Language micro-gaming: fun & informal microblogging activities for language learning  2nd  World Summit on the Knowledge S...
In the era of ‘Knowledge Society’…. … nothing can be the same in business, industry, education
different way   to communicate …  to get the information
Language competencies   &   Intercultural skills … key qualifications to work & live in this new reality Technology step… ...
<ul><li>‘ Learning is an active process of constructing rather than acquiring knowledge and instruction is a process of su...
Play - Learning <ul><li>‘ play creates a zone of proximal development (ZDP) in children’ (Vygotsky 1933 ).   </li></ul><ul...
Play can promote excitement, enjoyment, a relaxing atmosphere and can be highly influential in learning   play-centered ap...
<ul><li>Web 2.0 services :   personalized radio, sharing music, photos, videos, bookmarks,  news, knowledge, multimedia ma...
<ul><li>It is   a  service used to publish, read and share information in 140 character length text messages.  </li></ul><...
Sharing (resources,thoughts, ideas...) Learning   (through conversation) Networking (connecting the classroom to a wider a...
<ul><li>- Practice language  communication skills, </li></ul><ul><li>(sense of relaxing) </li></ul>‘ <ul><li>native speake...
Micro-Language Learning: first experiences
Micro-Language Learning :  First Practices <ul><li>Introduction in class: </li></ul><ul><li>Sharon Scinicariello , (2008):...
  Case study:   Italian Language & micro-gaming
Case study <ul><li>a particular area not sufficiently explored </li></ul><ul><li>Web 2.0 tools –  microblogging  in teachi...
Case study <ul><li>Blended Language Learning Model </li></ul><ul><li>microblogging platform   (back up communication chann...
Case  Study <ul><li>microblogging tool: enjoyable way to  </li></ul><ul><li>learn Italian language   </li></ul>play
First Microblogging Experience <ul><li>Communication channel  </li></ul><ul><li>feelings-ideas-opinions </li></ul><ul><li>...
Research Questions   <ul><li>RQ1 –   Can micro-gaming language activities enhance: </li></ul><ul><li>Motivation  </li></ul...
Methodology   <ul><li>LONG TERM RESEARCH: </li></ul><ul><li>Participants :10   Italian language students, </li></ul><ul><l...
1 st  activity: ‘digital stories’   Italian culture 5 groups Create a  story Start a story Publish in  ‘Incontri italiani ...
2 nd  activity: ‘Film scripts’ <ul><li>1 st  step  </li></ul><ul><li>Each of the 5 groups had to </li></ul><ul><li>choose ...
3nd activity: ‘ Italian music ’ ’  1st step  Each of the 5 groups had to  Visit Utube & find the video of one of the Itali...
4 th   Activity: ‘cartoon based story’ 1st step :  story based on photos of cartoons designs 2nd step:  write the dialogue...
Results
Results   1 <ul><li>10% affronted problems with the use of the technology # 90% was familiar with micro-technology (freedo...
Results 2 <ul><li>90% have been encouraged by teacher’s support (understood every step)  </li></ul><ul><li>85% admitted pr...
Conclusions   <ul><li>Fun – Informal/Formal Learning </li></ul><ul><li>Playing & practicing the Italian language with </li...
Conclusions <ul><li>Authentic, meaningful, interactive, student-centered, fun, Web-based learning activities…   </li></ul>...
Thank you!!
[email_address]
Questions?
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Language micro-gaming: fun and informal microblogging activities for language learning- Maria A. Perifanou

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2nd World Summit on the Knowledge Society - WSKS 2009
6-8 September 2009, Chania, Greece

Language micro-gaming: fun and informal microblogging activities for language learning

Maria A. Perifanou
Department of Italian and Spanish Language and Literature, University of Athens, mariaperif@gmail.com

Play can be highly influential in learning. What happens when play becomes informal learning supported by web 2.0 technologies? Practical ideas applied in an Italian foreign language classroom using microblogging to promote fun and informal learning showed that microblogging can enhance motivation, participation, collaboration and practice in basic language skills.

