University of Porto Portugal
Communication Sciences University of Porto Portugal Second Language Teaching in Virtual Worlds: The Case of European Colle...
What  are virtual worlds (VWs)? What  is Second Life (SL)? Why  should we use them in our teaching practice?
University of Porto  sim  in Second Life
What  are virtual worlds (VWs)? Hotel lobby simulation at the U.Porto  sim
An electronic space in wich real experiences happen (Mc Luhan, 1964) What  are virtual worlds (VWs)? Hotel lobby simulatio...
What  is Second Life? source: www.secondlife.com
What  is Second Life? source: www.secondlife.com •  Participants may develop simulated environments. •  Every object in SL...
Why  should teachers use VWs?
Why  should teachers use VWs? •  Participants may develop simulated environments. •  Every object in SL is created by its ...
Target •  ERASMUS Programme – European Scheme for the Mobility for University Students
Target •  The University of Porto is one of the most activies in accepting foreign students. source: Erasmus Mobility Repo...
Are  VWs  here to stay?
Are  VWs  here to stay? source: www.secondlife.com •  World of  Warcraft and The Sims were pioneers •  Rising of new forms...
How  was Second Life born?
How  was Second Life born? •  Linden Lab’s goal was to develop hardware to allow world immersion experiences
E-learning in Second Life •  Second language acquisition may be a challenging task.
Three-dimensionality
Strategies •  Second language acquisition may be a challenging task.
Strategies •  Learning by exploring the avatar
Strategies •  Learning by colaboration
Strategies •  Learning by being
Sociology  and virtual worlds
New  education paradigm •  Challenging, dynamic and complex learning milieu where avatars are a new type of social agents
Virtual  Identity •  New age of ‘interaction face-to-face’ (Thompson, 1995): interaction through a personalized 3D avatar
Immersion •  Chance to share a history, a memory, so, ‘chance of building social rules’ (Turkle, 1999)
Active learning •  Pedagogical environment enhance learning skills •  Motivate students to engage on the tasks
Theoretical framework •  Constructivism; multiple intelligences.
Theoretical proposal
Objectives •  Understand communicational processes in Second Life, in a context of second language learning
Hypothesis • •  Students can learn a foreign language in a VW •  Students can overcome cultural limitations and expectatio...
Methodology • •  Students can overcome cultural limitations and expectations usual in traditional classrooms •  Focus grou...
Applicability Voice streams
Applicability Distribution of handouts and web browsing
Applicability Holodecks
Applicability Holodecks
Contents Holodecks
Contents Holodecks
Contents Holodecks
Contents Holodecks
Contents Holodecks
Contents Holodecks
Contents Holodecks
Contents Holodecks
Discussion
Advantages • •  Students can overcome cultural limitations and expectations usual in traditional classrooms •  E-learning ...
Advantages • •  Students can overcome cultural limitations and expectations usual in traditional classrooms •  Formation o...
Disadvantages Bandwidth restrictions
Disadvantages First moments in-world can be daunting
Disadvantages Absence of nonverbal cues
Disadvantages Technically challenging for the teacher
Expected Results
Expected Results • •  Students can overcome cultural limitations and expectations usual in traditional classrooms •  Super...
Expected results One trial lesson already with students
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Second Language for Erasmus Students - Presentation in Toronto on May 24

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Project by Paulo Frias, Ricardo Cruz and Ricardo Fernandes - Portuguese as a second language through virtual worlds.

