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ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
ViTAAL and NIFLAR projects at Slanguages 2009
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ViTAAL and NIFLAR projects at Slanguages 2009

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My contribution to SLangugages 2009 on the NL project 'ViTAAL' (2008-2009) and the EU project 'NIFLAR' (2009-2011)

My contribution to SLangugages 2009 on the NL project 'ViTAAL' (2008-2009) and the EU project 'NIFLAR' (2009-2011)

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  • 1. Ton Koenraad TELLConsult Rounding off: ViTAAL Starting up: NIFLAR
  • 2. The ViTAAL Project
    • GOAL Researching the contribution of 3d MUVEs to Language Education. Focus on oral skills.
    • Joint project: Schools & Teacher Ed.
  • 3. The ViTAAL Project
    • R & D for 3 Activity Formats: 1. Language Village: training & testing
    • 2. Interactive narrative: LanguageQuest
    • 3. Events and Fun Activities
  • 4. Format 1: Virtual Language Village Pupils
    • Teachers
    • Student Teachers & Trainers
    • Fellow pupils
  • 5. IRL, what is Languagevillage | Langueville | Sprachstadt ?
    • RL-simulation with physical props as scenes for everyday communicative situations
    • Teachers, native or competent speakers take on roles and/or assess.
    • Target group at 2ndary Schools: mostly beginner to intermediate level (CEFR: A1-A2)
    • A school-based, yearly event.
  • 6. Virtual Language Village
    • Rationale: More practice of oral skills for RL language tasks
    • Design principles Blended approach: - techer-led f2f sessions & in-world sessions with fellow pupils and student mentors - using additional materials alligned to textbook in use
    • - in-world assessment training by student teachers
  • 7. Virtual Language Village: Organisation
    • Production / Mentor Team A’dam student teachers (n=18)
    • Materials: paper based prep. activities, CEF Level A1-A2 194 pp.
    • Participants 2 schools, 1 class each Age: 13-14 Student teacher mentored groups (size: n=3)
  • 8. Virtual Language Village: technical features
    • A variety of locations: tourist info, cafeteria, police station, baker’s, village square, pond, student hang-out, etc..
    • 2 bots
    • ‘ professional’ avatars
    • Voice-enabled, but…
  • 9. Format 2. SurReal Quest: an interactive detective story
  • 10. The Interactive Quest
    • Rationale: Enhance the WebQuest concept using story development and embedding ‘live’ interaction
    • Design principles
    • LanguageQuest design criteria
    • Competitive pupil teams (n=5)
    • teacher-coached f2f team sessions
    • in-world meetings with story characters (student mentors)
    • assessment of (interim) products by teacher
  • 11. Interactive LanguageQuest: Organisation
    • Production & Actor Team A’dam student teachers (n=7)
    • Materials: - Original storyline, - CEF-based inputs & tasks ( A2 – B1) - specifically designed LQuest template
    • Participants - 1 school, 1 class Age: 16-17 - 1st year student teachers (n=7)
  • 12. Teacher Ed. Curriculum Module
    • Theoretical input: - TBLT & SLA principles - Methodology for oral skills training - Task design principles - CEFR & Assessment: criteria & instruments & procedures
    • Practical experiences: - Materials development - Fluency training - Online assessments
    • Output - Language Village: Textbook supplementary materials - LanguageQuest - Events: Registration website & self access prep. materials
  • 13. Evaluation & Research
    • General Focus: Feasibility
    • Proof of concept for Learning Blend : learning potential , added value, win-win?
    • Mapping of conditions
    • Materials & Activity design
    • Performance-based assessment
  • 14. Evaluation: Pupil perspective
    • Interesting, nice change
    • Spent more time than usual after school hours
    • Learned more: - vocab, - talking about self, ordering things, giving directions
    • More awareness of: - relevance of grammar / pronunciation for communication - personal knowledge & skills gaps
    • Did and learned equally little as in f2f lessons
    • 3D world not very inviting (looks, interactive facilities)
    • Technical (voice) & organisational problems (partner presence)
    • extension of the virtual village needed: a wider variety of shops.
  • 15. Evaluation: Teacher perspective
    • Pupils enthusiastic, more motivation & time on task, less inhibition
    • More authenticity in tasks, language use: attention for accuracy
    • More opportunities for differentiation & independent work
    • Enjoyed working with new formats
    • More class-based preparation time needed for online sessions
