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Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
Using Second Life in Foreign Language Instruction-practical advice
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Using Second Life in Foreign Language Instruction-practical advice

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Additional references: …

Additional references:

O’Connor, E. A. (2008). Becoming a virtual instructor: How can higher education faculty prepare for Second Life?. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 1144-1149). Chesapeake, VA: AACE.

O’Connor, E. (2010). Instructional and design elements that support effective use of virtual worlds: what graduate student work reveals about Second Life, Journal of Educational Technology Systems, 38(2), 213-234.

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  • @NurRamli1 Sorry I am seeing this late - Second Life is getting very expensive and we are looking into OpenSim. I am doing more work there - please email me at eileen.oconnor@esc.edu and I can send you more info about using these new and wonderful tools
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  • Hi Dr. Eileen. I'm planning to focus on SL in ESL teaching for my phd but the problem is SL has not been implement in Malaysian curriculum as yet. I probably will have problems in experimenting SL in order to collect the data. Do you have any advice or other better solutions to this?
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  • Interactive
  • this recreation of Le Mont Saint Michel off the coast of France; this recreation of Le Mont Saint Michel off the coast
  • Transcript

    • 1. Using Virtual Spaces (such as Second Life) in Language Education: Why and How To Get Started <br />Introductory practical advice from Dr. Eileen O’Connor<br />Empire State College / State University of NY, USA<br />Eileen.oconnor@esc.edu<br />Presented at: 4th International Scientific and Methodological Conference on:<br />Information and Communication Technologies in Foreign Language Teaching<br />at Moscow State University<br />
    • 2. Agenda <br />Overview of key uses of virtual spaces<br />Images of Second Life (SL) usage by O’Connor<br />Ideas for bringing language education in virtual space <br />Practical /exploratory ways to get started – with minimal startup and support <br />See companion paper submitted to the conference for more details &amp; for expanded bibliography<br />
    • 3. What is a virtual learning environment?<br />Three-dimensional visual backgrounds<br />Individuals work at their computers and operate an avatar (a human personification that the individual creates)<br />Depending on the design and purpose, any number of scenarios and interactions can be created—you develop your own world<br />Examples &amp; illustrations will follow<br />
    • 4. Key applications &amp; findings<br />Distance is not a problem; more realistic and immersive than online – students get to see their colleagues<br />YOU can have “authentic” settings – museum, cathedrals, famous locations; you can find islands that can help promote the language, locations, and cultures of different countries<br />Educators can meet and discuss teaching &amp; learning <br />The use of avatars can make students more comfortable with communication, very important with language instruction<br />
    • 5. Create simple working spaces for students (such as this MAT Science Center)<br />
    • 6. Have class presentations – PowerPoint gone virtual <br />
    • 7. Meet across distance, such as this meeting with the Dean<br />
    • 8. Bring in guest lecturers – again, crossing the barriers of geography<br />
    • 9. Attend professional meetings– such as this NASA/NSF meeting for science education<br />
    • 10. Experience simulations, such as this virtual, but actual, weather<br />
    • 11. Or re-create a tsunami at this NOAA site <br />
    • 12. Best expressed through an instructional metaphor: like designing an intelligent experience (field trip / discussions / role playing / construction) . . . with an assessment <br />More advanced uses<br />
    • 13. Considering applications of Second Life to language learning<br />
    • 14.
    • 15. Second Life (SL): virtual worlds for teaching language skills <br />International meeting area—enhances the cultural aspects of the target language<br />Communication with native speakers in SL – with text chatting and with voice <br />Networking locations for language educators<br />Opportunities for language role playing and practice <br />Students may be more comfortable practicing language through an avatar <br />http://www.slideshare.net/AvatarLanguages.com/language-learning-in-second-life - shows a current application <br />http://sites.wiki.ubc.ca/etec510/Language_Learning_in_Second_Life -- provides general application <br />
    • 16. Visit cultural <br />locations<br />
    • 17. And man-made wonders<br />
    • 18. How can you learn to use these Second Life features? <br />
    • 19. Getting started yourself<br />Get the free download (www.secondlife.com) then explore and test <br />Consider ways you might work; find existing organizations (use Search in SL)<br />Join an education listserv; find more information at http://wiki.secondlife.com<br />See more details in the paper associated with this presentation <br />
    • 20. Marshalling support &amp; locations<br />Find where you have support –from administration and from technology staff <br />but you can work on a basic level without such support<br />Look for places where you might work <br />Purchase an island—but a BIG commitment<br />Rent a small starter space—with an advanced avatar <br />Share public meeting spaces—for visits and for meetings <br />Practice building in sandbox areas<br />
    • 21. Integrating into course<br />Consider all the course objectives; and write these into your syllabus or handouts <br />Task objectives<br />Communication and interaction objectives <br />Metacognitive<br />Affective <br />Don’t shortchange the new technology-enabled learning objectives<br />
    • 22. Preparing learners<br />Survey to find what prior experience students may have in virtual spaces (www.surveymonkey.com); observe students during the virtual icebreaker <br />Establish the communication process—text and/or voice communications <br />Make expectations clear—don’t have them simply wandering in virtual space <br />Develop peer tutors –some students will be more adept<br />
    • 23. Managing virtual spaces <br />Have multiple meeting times or poll for the best time using www.doodle.com<br />Create small group assignments – use Snapshot to document attendance ; Snapshots can be emailed to the instructor<br />Assign individual work and use Snapshots<br />If planning virtual events, give sufficient lead time<br />Record audio (www.audacity.com) and video (www.fraps.com) – free for limited usage <br />
    • 24. Assessing the learning in virtual spaces<br />Align the assessment with the objectives associated with SL use<br />Use your own observations and Snapshots &amp; reports submitted by the students to document interactions and outcomes<br />Talk to the learners about how to enhance their experiences<br />
    • 25. JUST DO IT!The experience will be very worthwhile<br />

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