Social interaction through video-webcommunication and virtual worlds:  An added value for education  Kristi Jauregi, Sil...
Structure <ul><li>Background to NIFLAR  </li></ul><ul><li>Experiences </li></ul><ul><li>Examples </li></ul><ul><li>Researc...
NIFLAR  (2009-2010) <ul><li>Partners:  Universities  of  </li></ul><ul><ul><li>Utrecht in the  Netherlands </li></ul></ul>...
NIFLAR objectives:  <ul><li>Enrich </li></ul><ul><li>Innovate    learning processes  </li></ul><ul><li>Improve </li></ul><...
How? Interaction Telecollaboration Learner centeredness ICC Authenticity of learning
Blended learning,  combinining  <ul><li>Face-to-face classroom teaching </li></ul><ul><li>Telecollaboration: </li></ul><ul...
Second Life Open Sim Adobe connect (Surfnet)
Telecollaboration in NIFLAR <ul><li>Cross-cultural interaction among  peers  </li></ul><ul><li>Interaction formats: </li><...
Task  design criteria for:
Experiences <ul><li>Tasks for  Dutch, Portuguese, Russian and Spanish  have been developed.  </li></ul><ul><li>S everal pi...
Example video-web communication <ul><li>Task : student life (The Netherlands – Czech Republic) </li></ul><ul><li>TL : Dutc...
Example in  Second Life: Task  Task 2 <ul><li>People and adventures: </li></ul><ul><li>-TL; Spanish (B1) </li></ul><ul><li...
Example  Second Life
Research issues <ul><li>Is there any  added value  in implementing virtual interaction in language teaching curricula? </l...
Results participants’evaluation <ul><li>Very positive : </li></ul><ul><li>Interactions  with pre-service native teachers h...
Research issues <ul><li>Is there any  added value  in implementing virtual interaction in language teaching curricula? </l...
Preliminary results interaction analysis <ul><li>Learners exposed to very  rich input . </li></ul><ul><li>Learners  activa...
Research issues <ul><li>Is there any  added value  in implementing virtual interaction in language teaching curricula? </l...
Results: Significant impact on motivation Like speaking to native speakers Perceived competence Get nervous talking in the...
Conclusions <ul><li>Challenging  and  motivating  learning environments: </li></ul><ul><li>Support  authenticity  of learn...
Would you like to know more about NIFLAR? <ul><li>Join us in  </li></ul><ul><li>niflar.ning.com </li></ul><ul><li>www.nifl...
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Jauregi et al educa berlin 2010 pres

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  • Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.
  • Jauregi et al educa berlin 2010 pres

    1. 1. Social interaction through video-webcommunication and virtual worlds: An added value for education Kristi Jauregi, Silvia Canto, Rick de Graaff, Utrecht University and partners Online Educa Berlin 2010
    2. 2. Structure <ul><li>Background to NIFLAR </li></ul><ul><li>Experiences </li></ul><ul><li>Examples </li></ul><ul><li>Research results </li></ul><ul><li>Conclusions </li></ul>
    3. 3. NIFLAR (2009-2010) <ul><li>Partners: Universities of </li></ul><ul><ul><li>Utrecht in the Netherlands </li></ul></ul><ul><ul><li>Granada and Valencia in Spain </li></ul></ul><ul><ul><li>Coimbra in Portugal </li></ul></ul><ul><ul><li>Palacky in Olomouc the Czech Republic , </li></ul></ul><ul><ul><li>Nevsky and Novosibirsk in Russia </li></ul></ul><ul><ul><li>Concepción in Chile </li></ul></ul><ul><ul><li>TELL Consult (Netherlands) </li></ul></ul><ul><ul><li>Secondary schools , in Spain and The Netherlands </li></ul></ul><ul><ul><li>Coordination: Utrecht University </li></ul></ul><ul><li>Target languages : Dutch, Portuguese, Russian & Spanish </li></ul>
    4. 4. NIFLAR objectives: <ul><li>Enrich </li></ul><ul><li>Innovate learning processes </li></ul><ul><li>Improve </li></ul><ul><li>Make them more rewarding!! </li></ul>Where to start?
