Language micro-gaming: fun and informal microblogging activities for language learning- Maria A. Perifanou

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    Language micro-gaming: fun and informal microblogging activities for language learning- Maria A. Perifanou - Presentation Transcript

    1. Language micro-gaming: fun & informal microblogging activities for language learning 2nd World Summit on the Knowledge Society - WSKS 2009 6-8 September 2009, Chania, Greece Maria A. Perifanou Univ. of Athens
    2. In the era of ‘Knowledge Society’…. … nothing can be the same in business, industry, education
    3. different way to communicate … to get the information
    4. Language competencies & Intercultural skills … key qualifications to work & live in this new reality Technology step… … new methodological approaches
      • ‘ Learning is an active process of constructing rather than acquiring knowledge and instruction is a process of supporting that construction rather than communicating knowledge’ [ Duffy, T. M. & Cunningham, D. J , 1996] .
      • Successful learning involves a mixture of work and fun
    5. Play - Learning
      • ‘ play creates a zone of proximal development (ZDP) in children’ (Vygotsky 1933 ).
      • Huizinga, J.: H (1955)
      • Bateson, G.: (1972)
      • Sylva (1974)
      • Sylva, K., Bruner, J. and Genova, P. ( 1976)
      • Butzkamm, W (1980)
      • Buckby (1984)
      • Cook, G . (2000)
      • Lantolf, J (2001)
      • Kopecky A.(2009)
      Fun activities: story telling , fantasy , music , movement , role-plays, language games , problem solving …..
    6. Play can promote excitement, enjoyment, a relaxing atmosphere and can be highly influential in learning play-centered approach ‘ Play should not be thought of as peripheral activity or a trivial, but as central to learning’ , Cook (2000)
      • Web 2.0 services : personalized radio, sharing music, photos, videos, bookmarks, news, knowledge, multimedia material
      • multiple ways to introduce language learners to a new language & culture with interesting fun activities
      Blip.fm Diigo
      • It is a service used to publish, read and share information in 140 character length text messages.
      • It's about peer communication and interaction.
      Photo from http://tinyurl.com/bw9ovh A huge world of Micro-Connections Photo from http://tinyurl.com/dyjv6m Social Networking Microblogging interest motivation curiosity Learning to connect… … .Connecting to learn
    7. Sharing (resources,thoughts, ideas...) Learning (through conversation) Networking (connecting the classroom to a wider audience) Interacting (providing experiences, perspectives...) Having fun (in a spontaneous, informal and social environment...) Micro-technologies can offer Huge Learning Possibilities
      • - Practice language communication skills,
      • (sense of relaxing)
      • native speakers - "real-use" of language
      • (with the possibility of privacy)
      - Communicate in ‘virtual Language classroom’ at any time (about daily activities, current events) Micro-Language Learning -Share material, exchange opinions, ask for any help
    8. Micro-Language Learning: first experiences
    9. Micro-Language Learning : First Practices
      • Introduction in class:
      • Sharon Scinicariello , (2008): University of Richmond
      • Twitter-based French Language activities (verbal constructions & digital story telling )
      • George Mayo , (2008): Silver International Middle School,Montgomery Country (Maryland)
      • Twitter-based English online-collaborative project (story telling, science-fiction)
      • First research:
      • Carsten Ullrich et al ., (2008): University Jiao Tong, Shanghai. Conversational English 2 nd Language courses. (Vocational ELL context ).
    10. Case study: Italian Language & micro-gaming
    11. Case study
      • a particular area not sufficiently explored
      • Web 2.0 tools – microblogging in teaching and learning Italian (FL)
    12. Case study
      • Blended Language Learning Model
      • microblogging platform (back up communication channel)
      • wiki (resources, e-portfolios, collaborative projects)
      • blog (resources & language activities - 4 abilities)
    13. Case Study
      • microblogging tool: enjoyable way to
      • learn Italian language
      play
    14. First Microblogging Experience
      • Communication channel
      • feelings-ideas-opinions
      • Part of their lives sense of community
      • Informal-formal learning
    15. Research Questions
      • RQ1 – Can micro-gaming language activities enhance:
      • Motivation
      • Participation
      • Collaboration in the participants &
      • Practice of the basic language skills
    16. Methodology
      • LONG TERM RESEARCH:
      • Participants :10 Italian language students,
      • Level (B1-B2)
      • Private International Language Institution in Thessaloniki - Greece
      • Year of study second year of Italian studies
      • Technology literacy None or limited experience with technology
      • Gender 7 females, 3 males
      • Age Early twenties
    17. 1 st activity: ‘digital stories’ Italian culture 5 groups Create a story Start a story Publish in ‘Incontri italiani 2 ’ &
    18. 2 nd activity: ‘Film scripts’
      • 1 st step
      • Each of the 5 groups had to
      • choose one scene of famous Italian films (wiki’s class)
      • Imaginary Dialogues-Write collaboratively subtitles (edmodo group’s channel)
      • 2 nd step
      • Publication of the dialogues by the teacher
      • ( edmodo group’s channel)
      • 3nd step
      • Performance of the scenes
      • 4 th step
      • Screening of the original film scenes
      • Voting for the best script creation
    19. 3nd activity: ‘ Italian music ’ ’ 1st step Each of the 5 groups had to Visit Utube & find the video of one of the Italian songs proposed by the teacher & post it to the class microblogging space (edmodo group’s channel) 2 nd step watch the video that has chosen and then write and post the verses of the song (1 st is the winner) 3nd step Visit the class blog, find & explore the music site italianissima.net Find & correct the verses 4 th step Sing the songs!!!
    20. 4 th Activity: ‘cartoon based story’ 1st step : story based on photos of cartoons designs 2nd step: write the dialogue of each photo of the ‘cartoon heroes’ in each turn 3nd step Peer- correction/ Publication of the story (edmodo class’s channel) All class one group!
    21. Results
    22. Results 1
      • 10% affronted problems with the use of the technology # 90% was familiar with micro-technology (freedom, confidence)
      • 80% slow internet connection/Tech problems
      • 90% loved the experience
      • 100% wanted to repeat it despite exams period (fruitful time: creativity, real communication/culture, vocabulary)
      • 100% liked participating in teams (free, autonomous, confident, enrichment of knowledge)
    23. Results 2
      • 90% have been encouraged by teacher’s support (understood every step)
      • 85% admitted practicing all the language skills
      • 80% agreed as the best activity ‘film scripts’-
      • 80% motivated by the competition – by learning in natural way
      • 100% expected less – unbelievable- fun+play+learn!
      • 80% liked the flexibility # 20% preferred doing all work at school
      • 60% visit again the sites in future
    24. Conclusions
      • Fun – Informal/Formal Learning
      • Playing & practicing the Italian language with
      • authentic communicative tasks
      • micro-gaming language activities
      • influenced the levels of participation, collaboration & learning outcomes positively
    25. Conclusions
      • Authentic, meaningful, interactive, student-centered, fun, Web-based learning activities…
      • .. can improve student performance …
      • … in much the same manner as learning the language & culture while studying abroad!
    26. Thank you!!
    27. [email_address]
    28. Questions?

    + Univ. of AthensUniv. of Athens, 1 month ago

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