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SLanguages2008 Chinese School

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  • 1. Quest Design in SL Chinese School MinnSU Koga Dongping Zheng, Ph.D. SLanguages 2008 EduNation II – Seminar Space Chinese School – http://slurl.com/secondlife/Chinese%20School/76.0/160.0
  • 2. Background
    • Content-based and activity-based language learning (Brown et al., 1989; Snow, 2004; Kasper, 2000, Ellis,2003; Nakahama,Tyler, & Van Lier,2001)
    • Embodied experiences (Gee, 2004; Young, 2004, 2005 ; Hirose, 2003 )
      • Literal understanding vs. Understanding and Meaning-making
      • “ Play” that can give situation-specific meanings to the styles of language associated with that domain
  • 3. Background II
    • Ecological Psychology (Gibson, 1979;Young, 2004)
      • Affordance/effectivity
      • Perception-action
      • Goals and intentions
      • Attunement
    • Ecological Linguistics (Van Lier, 2004)
      • Relationship
      • Context
      • Patterns
      • Emergence
      • Activity
  • 4. Virtual Worlds and How People Learn
    • Second life type of environments resonate with the situated and socio-cultural camp of how people learn (Brown, Collins, & Duguid, 1989; Greeno, 1997;Hutchins, 1993; Lave, 1993; Lave & Wenger, 1991; Roth & Bowen, 1995; Suchman, 1987; Van Lier, 2004), :
    • These environments also support objectivist approach of learning
  • 5. Situated Assessment
    • Young, M. F., Kulikowich, J. M., & Barab, S. A. (1997). The unit of analysis for situated assessment. Instructional Science , 25(2), 133-150.
    • Kulikowich, J. M., & Young, M. F. (2001). Locating an ecological psychology methodology for situated action. Journal of the Learning Sciences, 10(1 & 2), 165-202.
    • Zheng, D. (2006). Affordances of a 3D Virtual Environment for English Language Learning: An Ecological Psychological Analysis. Unpublished Doctoral Dissertation, University of Connecticut, Storrs, CT. http://msu.edu/~zhengdo/dissertation.htm
    • Barab, S., Hay, K., & Yamagata-Lynch(2001). Constructing networks of Action-relevant episodes: An in situ research methodology. The Journal of Learning Sciences , 10 (1&2), 63–112.
    • Loh, C. S. (2007). Designing online games assessments as “information trails”. In G. Gibson, C., Aldrich, & M. Prensky (2007) (Eds.), Games and simulations in online leanring: Research and development frameworks (pp.323-365). Hershey, PA: Information Science Publishing.
  • 6. Current Methods
    • Methods for understanding MMOGs and learning environments?
      • Case study, conversation analysis, discourse analysis bots, interview/observ,…
      • What data are available to be used?
        • New ideas- Data visualization ( Borner & Penumarthy (2003)
        • Concepts- Designing for Log file analysis
  • 7. Visualizing Persistent trails/trajectories can range from: (Loh, 2007)
    • From
    • Open-ended and non-linear (Constructivist approach)
    • Hands-on manipulation (e.g., virtual rocket, virtual chemical lab)
    • Guided approach (with virtual mentor or pedagogic agent)
    • Team-based game play (collaborative learning)
    • To:
    • Close-ended and completely linear (instructivist approach)
    • Hands-off observations (watching a colony of ants or pre-recorded media)
    • Free roaming (exploratory)
    • Single player mode (individualistic)
  • 8. BG’s Trajectory
  • 9. Get to the point
    • Design
      • Quests: problem based challenges for absolute beginners
    • Learning and Development
        • Meaningful two-way social interaction
        • Embodied Experience
        • Emerging goals
        • R esource provider
        • Novice to expert learners
  • 10. A Sample Quest for Beginning Level - I
    • Lesson 6B: Retrieve Emperor Yue , Goujian’s Sword
    • Zhǎo Yuèwáng GōuJiàn de jiàn
    • 找 越王 勾践 的 剑
    At the museum (3 right clues) At the tall building ( 1 good clues , one useless clues ) Behind Beijing hotel ( 2 right clues , 1 false one ) At the 静香亭 ( 1 right clue, 2 false clues) Scaffolding the actual process of interaction from moment to moment
  • 11. Scaffolding interaction through Negotiation for Action ( Zheng, Young, Wagner, & Brewer, forthcoming ) : L anguage is both embodied and dialogical
    • Tyler: I am going to check the mall, so, 我去看看 mall.