    5. 5. How? Interaction Telecollaboration Learner centeredness ICC Authenticity of learning
    6. 6. Blended learning, combinining <ul><li>Face-to-face classroom teaching </li></ul><ul><li>Telecollaboration: </li></ul><ul><ul><li>To enhance oral interaction & ICC </li></ul></ul><ul><ul><li>Using synchronous tools that enable oral distant interaction with expert peers </li></ul></ul><ul><ul><li>According to relevant and meaningful tasks </li></ul></ul>
    7. 7. Second Life Open Sim Adobe connect (Surfnet)
    8. 8. Telecollaboration in NIFLAR <ul><li>Cross-cultural interaction among peers </li></ul><ul><li>Interaction formats: </li></ul><ul><ul><li>1 native pre-service teacher & 1 or 2 foreign language learners </li></ul></ul><ul><li>Focus on social interaction according to specific tasks </li></ul><ul><li>Integration in courses </li></ul><ul><li>Tutorials </li></ul><ul><li>5 sessions, once a week </li></ul><ul><li>IMPORTANT: to create a win-win situation </li></ul>
    9. 9. Task design criteria for:
    10. 10. Experiences <ul><li>Tasks for Dutch, Portuguese, Russian and Spanish have been developed. </li></ul><ul><li>S everal pilot experiences have been carried out in video-web and/or Second Life, </li></ul><ul><li>Both with secondary and tertiary learners </li></ul><ul><li>Almost 400 students have participated </li></ul>
    11. 11. Example video-web communication <ul><li>Task : student life (The Netherlands – Czech Republic) </li></ul><ul><li>TL : Dutch (beginner/A2) </li></ul><ul><li>Student teacher + student Dutch </li></ul>
    12. 12. Example in Second Life: Task Task 2 <ul><li>People and adventures: </li></ul><ul><li>-TL; Spanish (B1) </li></ul><ul><li>-pre-task & task </li></ul><ul><li>NS & FLL </li></ul><ul><li>Scenarios: </li></ul><ul><li>- Participants meet at a restaurant and have to decide where to go to on holidays: winter/summer holidays. </li></ul><ul><li>Go to a hotel (reception/room) </li></ul><ul><li>- Depending on their choice go to the summer or winter slurl </li></ul>
    13. 13. Example Second Life
    14. 14. Research issues <ul><li>Is there any added value in implementing virtual interaction in language teaching curricula? </li></ul><ul><ul><li>Students’ perceptions (evaluation of experiences) </li></ul></ul><ul><ul><li>Meaningfulness of interactions </li></ul></ul><ul><ul><li>Impact on motivation: Willingness to communicate ( MacIntyre et al. 2001) </li></ul></ul><ul><ul><ul><li>Perceived competence </li></ul></ul></ul><ul><ul><ul><li>Communication anxiety </li></ul></ul></ul>
    15. 15. Results participants’evaluation <ul><li>Very positive : </li></ul><ul><li>Interactions with pre-service native teachers highly contributing to enhance learning processes ( gains in self-confidence, fluency, cultural awareness, vocabulary). </li></ul><ul><li>The environments , in spite of technical problems, effective for enabling interaction & strong preference for VWC or SL above other SCMC tools (chat or audioconferencing). </li></ul><ul><li>Interactions being relevant & fun. </li></ul><ul><li>Tasks motivating and useful. </li></ul>
    16. 16. Research issues <ul><li>Is there any added value in implementing virtual interaction in language teaching curricula? </li></ul><ul><ul><li>Students’ perceptions (evaluation of experiences) </li></ul></ul><ul><ul><li>Meaningfulness of interactions </li></ul></ul><ul><ul><li>Impact on motivation: Willingness to communicate ( MacIntyre et al. 2001) </li></ul></ul><ul><ul><ul><li>Perceived competence </li></ul></ul></ul><ul><ul><ul><li>Communication anxiety </li></ul></ul></ul>
    17. 17. Preliminary results interaction analysis <ul><li>Learners exposed to very rich input . </li></ul><ul><li>Learners activate knowledge & strategies to communicate in the TL. </li></ul><ul><li>Authenticity of interaction: spontaneous language use with a convergent objective. </li></ul><ul><li>Varied rich & meaningful sequences of negotiation of cultural and linguistic meaning emerge. </li></ul><ul><li>Building on empathy . </li></ul><ul><li>Reinforcing learner-centeredness </li></ul><ul><li>Differences according to tool : static versus dynamic, unpredictable language use. </li></ul>
    18. 18. Research issues <ul><li>Is there any added value in implementing virtual interaction in language teaching curricula? </li></ul><ul><ul><li>Students’ perceptions (evaluation of experiences) </li></ul></ul><ul><ul><li>Meaningfulness of interactions </li></ul></ul><ul><ul><li>Impact on motivation: Willingness to communicate ( MacIntyre et al. 2001) </li></ul></ul><ul><ul><ul><li>Perceived competence </li></ul></ul></ul><ul><ul><ul><li>Communication anxiety </li></ul></ul></ul>
    19. 19. Results: Significant impact on motivation Like speaking to native speakers Perceived competence Get nervous talking in the TL 5 point Lykard scale
    20. 20. Conclusions <ul><li>Challenging and motivating learning environments: </li></ul><ul><li>Support authenticity of learning by favouring motivation & learner centeredness. </li></ul><ul><li>Participants favour experiences of enjoyment and success . </li></ul><ul><li>Rich learning sequences emerge during interactions. </li></ul><ul><li>Learners improve their intercultural communicative competence substantially </li></ul><ul><li>Intersubjectivity and social empathy are enhanced </li></ul><ul><li>Adequate environments also for introvert learners (particularly Second Life ) </li></ul>
    21. 21. Would you like to know more about NIFLAR? <ul><li>Join us in </li></ul><ul><li>niflar.ning.com </li></ul><ul><li>www.niflar.eu </li></ul><ul><li>Thank you for your attention!! </li></ul>
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