Presented at CICE - Canada International Conference on Education - http://www.ciceducation.org/Ciceducation/CICE-2010/

Published in: Education, Technology
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Second Language for Erasmus Students - Presentation in Toronto on May 24

  1. 1. University of Porto Portugal
  2. 2. Communication Sciences University of Porto Portugal Second Language Teaching in Virtual Worlds: The Case of European College Students under the Erasmus Programme Paulo Frias, Ricardo Cruz, Ricardo Fernandes
  3. 3. What are virtual worlds (VWs)? What is Second Life (SL)? Why should we use them in our teaching practice?
  4. 4. University of Porto sim in Second Life
  5. 5. What are virtual worlds (VWs)? Hotel lobby simulation at the U.Porto sim
  6. 6. An electronic space in wich real experiences happen (Mc Luhan, 1964) What are virtual worlds (VWs)? Hotel lobby simulation at the U.Porto sim
  7. 7. What is Second Life? source: www.secondlife.com
  8. 8. What is Second Life? source: www.secondlife.com • Participants may develop simulated environments. • Every object in SL is created by its users.
  9. 9. Why should teachers use VWs?
  10. 10. Why should teachers use VWs? • Participants may develop simulated environments. • Every object in SL is created by its users.
  11. 11. Target • ERASMUS Programme – European Scheme for the Mobility for University Students
  12. 12. Target • The University of Porto is one of the most activies in accepting foreign students. source: Erasmus Mobility Report, November, 2009
  13. 13. Are VWs here to stay?
  14. 14. Are VWs here to stay? source: www.secondlife.com • World of Warcraft and The Sims were pioneers • Rising of new forms of interactive entertainment
  15. 15. How was Second Life born?
  16. 16. How was Second Life born? • Linden Lab’s goal was to develop hardware to allow world immersion experiences
  17. 17. E-learning in Second Life • Second language acquisition may be a challenging task.
  18. 18. Three-dimensionality
  19. 19. Strategies • Second language acquisition may be a challenging task.
  20. 20. Strategies • Learning by exploring the avatar
  21. 21. Strategies • Learning by colaboration
  22. 22. Strategies • Learning by being
  23. 23. Sociology and virtual worlds
  24. 24. New education paradigm • Challenging, dynamic and complex learning milieu where avatars are a new type of social agents
  25. 25. Virtual Identity • New age of ‘interaction face-to-face’ (Thompson, 1995): interaction through a personalized 3D avatar
  26. 26. Immersion • Chance to share a history, a memory, so, ‘chance of building social rules’ (Turkle, 1999)
  27. 27. Active learning • Pedagogical environment enhance learning skills • Motivate students to engage on the tasks
  28. 28. Theoretical framework • Constructivism; multiple intelligences.
  29. 29. Theoretical proposal
  30. 30. Objectives • Understand communicational processes in Second Life, in a context of second language learning
  31. 31. Hypothesis • • Students can learn a foreign language in a VW • Students can overcome cultural limitations and expectations usual in traditional classrooms
  32. 32. Methodology • • Students can overcome cultural limitations and expectations usual in traditional classrooms • Focus group: sustainability of the project • Lessons: computer-mediated communication
  33. 33. Applicability Voice streams
  34. 34. Applicability Distribution of handouts and web browsing
  35. 35. Applicability Holodecks
  36. 36. Applicability Holodecks
  37. 37. Contents Holodecks
  38. 38. Contents Holodecks
  39. 39. Contents Holodecks
  40. 40. Contents Holodecks
  41. 41. Contents Holodecks
  42. 42. Contents Holodecks
  43. 43. Contents Holodecks
  44. 44. Contents Holodecks
  45. 45. Discussion
  46. 46. Advantages • • Students can overcome cultural limitations and expectations usual in traditional classrooms • E-learning in VWs reduces costs • Stimulates the diversification of courses offered
  47. 47. Advantages • • Students can overcome cultural limitations and expectations usual in traditional classrooms • Formation outside the traditional classroom context • No rules: space, class attendance, time and rhythm
  48. 48. Disadvantages Bandwidth restrictions
  49. 49. Disadvantages First moments in-world can be daunting
  50. 50. Disadvantages Absence of nonverbal cues
  51. 51. Disadvantages Technically challenging for the teacher
  52. 52. Expected Results
  53. 53. Expected Results • • Students can overcome cultural limitations and expectations usual in traditional classrooms • Superior levels of interactions and assimilation • Engagement: reciprocity and cooperation • Active learning
  54. 54. Expected results One trial lesson already with students

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