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

  1. 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. 2. In the era of ‘Knowledge Society’…. … nothing can be the same in business, industry, education
  3. 3. different way to communicate … to get the information
  4. 4. Language competencies & Intercultural skills … key qualifications to work & live in this new reality Technology step… … new methodological approaches
  5. 5. <ul><li>‘ 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] . </li></ul><ul><li>Successful learning involves a mixture of work and fun </li></ul>
  6. 6. Play - Learning <ul><li>‘ play creates a zone of proximal development (ZDP) in children’ (Vygotsky 1933 ). </li></ul><ul><li>Huizinga, J.: H (1955) </li></ul><ul><li>Bateson, G.: (1972) </li></ul><ul><li>Sylva (1974) </li></ul><ul><li>Sylva, K., Bruner, J. and Genova, P. ( 1976) </li></ul><ul><li>Butzkamm, W (1980) </li></ul><ul><li>Buckby (1984) </li></ul><ul><li>Cook, G . (2000) </li></ul><ul><li>Lantolf, J (2001) </li></ul><ul><li>Kopecky A.(2009) </li></ul>Fun activities: story telling , fantasy , music , movement , role-plays, language games , problem solving …..
  7. 7. 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)
  8. 8. <ul><li>Web 2.0 services : personalized radio, sharing music, photos, videos, bookmarks, news, knowledge, multimedia material </li></ul><ul><li>multiple ways to introduce language learners to a new language & culture with interesting fun activities </li></ul>Blip.fm Diigo
  9. 9. <ul><li>It is a service used to publish, read and share information in 140 character length text messages. </li></ul><ul><li>It's about peer communication and interaction. </li></ul>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
  10. 10. 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
  11. 11. <ul><li>- Practice language communication skills, </li></ul><ul><li>(sense of relaxing) </li></ul>‘ <ul><li>native speakers - &quot;real-use&quot; of language </li></ul><ul><li>(with the possibility of privacy) </li></ul>- Communicate in ‘virtual Language classroom’ at any time (about daily activities, current events) Micro-Language Learning -Share material, exchange opinions, ask for any help
  12. 12. Micro-Language Learning: first experiences
  13. 13. Micro-Language Learning : First Practices <ul><li>Introduction in class: </li></ul><ul><li>Sharon Scinicariello , (2008): University of Richmond </li></ul><ul><li>Twitter-based French Language activities (verbal constructions & digital story telling ) </li></ul><ul><li>George Mayo , (2008): Silver International Middle School,Montgomery Country (Maryland) </li></ul><ul><li>Twitter-based English online-collaborative project (story telling, science-fiction) </li></ul><ul><li>First research: </li></ul><ul><li>Carsten Ullrich et al ., (2008): University Jiao Tong, Shanghai. Conversational English 2 nd Language courses. (Vocational ELL context ). </li></ul>
  14. 14. Case study: Italian Language & micro-gaming
  15. 15. Case study <ul><li>a particular area not sufficiently explored </li></ul><ul><li>Web 2.0 tools – microblogging in teaching and learning Italian (FL) </li></ul>
  16. 16. Case study <ul><li>Blended Language Learning Model </li></ul><ul><li>microblogging platform (back up communication channel) </li></ul><ul><li>wiki (resources, e-portfolios, collaborative projects) </li></ul><ul><li>blog (resources & language activities - 4 abilities) </li></ul>
  17. 17. Case Study <ul><li>microblogging tool: enjoyable way to </li></ul><ul><li>learn Italian language </li></ul>play
  18. 18. First Microblogging Experience <ul><li>Communication channel </li></ul><ul><li>feelings-ideas-opinions </li></ul><ul><li>Part of their lives sense of community </li></ul><ul><li>Informal-formal learning </li></ul>
  19. 19. Research Questions <ul><li>RQ1 – Can micro-gaming language activities enhance: </li></ul><ul><li>Motivation </li></ul><ul><li>Participation </li></ul><ul><li>Collaboration in the participants & </li></ul><ul><li>Practice of the basic language skills </li></ul>
  20. 20. Methodology <ul><li>LONG TERM RESEARCH: </li></ul><ul><li>Participants :10 Italian language students, </li></ul><ul><li>Level (B1-B2) </li></ul><ul><li>Private International Language Institution in Thessaloniki - Greece </li></ul><ul><li>Year of study second year of Italian studies </li></ul><ul><li>Technology literacy None or limited experience with technology </li></ul><ul><li>Gender 7 females, 3 males </li></ul><ul><li>Age Early twenties </li></ul>
  21. 21. 1 st activity: ‘digital stories’ Italian culture 5 groups Create a story Start a story Publish in ‘Incontri italiani 2 ’ &
  22. 22. 2 nd activity: ‘Film scripts’ <ul><li>1 st step </li></ul><ul><li>Each of the 5 groups had to </li></ul><ul><li>choose one scene of famous Italian films (wiki’s class) </li></ul><ul><li>Imaginary Dialogues-Write collaboratively subtitles (edmodo group’s channel) </li></ul><ul><li>2 nd step </li></ul><ul><li>Publication of the dialogues by the teacher </li></ul><ul><li>( edmodo group’s channel) </li></ul><ul><li>3nd step </li></ul><ul><li>Performance of the scenes </li></ul><ul><li>4 th step </li></ul><ul><li>Screening of the original film scenes </li></ul><ul><li>Voting for the best script creation </li></ul>
  23. 23. 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!!!
  24. 24. 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!
  25. 25. Results
  26. 26. Results 1 <ul><li>10% affronted problems with the use of the technology # 90% was familiar with micro-technology (freedom, confidence) </li></ul><ul><li>80% slow internet connection/Tech problems </li></ul><ul><li>90% loved the experience </li></ul><ul><li>100% wanted to repeat it despite exams period (fruitful time: creativity, real communication/culture, vocabulary) </li></ul><ul><li>100% liked participating in teams (free, autonomous, confident, enrichment of knowledge) </li></ul>
  27. 27. Results 2 <ul><li>90% have been encouraged by teacher’s support (understood every step) </li></ul><ul><li>85% admitted practicing all the language skills </li></ul><ul><li>80% agreed as the best activity ‘film scripts’- </li></ul><ul><li>80% motivated by the competition – by learning in natural way </li></ul><ul><li>100% expected less – unbelievable- fun+play+learn! </li></ul><ul><li>80% liked the flexibility # 20% preferred doing all work at school </li></ul><ul><li>60% visit again the sites in future </li></ul>
  28. 28. Conclusions <ul><li>Fun – Informal/Formal Learning </li></ul><ul><li>Playing & practicing the Italian language with </li></ul><ul><li>authentic communicative tasks </li></ul><ul><li>micro-gaming language activities </li></ul><ul><li>influenced the levels of participation, collaboration & learning outcomes positively </li></ul>
  29. 29. Conclusions <ul><li>Authentic, meaningful, interactive, student-centered, fun, Web-based learning activities… </li></ul><ul><li>.. can improve student performance … </li></ul><ul><li>… in much the same manner as learning the language & culture while studying abroad! </li></ul>
  30. 30. Thank you!!
  31. 31. [email_address]
  32. 32. Questions?
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