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

‘ 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 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)

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

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

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

It is a service used to publish, read and share information in 140 character length text messages.

It's about peer communication and interaction.

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

- Practice language communication skills,

(sense of relaxing)

native speakers - "real-use" of language

(with the possibility of privacy)

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 ).

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)

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)

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

microblogging tool: enjoyable way to

learn Italian language

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

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

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

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

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)

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

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

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!

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?