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Madison Middleverse 2nd life
 

Madison Middleverse 2nd life

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    Madison Middleverse 2nd life Madison Middleverse 2nd life Presentation Transcript

    • Middleverse  de  Español  in  Second  Life     a  Virtual  Social  Space  for  Language   Acquisi:on     by  Maria  Alessandra  Woolson   Spanish&  Portuguese  Department   Middlebury  College,  VT   Presented  at  2011  NMC  Summer  Conference   Madison  Wisconsin   June  15-­‐18,  2011   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • “I  never  teach  my  pupils;      I  only  a;empt  to  provide  the  condi<ons  in   which  they  can  learn”                      Albert  Einstein   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Goals  •  ACTFL  Na<onal  Standards  for  FL  Learning  (2000)   –  Communica<on,  Cultures,  Connec<ons,  Comparisons,   Communi<es  (the  5  Cs)    •  MLA  (2007)   –  acquisi<on  of  translingual  and  transcultural  competence   –  approach  that  addresses  mul<ple  subject  areas   –  proficiency  to  engage  in  linguis<c  and  metalinguis<c  exchanges  •  Middlebury  College   –  language  and  cultural  immersion     –  integra<on  of  a  mul<-­‐disciplinary  curriculum  in  the  target   language     ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • The  Project  •  Immersive  3-­‐D  space  •  Technology  integra<on:  browser,  images,  digitalized  text,   video,  3-­‐D  modeling,  social  networking  •  Synchronous  Chat  and  voice  chat  in  Real  Time  •  Authen<c  linguis<c  and  cultural  sengs  •  Sensory  experiences  •  Ini<ally  resembles  a  video  game,  but  bears  no  specific  goal  •  Adop<on  of  Avatar  or  human/humanoid  virtual  figure  and   virtual  iden<ty  of  customizable  appearance  •  Par<cipants  or  ‘residents’  can  crea<vely  model  objects  and   contribute  to  and  conceive  the  virtual  space  they  will  use   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Pedagogical  Considera:ons  •  Pedagogy  preceded  technological  choice  and  guided  spa<al   construc<on  •  Designed  in  alignment  with  Standards  •  Followed  extensive  use  of  a  variety  of  technologies  through   curricular  content  management  system  to  integrate   materials  and  to  further  student  interac<ons  prior  to  class  •  Increased  interac<ons  in  target  language  •  Provides  a  culturally  immersive  environment  •  Interrogates  how  students  construct  knowledge  in  a   learning  environment  that  is  being  transformed  by  digital   technology   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Why  Use  Virtual  Worlds?    Because:  •  we  face  a  genera<on  that  has  entered  into  a  passionate   rela<onship  with  digital  technology  •  we  are  mee<ng  par<cipants  ‘where  they  already  are’,   immersed  in  an  age  of  informa<on  technology  •  digitalized  landscapes  may  already  be  impac<ng  the  way   we  think  about  knowledge.    •  Using  technology  in  educa<on  beyond  simple  consump<on,   may  poten<ally  promote  innova<on    •  Defamiliarizing  our  ways  of  knowing  is  inspira<onal    •  It  forces  a  reconsidera<on  of  barriers  that  frac<on   informa<on  and  of  how  to  re-­‐integrate  learning   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Middleverse  de  Español    •  Input  meets  ac<ve  recipients    •  Mul<ple  sources  in  Real  Time    •  Virtual  iden<ty  offers:   –   par<cipa<on  in  anonymity     –  role-­‐play  opportuni<es   –   spontaneous  social  interpersonal  communica<ons   –  Increases  self-­‐correc<on  strategies  and  nego<a<ons  through   synchronous  conversa<on   –  Promotes  cri<cal  thinking  and  willingness  to  take  linguis<c  risks   –  Promotes  repair  moves,  experimen<ng  lexically  and  transfer  of   grammar    and  syntac<c  complexity  form  their  first  language   –  Authen<c  tasks  highlights  focus  on  process  over  product       ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Pilot  Goals  •  Observe  features  of  advancement  of  specific   educa<onal  units  •  Evaluate  environment  poten<al  for  expanding   educa<onal  space  into  social  space   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Pilot  •  Site  modeled  afer  photographic  images  from  moderns   sec<on  of  San<ago  Chile  due  to  design  universality  of  urban   environments  •  Cohort  included  of  all  sec<ons  of  3rd  semester  Spanish  •  Students  pledged  to  interact  solely  in  Spanish  upon   entering  the  space  •  Conceived:   –  FL  acquisi<on  to  serve  mul<ple  disciplines   –  Guided  ac<vi<es  mostly  interpersonal   –  Display  of  student’s  crea<ve  and  analy<cal  work   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Outcomes  •  Promoted  dynamic  and  authen<c  interac<ons  •  Facilitated  collabora<ve  work  •  Encouraged  reassessing  the  manner  in  which  students   par<cipate:     –  from  recep<ve  to  produc<ve   –  otherwise  re<cent  to  par<cipate  face-­‐to-­‐face    •  Lowering  of  affec<ve  filters  impacted:   –   immediate  interac<ons  upon  arrival  to  class     –  Increased  in  classroom  par<cipa<on     –  Increased  student-­‐centered  discussions    •  Helped  connect  materials  to  other  classes  and  gathered   students  from  different  sec<ons  into  a  community  of  friends   ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Other  pedagogical  considera<ons   immediate  to  student  •  Self-­‐inquiry  into  a  sense  of  self  and  sense  of  space  •  Erasure  of  distance  •  Power  of  presence  and  agency  •  Expansion  of  collabora<ve  and  individual  crea<vity  •  Addi<onal  <me  for  spoken  language  prac<ce  •  Choice  of  synchronous  and  asynchronous  ac<vi<es  •  Increase  social  interac<on  or  allow  further  isola<on     ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Implica<ons  to  tradi<onal  educa<on   environments  •  Distance  educa<on  •  Presenta<ons  and  discussions  •  Simula<ons  and  role-­‐play  •  Mul<media  design    •  Disrupts  perceived  tradi<onal  hierarchy  of   who  teaches  and  who  is  taught.    •  Risk  of  mechanizing  delivery  of  informa<on     ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Poten<al  Challenges  •  Privacy  considera<ons  •  How  students  construct  knowledge  through  virtual   representa<on.  •  Implica<ons  for  learning  of     –  drivers  that  bring  the  current  genera<on  to  adopt  certain   technologies  over  others     –  “too  clean”  a  design  that  lacks  signs  of  daily  use  and  is  visually   “cold”:  color,  shape,  unnatural  properness  •  Students’  percep<on  on  how  they  learn  vs.  how  they   actually  learn    •  Interference  between  marke<ng  strategies  in  design  and   pedagogical  scopes     ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author  
    • Thank  you  ©  Permission  to  reproduce  if  authorship  is  maintained.  All  other  uses  contact  author