    • Kassandra: 好的 .
    • Dongping: 你在哪儿呢 ? Kassandra.
    • Kassandra: 我在这儿 .
    • Dongping: 哦 , 在三楼 . Tyler, where are you?
    • Kassandra: He is in the mall.
    • Tyler: 在北京饭店 , 在我的北京饭店 .
    • Tyler: What is the tower over there called?
    • Wangjian: 大雁塔 .
  • 12. BG’s Sword Quest Trajectory
  • 13. “ Learner’s identity are not ready-made ahead of time, but renegotiated, reconstructed and “updated” in every encounter” (van Lier, 2004)
  • 14.
    • Tyler: wo3 de shou3 ti2 bao1 shi4 hei1 se4 de.
    • Alex: qing3 wen4 ni3 jiao4 shen2 me ming2 zi4?
    • Tyler: wo3 jiao4 Li3 Fang1.
    • Alex: qing3 kan4 zhe4 shi4 ni3 de shou3 ti2 bao1 ma?
    • Tyler: dui4, shi4 wo3 de. Zhen1 shi4 tai4 hao3 le. Wo3 zhong1 yu2 zhao3 dao4 le.
    Expert-novice AND Symmetrical Relationship
  • 15. “ Improvisation is the fuel of autonomy in learning” (van Lier, 2004)
  • 16. Learners’ Organize their own Learning
    • Numbers
    • 0 ling
    • 1 yi or yao
    • 2 er
    • 3 san
    • 4 si4 (suh)
    • 5 wu3
    • 6 liu1 also wine
    • 7 qi1 (ch-ee)
    • 8 ba1
    • 9 jiu3
    • 10 shi1
    • 11 shi yi
    • 20 er shi
    • go qu4
    • fu2 dao4 le - the upside down fu
    • greeting during the new year's - Gangxi facái! (wish for large sums of money)
    • bedroom wo4shi4
    • bathroom = wei4sheng1jian1
    • balcony = yang2tai2
    • kitchen == chufang
    • over there == na4li3
    • shao1 deng3 == "wait a moment"
    • deng3 == wait
    • shao == a moment, or short time
    • cha2 == to check
    • yao4 shi == key
    • ye == also (comes BEFORE sentence)
  • 17. Prolepsis: Assume the learners already have the abilities we and they wish to develop (van Lier, 2004)
    • “The quests force to think about languages and responses, you are almost forced to learn it. I never would have thought about what I was actually doing, just answer the questions in my French class”
    • “the sentence structure is so different, once I get over with that, I think my brain has adapted to something of different ways of thinking something”
  • 18. Fun yet Challenging (listen to 4/18 interview)
    • Kassandra: He saw one man, 一个男人 , 他的个子高吗 ? 挺高的 , 挺高的 . What is that? Alex, are you good at this? 挺高的 . We just did that. I can hear they are laughing, it scared me.
    • Dongping: No, Kassandra, this is so much fun to see you guys work together and learn things. I am happy, not laughing at you.
    • Kassandra: No, I know that you are laughing at us, but it is just so funny. You are laughing with us, cause we are all having fun.
  • 19. How do Novices Get there?
    • Beyond encoding-decoding, memorization (Brooks & Donato, 1994); “difficulties” and “problems” (Firth &Wagner, 2007)
    • Repeated practice, feedback, social interaction, picking up invariants (e.g., Black, 2005, 2006; Lam, 2004, 2005, 2006, Zheng, 2004); Resources and success (Firth & Wagner, 2007; Thorne, forthcoming)
  • 20. From Novice to Expert (From Stumbling to Automatic)
  • 21. Discussion and Questions
    • So What makes learning so different in Second Life Chinese School?
  • 22. slanguages.net SLanguages 2008 This presentation was given at SLanguages 2008 The Conference for Language Education in Virtual Worlds