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

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

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… … 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

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 …..

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

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

Micro-Language Learning: first experiences

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 ).

Case study: Italian Language & micro-gaming

Case study
a particular area not sufficiently explored
Web 2.0 tools – microblogging in teaching and learning Italian (FL)

Case study
Blended Language Learning Model
microblogging platform (back up communication channel)
wiki (resources, e-portfolios, collaborative projects)
blog (resources & language activities - 4 abilities)

Case Study
microblogging tool: enjoyable way to
learn Italian language
play

First Microblogging Experience
Communication channel
feelings-ideas-opinions
Part of their lives sense of community
Informal-formal learning

Research Questions
RQ1 – Can micro-gaming language activities enhance:
Motivation
Participation
Collaboration in the participants &
Practice of the basic language skills

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

1 st activity: ‘digital stories’ Italian culture 5 groups Create a story Start a story Publish in ‘Incontri italiani 2 ’ &

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

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!!!

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!

Results

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)

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

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

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!

Thank you!!

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Questions?

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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