu/ 57

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