SLanguages2008 Chinese School

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  • SLanguages2008 Chinese School

    1. 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. 2. Background <ul><li>Content-based and activity-based language learning (Brown et al., 1989; Snow, 2004; Kasper, 2000, Ellis,2003; Nakahama,Tyler, & Van Lier,2001) </li></ul><ul><li>Embodied experiences (Gee, 2004; Young, 2004, 2005 ; Hirose, 2003 ) </li></ul><ul><ul><li>Literal understanding vs. Understanding and Meaning-making </li></ul></ul><ul><ul><li>“ Play” that can give situation-specific meanings to the styles of language associated with that domain </li></ul></ul>
    3. 3. Background II <ul><li>Ecological Psychology (Gibson, 1979;Young, 2004) </li></ul><ul><ul><li>Affordance/effectivity </li></ul></ul><ul><ul><li>Perception-action </li></ul></ul><ul><ul><li>Goals and intentions </li></ul></ul><ul><ul><li>Attunement </li></ul></ul><ul><li>Ecological Linguistics (Van Lier, 2004) </li></ul><ul><ul><li>Relationship </li></ul></ul><ul><ul><li>Context </li></ul></ul><ul><ul><li>Patterns </li></ul></ul><ul><ul><li>Emergence </li></ul></ul><ul><ul><li>Activity </li></ul></ul>
    4. 4. Virtual Worlds and How People Learn <ul><li>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), : </li></ul><ul><li>These environments also support objectivist approach of learning </li></ul>
    5. 5. Situated Assessment <ul><li>Young, M. F., Kulikowich, J. M., & Barab, S. A. (1997). The unit of analysis for situated assessment. Instructional Science , 25(2), 133-150. </li></ul><ul><li>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. </li></ul><ul><li>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 Unpublished Doctoral Dissertation, University of Connecticut, Storrs, CT.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 </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
    6. 6. Current Methods <ul><li>Methods for understanding MMOGs and learning environments? </li></ul><ul><ul><li>Case study, conversation analysis, discourse analysis bots, interview/observ,… </li></ul></ul><ul><ul><li>What data are available to be used? </li></ul></ul><ul><ul><ul><li>New ideas- Data visualization ( Borner & Penumarthy (2003) </li></ul></ul></ul><ul><ul><ul><li>Concepts- Designing for Log file analysis </li></ul></ul></ul>
    7. 7. Visualizing Persistent trails/trajectories can range from: (Loh, 2007) <ul><li>From </li></ul><ul><li>Open-ended and non-linear (Constructivist approach) </li></ul><ul><li>Hands-on manipulation (e.g., virtual rocket, virtual chemical lab) </li></ul><ul><li>Guided approach (with virtual mentor or pedagogic agent) </li></ul><ul><li>Team-based game play (collaborative learning) </li></ul><ul><li>To: </li></ul><ul><li>Close-ended and completely linear (instructivist approach) </li></ul><ul><li>Hands-off observations (watching a colony of ants or pre-recorded media) </li></ul><ul><li>Free roaming (exploratory) </li></ul><ul><li>Single player mode (individualistic) </li></ul>
    8. 8. BG’s Trajectory
    9. 9. Get to the point <ul><li>Design </li></ul><ul><ul><li>Quests: problem based challenges for absolute beginners </li></ul></ul><ul><li>Learning and Development </li></ul><ul><ul><ul><li>Meaningful two-way social interaction </li></ul></ul></ul><ul><ul><ul><li>Embodied Experience </li></ul></ul></ul><ul><ul><ul><li>Emerging goals </li></ul></ul></ul><ul><ul><ul><li>R esource provider </li></ul></ul></ul><ul><ul><ul><li>Novice to expert learners </li></ul></ul></ul>