    • Success factors: - timely delivery & quality of prep materials - operational technology - teacher competences: classroom management,
    • ICT-skills
    • Allignment of class activities with student mentors agendas
  • 16. Evaluation: Student teacher perspective
    • Great learning opportunity: - designing materials - getting peer-feedback in design process Practicing interaction & teaching skills: - interlocutor role - giving feedback to pupils - doing assessments
    • Design task: very time consuming
    • Organisational problems: - pupil presence - teamwork
    • Technical issues: - voice - AW- interface skills
  • 17. Evaluation: Teacher educator perspective
    • Great chance for linking theory to practice
    • Implementation of experiential learning in teacher ed.
    • Collaboration with schools is vital
    • Current module is too demanding: further phasing of curriculum content
    • Critical trainer’s skills: - coaching student production teams - personal ICT / AW skills
  • 18. Issues & constraints
    • Institutional
    • Hard & Software: Availability 3d browser, capturing software, headsets, VLE…
    • Curriculum embedded activity
    • Pedagogy match (staff, materials)
    • Virtual World Software
    • ICT skills
  • 19. Future Developments
    • Implementation in partners’ curricula
    • Scaling up (languages, formats, sectors)
    • Exploitation model (partnership expansion)
    • Further research: - Promotion of L2 use? - face & content validity of assessments - pragmatics (teaching & assessing) - SLA?
  • 20. So much about the ViTAAL Project: any questions / comments? For papers see: www.koenraad.info / vrall
  • 21. NIFLAR Networked Interaction in Foreign Language Acquisition & Research EU project 2009 – 2011
  • 22. Partners U. Palacky TELLConsult U. Coimbra Coordinator Affiliate partners : U. Nevsky and Novosibirsk Technical University, U. Concepción, 4 sec. schools
  • 23. NIFLAR Objectives & ambitions
    • Exploring the added value of video-web communication (VWC) and virtual worlds (VW) to development of communicative and intercultural competence in L2.
    • Development of design principles for effective L2 tasks
    • Development, application and evaluation of tasks according to the design principles
    • Contribute to international research : CMC, ICC, Pragmatics, blended learning
  • 24.  
  • 25. Exploring the added value of VWC and VW
    • Opportunities for real-life and virtual synchronous communication with native speakers of the target language
    • Opportunities for creating culture-specific virtual contexts for contextualised communication
  • 26. Evaluation grid for task design in video-web communication and virtual worlds
    • Design principles:
    • For communicative competence in L2 acquisition
    • For intercultural competence in L2 acquisition
    • For the application of VWC and VW in L2 acquisition
  • 27. Video conferencing: ADOBE CONNECT
  • 28. Design principles for the application of Video Web Communication
    • Video-web communication:
    • Personal contact is relevant
    • Nonverbal interaction is relevant
    • Only communication partners are present
    • Visual context outside communication partners is irrelevant
  • 29. Voice-enabled 3D World
  • 30. Design principles for the application of 3D Virtual Worlds
    • Virtual worlds:
    • Visual context around communication partners is relevant
    • Context is specifically created or applied for context-specific conversation topics
    • As in real-life, others might interfere
    • Contexts might be adapted (simplified, exaggerated) in order to promote awareness and learning
  • 31. Interaction focused on students
    • Two target groups:
    • Foreign language learners of Dutch, Portuguese, Russian and Spanish (also at secondary level)
    • Pre-service teachers of Dutch, Russian and Spanish
  • 32.  
  • 33.  
  • 34. Importance of adequate tasks
    • Characteristics of appropriate tasks for virtual interaction
    • Standardised format
    • Level (CEFR)
    • Teachers and pre-service teachers designing, piloting and adapting tasks
  • 35. Research Focus
    • Interactions: Conferencing & 3D
    • Tasks
    • Specific aspects: ICC, pragmatics, negotiation of meaning
  • 36. Deliverables
    • A framework for task design
    • A collection of tasks and scenarios
    • Guides for: Teachers, Teacher Educators & CMC research
    • A 3D world & facilities for its future exploitation
    • Master theses, publications, conference presentations
    • Dissemination website
  • 37. Thank you Any questions or Comments? Ton Koenraad TELLConsult www.niflar.eu

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