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Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
Niflarprojectslanguages3 090529162649 Phpapp02
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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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