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Niflarprojectslanguages3 090529162649 Phpapp02

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  • 1. Rounding off: Starting up: ViTAAL Ton Koenraad NIFLAR TELLConsult
  • 2. The ViTAAL Project  GOAL Researching the contribution of 3d MUVEs to Language Education. Focus on oral skills.  Joint project: Schools & Teacher Ed.
  • 3. The ViTAAL Project • R & D for 3 Activity Formats: 1. Language Village: training & testing 2. Interactive narrative: LanguageQuest 3. Events and Fun Activities
  • 4. Format 1: Virtual Language Village •Teachers • Student Teachers & Trainers •Fellow pupils Pupils
  • 5. IRL, what is Languagevillage | Langueville | Sprachstadt ?  RL-simulation with physical props as scenes for everyday communicative situations  Teachers, native or competent speakers take on roles and/or assess.  Target group at 2ndary Schools: mostly beginner to intermediate level (CEFR: A1-A2)  A school-based, yearly event.
  • 6. Virtual Language Village  Rationale: More practice of oral skills for RL language tasks  Design principles Blended approach: - techer-led f2f sessions & in-world sessions with fellow pupils and student mentors - using additional materials alligned to textbook in use - in-world assessment training by student
  • 7. Virtual Language Village: Organisation  Production / Mentor Team A’dam student teachers (n=18)  Materials: paper based prep. activities, CEF Level A1-A2 194 pp.  Participants 2 schools, 1 class each Age: 13-14 Student teacher mentored groups (size: n=3)
  • 8. Virtual Language Village: technical features  A variety of locations: tourist info, cafeteria, police station, baker’s, village square, pond, student hang-out, etc..  2 bots  ‘professional’ avatars  Voice-enabled, but…
  • 9. Format 2. SurReal Quest: an interactive detective story
  • 10. The Interactive Quest  Rationale: Enhance the WebQuest concept using story development and embedding ‘live’ interaction  Design principles - LanguageQuest design criteria - Competitive pupil teams (n=5) - teacher-coached f2f team sessions - in-world meetings with story characters (student mentors) - assessment of (interim) products by teacher
  • 11. Interactive LanguageQuest: Organisation  Production & Actor Team A’dam student teachers (n=7)  Materials: - Original storyline, - CEF-based inputs & tasks ( A2 – B1) - specifically designed LQuest template  Participants - 1 school, 1 class Age: 16-17 - 1st year student teachers (n=7)
  • 12. Teacher Ed. Curriculum Module  Theoretical input:  Output - TBLT & SLA principles - Language Village: - Methodology for oral Textbook skills training supplementary - Task design principles materials - CEFR & Assessment: - LanguageQuest criteria & instruments & procedures - Events: Registration website &  Practical experiences: self access prep. - Materials development materials - Fluency training - Online assessments
  • 13. Evaluation & Research General Focus: Feasibility  Proof of concept for Learning Blend: learning potential, added value, win-win?  Mapping of conditions  Materials & Activity design  Performance-based assessment
  • 14. Evaluation: Pupil perspective  Interesting, nice change  Did and learned equally little as in f2f lessons  Spent more time than usual after school hours  3D world not very inviting (looks, interactive  Learned more: facilities) - vocab, - talking about self,  Technical (voice) & organisational problems ordering things, giving (partner presence) directions  extension of the virtual  More awareness of: village needed: a wider - relevance of grammar / variety of shops. pronunciation for communication - personal knowledge & skills gaps
  • 15. Evaluation: Teacher perspective  Pupils enthusiastic,  More class-based more motivation & preparation time time on task, less needed for online inhibition sessions  More authenticity in  Success factors: tasks, language use: - timely delivery & quality attention for accuracy of prep materials - operational technology - teacher competences:  More opportunities for classroom management, differentiation & independent work  ICT-skills  Enjoyed working with  Allignment of class new formats activities with student mentors agendas
  • 16. Evaluation: Student teacher perspective  Great learning  Design task: opportunity: very time consuming - designing materials - getting peer-feedback in  Organisational design process problems: - pupil presence - teamwork Practicing interaction & teaching skills:  Technical issues: - interlocutor role - voice - giving feedback to pupils - AW- interface skills - doing assessments
  • 17. Evaluation: Teacher educator perspective  Great chance for linking  Collaboration with schools theory to practice is vital  Implementation of experiential learning in  Current module is too teacher ed. demanding: further phasing of curriculum content  Critical trainer’s skills: - coaching student production teams - personal ICT / AW skills
  • 18. Issues & constraints  Institutional - Hard & Software: Availability 3d browser, capturing software, headsets, VLE… - Curriculum embedded activity - Pedagogy match (staff, materials)  Virtual World Software  ICT skills
  • 19. Future Developments  Implementation in partners’ curricula  Scaling up (languages, formats, sectors)  Exploitation model (partnership expansion)  Further research: - Promotion of L2 use? - face & content validity of assessments - pragmatics (teaching & assessing) - SLA?
  • 20. So much about the ViTAAL Project: any questions / comments? For papers see: www.koenraad.info/vrall
  • 21. NIFLAR EU pro ject 200 9 – 20 Networked Interaction 11 in Foreign Language Acquisition & Research
  • 22. Partners Coordinator U. Coimbra U. Palacky TELLConsult Affiliate partners: U. Nevsky and Novosibirsk Technical University, U. Concepción, 4 sec. schools
  • 23. NIFLAR Objectives & ambitions  Exploring the added value of video-web communication (VWC) and virtual worlds (VW) to development of communicative and intercultural competence in L2.  Development of design principles for effective L2 tasks  Development, application and evaluation of tasks according to the design principles  Contribute to international research: CMC, ICC, Pragmatics, blended learning
  • 24. Exploring the added value of VWC and VW  Opportunities for real-life and virtual synchronous communication with native speakers of the target language  Opportunities for creating culture-specific virtual contexts for contextualised communication
  • 25. Evaluation grid for task design in video-web communication and virtual worlds Design principles:  For communicative competence in L2 acquisition  For intercultural competence in L2 acquisition  For the application of VWC and VW in L2 acquisition
  • 26. Video conferencing: ADOBE CONNECT
  • 27. Design principles for the application of Video Web Communication Video-web communication:  Personal contact is relevant  Nonverbal interaction is relevant  Only communication partners are present  Visual context outside communication partners is irrelevant
  • 28. Voice-enabled 3D World
  • 29. Design principles for the application of 3D Virtual Worlds Virtual worlds:  Visual context around communication partners is relevant  Context is specifically created or applied for context-specific conversation topics  As in real-life, others might interfere  Contexts might be adapted (simplified, exaggerated) in order to promote awareness and learning
  • 30. Interaction focused on students Two target groups:  Foreign language learners of Dutch, Portuguese, Russian and Spanish (also at secondary level)  Pre-service teachers of Dutch, Russian and Spanish
  • 31. Importance of adequate tasks  Characteristics of appropriate tasks for virtual interaction  Standardised format  Level (CEFR)  Teachers and pre-service teachers designing, piloting and adapting tasks
  • 32. Research Focus  Interactions: Conferencing & 3D  Tasks  Specific aspects: ICC, pragmatics, negotiation of meaning
  • 33. Deliverables  A framework for task design  A collection of tasks and scenarios  Guides for: Teachers, Teacher Educators & CMC research  A 3D world & facilities for its future exploitation  Master theses, publications, conference presentations  Dissemination website
  • 34. Thank you Any questions or Comments? Ton Koenraad TELLConsult www.niflar.eu

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