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

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

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

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

Ecological Psychology (Gibson, 1979;Young, 2004)

Affordance/effectivity

Perception-action

Goals and intentions

Attunement

Ecological Linguistics (Van Lier, 2004)

Relationship

Context

Patterns

Emergence

Activity

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

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

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.

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.

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

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

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)

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)

BG’s Trajectory

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

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

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

Lesson 6B: Retrieve Emperor Yue ， Goujian’s Sword

Zhǎo Yuèwáng GōuJiàn de jiàn

找 越王 勾践 的 剑

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 .

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 .

BG’s Sword Quest Trajectory

“ Learner’s identity are not ready-made ahead of time, but renegotiated, reconstructed and “updated” in every encounter” (van Lier, 2004)

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

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.

“ Improvisation is the fuel of autonomy in learning” (van Lier, 2004)

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)

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)

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”

“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”

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.

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.

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)

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)

From Novice to Expert (From Stumbling to Automatic)

Discussion and Questions So What makes learning so different in Second Life Chinese School?

So What makes learning so different in Second Life Chinese School?

slanguages.net SLanguages 2008 This presentation was given at SLanguages 2008 The Conference for Language Education in Virtual Worlds