    10. 10. A Sample Quest for Beginning Level - I <ul><li>Lesson 6B: Retrieve Emperor Yue , Goujian’s Sword </li></ul><ul><li>Zhǎo Yuèwáng GōuJiàn de jiàn </li></ul><ul><li>找 越王 勾践 的 剑 </li></ul>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. 11. Scaffolding interaction through Negotiation for Action ( Zheng, Young, Wagner, & Brewer, forthcoming ) : L anguage is both embodied and dialogical <ul><li>Tyler: I am going to check the mall, so, 我去看看 mall. </li></ul><ul><li>Kassandra: 好的 . </li></ul><ul><li>Dongping: 你在哪儿呢 ? Kassandra. </li></ul><ul><li>Kassandra: 我在这儿 . </li></ul><ul><li>Dongping: 哦 , 在三楼 . Tyler, where are you? </li></ul><ul><li>Kassandra: He is in the mall. </li></ul><ul><li>Tyler: 在北京饭店 , 在我的北京饭店 . </li></ul><ul><li>Tyler: What is the tower over there called? </li></ul><ul><li>Wangjian: 大雁塔 . </li></ul>
    12. 12. BG’s Sword Quest Trajectory
    13. 13. “ Learner’s identity are not ready-made ahead of time, but renegotiated, reconstructed and “updated” in every encounter” (van Lier, 2004)
    14. 14. <ul><li>Tyler: wo3 de shou3 ti2 bao1 shi4 hei1 se4 de. </li></ul><ul><li>Alex: qing3 wen4 ni3 jiao4 shen2 me ming2 zi4? </li></ul><ul><li>Tyler: wo3 jiao4 Li3 Fang1. </li></ul><ul><li>Alex: qing3 kan4 zhe4 shi4 ni3 de shou3 ti2 bao1 ma? </li></ul><ul><li>Tyler: dui4, shi4 wo3 de. Zhen1 shi4 tai4 hao3 le. Wo3 zhong1 yu2 zhao3 dao4 le. </li></ul>Expert-novice AND Symmetrical Relationship
    15. 15. “ Improvisation is the fuel of autonomy in learning” (van Lier, 2004)
    16. 16. Learners’ Organize their own Learning <ul><li>Numbers </li></ul><ul><li>0 ling </li></ul><ul><li>1 yi or yao </li></ul><ul><li>2 er </li></ul><ul><li>3 san </li></ul><ul><li>4 si4 (suh) </li></ul><ul><li>5 wu3 </li></ul><ul><li>6 liu1 also wine </li></ul><ul><li>7 qi1 (ch-ee) </li></ul><ul><li>8 ba1 </li></ul><ul><li>9 jiu3 </li></ul><ul><li>10 shi1 </li></ul><ul><li>11 shi yi </li></ul><ul><li>20 er shi </li></ul><ul><li>go qu4 </li></ul><ul><li>fu2 dao4 le - the upside down fu </li></ul><ul><li>greeting during the new year's - Gangxi facái! (wish for large sums of money) </li></ul><ul><li>bedroom wo4shi4 </li></ul><ul><li>bathroom = wei4sheng1jian1 </li></ul><ul><li>balcony = yang2tai2 </li></ul><ul><li>kitchen == chufang </li></ul><ul><li>over there == na4li3 </li></ul><ul><li>shao1 deng3 == &quot;wait a moment&quot; </li></ul><ul><li>deng3 == wait </li></ul><ul><li>shao == a moment, or short time </li></ul><ul><li>cha2 == to check </li></ul><ul><li>yao4 shi == key </li></ul><ul><li>ye == also (comes BEFORE sentence) </li></ul>
    17. 17. Prolepsis: Assume the learners already have the abilities we and they wish to develop (van Lier, 2004) <ul><li>“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” </li></ul><ul><li>“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” </li></ul>
    18. 18. Fun yet Challenging (listen to 4/18 interview) <ul><li>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. </li></ul><ul><li>Dongping: No, Kassandra, this is so much fun to see you guys work together and learn things. I am happy, not laughing at you. </li></ul><ul><li>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. </li></ul>
    19. 19. How do Novices Get there? <ul><li>Beyond encoding-decoding, memorization (Brooks & Donato, 1994); “difficulties” and “problems” (Firth &Wagner, 2007) </li></ul><ul><li>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) </li></ul>
    20. 20. From Novice to Expert (From Stumbling to Automatic)
    21. 21. Discussion and Questions <ul><li>So What makes learning so different in Second Life Chinese School? </li></ul>
    22. 22. slanguages.net SLanguages 2008 This presentation was given at SLanguages 2008 The Conference for Language Education in Virtual Worlds

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