NIFLAR workshop on designing for 3D @ Coimbra Conference

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Introduction for the workshop at the Coimbra Conference on NIFLAR's 3D environments in Second Life and Open Sim. Text and Images on the design principles and their realisations to support language practice and intercultural communication skills development.

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  • Focus on  a specific target group language teachers and how new technologies might be an added value. What makes the difference; what is the impact of using ICT for language teaching; when not to use it, data on impact; etc. Maybe one can address the enormous difficulty of measuring the use and impact of ICT on learning. Focus also on the fact that it is not only about using ICT for language learning but that one learns other competences such as citizenship, intercultural awareness, etc… maybe data on this ? Please finish with some key conclusions, statements, recommendations to get the discussion going.
  • NIFLAR workshop on designing for 3D @ Coimbra Conference

    1. 1. Social interaction in virtual worlds: Designing for ICC in 3D Ton Koenraad, Mabelle Hermandéz, Lex Hermans
    2. 2. Agenda • MUVEs? • Design principles for NIFLAR 3D VLE’s • Task and object driven activities • Demo • Hands-on
    3. 3. • To enrich and innovate academic programs of foreign languages and make them more rewarding and relevant Promoting blended learning by the use of two technologies: – Video web communication (Adobe Connect) – 3D Virtual Worlds (Second Life / Open SIM) • To study the added value of implementing networked interactions Three target groups: – FL learners at secondary and tertiary levels – Pre- (in) service teachers Main NIFLAR objectives :
    4. 4. Second Life Open Sim Adobe connect
    5. 5. VAN TEKST- MOO naar…
    6. 6. Educational Potential • multimedia • time & place independent • synchronous & asynchronous, written & oral interaction • flexible • Identity experimentation
    7. 7. d http://sleducation.wikispaces.c om/educationaluses
    8. 8. Link
    9. 9. Good Practice Analysis: Design principles for NIFLAR 3D-VLE • Objectives for (student) teachers + L2 learners • Pedagogical principles: – Pedagogy re ICC-training & assessment – Blended approach – Teacher Ed.: Experiential learning (competence development) • Analysis of good practice (Warburton, 2009; Molka- Danielsen & Deutchmann, 2009; Sweeney, 2009; Jauregi et al., 2009; 2010) • Scalable, sustainable
    10. 10. Reception / Exploratorium Game SpaceSimulation Space Open Simulator Platform VLE C O M P O N E N T S
    11. 11. Exploratorium for cultural info, encounters and events
    12. 12. Simulation Space for ICC-training & assessment
    13. 13. Game Space for cultural knowledge quests & games
    14. 14. NIFLAR @ Second Life NIFLAR Launchroom @ Virtlantis SIM
    15. 15. NIFLAR @ Second Life Launchroom & Holodecked Tasks on Virtlantis
    16. 16. Task Example : Discovering Mexico
    17. 17. NIFLAR OS design process from first ideas to realisation
    18. 18. Specifications  Realisations
    19. 19. NIFLAR OS MegaSim: Four (4) voice-enabled Regions • Reception • Spanish SIM • Asterix Village + Projectlandia
    20. 20. NIFLAR OS MegaSIM: 4 regions
    21. 21. Reception SIM Project Home, International Meeting & Communication Area, Tandem Language Learning Space
    22. 22. Cartoon Puzzler Info Gap: collaborative problem solving
    23. 23. Talking Lottery Balls Inspired by: Talking Dice • oral proficiency practice with embedded ICC development goals through symbols & images that trigger statements and interactions on personal lives and cultural topics.
    24. 24. Cultural Knowledge Quiz: exchange, discuss, convince, move, apologize…
    25. 25. SLOODLE for NIFLAR OpenSim Worlds • WebIntercom -- links text-chat in-world to a Moodle chatroom • Quiz Chair -- students can do a Moodle quiz from in- world, and receive audio-visual feedback on their progress • CultureQuest • Awards system
    26. 26. Asterix Village 3D-visualisation of Third Place concept and historical dimension (ICC pedagogy)
    27. 27. Asterix village: PUB + antique tourist artefacts
    28. 28. Asterix: Harbour & Campo Sportivo historical approach to folk/street games
    29. 29. Spain: Urban area (Valencia design by Nadia Revenga García)
    30. 30. NIFLAR Valencia city
    31. 31. Projectlandia: default scenario & facilities + ad hoc activities & projects (e.g. Adventures in 3D)
    32. 32. •Projectlandia: Regions for future target groups, e.g. ChinaVillage (holodeck approach)
    33. 33. Student involvement & CoP development • Ownership: student profiles / cultural knowledge sharing • Authorable content objects facilitating blended approach • Partner consortium • OS-LingoGrid
    34. 34. Implementation issues. Prerequisites (Contexts: University / 2nd Ed.) • Technology: • Computer access (school / home) • Installed Viewers + voice finetuning • User training • Partners: • Projectplanning (!) + content (3D / tasks) • Curriculum: shared & local learning goals + assessment
    35. 35. Experiences • Pilot experiences in Second Life for academic students (Spanish L2) and student teachers. • Pilot with secondary pupils in OpenSim (Spanish & English L2, tandem approach) and student teachers.
    36. 36. Data sources • Recorded interactions • Pre & post oral tests • Surveys (pre, mid and post) • Interviews
    37. 37. Would you like to know more about the NIFLAR project? Read about results in our publications & Join us at niflar.ning.com www.niflar.eu Thank you for your attention!!

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