From simulations to (3D) virtuality: mirroring tasks for language learning


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Presentation for the XVI International Conference on Learning, University of Barcelona.

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From simulations to (3D) virtuality: mirroring tasks for language learning

  1. 1. From simulations to (3D) virtuality: mirroring tasks for language learning Joan-Tomàs Pujolà Cristina Palomeque Miquel Llobera
  2. 2. contents • features of (3D) MUVEs - senses • grassroots of MUVEs for language learning • MUVEs potential 4 language learning • typology of MUVE tasks • conclusion
  3. 3. MUVEs as VLEs multimodal communication immersive experience social dimension interaction: environment, objects, avatars
  4. 4. sense of presence embodiment identity Casa del Español
  5. 5. sense of authenticity “real” tasks Plaza Real, BCN “real” environment
  6. 6. sense of immersiveness Media Learning, Denmark 3D sense of presence + Goethe-Institut authenticity
  7. 7. sense of creativity user control active role Barceloneta, BCN - Second Life
  8. 8. sense of gaming engagement / flow affective element
  9. 9. MUVE timeline s) orlds tio n a lw mu la irtu (si moos 3D v 70s 80s 90s 2000s 10s sc Ac Se hM ti v co OO eW nd ze or l Li f Un ds e( ive ( 19 20 rs i 97 03 ty ) ) ( 19 94 ) language learning
  10. 10. simulations in the FL class situational cognitive challenge not a role-play PBL / CLIL / learning by doing different type of assessment
  11. 11. simulation structure
  12. 12. moos text-based chat distance education adventure games conferencing system
  13. 13. muves and gaming encourage experimenting are fun can develop critical thinking reduce offer a new way of exploring tensions language and reality
  14. 14. MUVE methodology? What kind of language tasks are being used in MUVEs? Ling’s Chinese City
  15. 15. exploratory study Private teachers Private schools Public organisations Languages: English / Spanish / Italian / Chinese
  16. 16. types of MUVE tasks direct-transfer activities activities with MUVE make-up integrated MUVE tasks
  17. 17. direct-transfer activities reproduces the real world exactly, even with its shortcomings Casa del Español doesn’t take the environment into account, no or little adaptation of learning materials Babel
  18. 18. direct-transfer activities • other examples: – objects in MUVEs which direct you to web pages (e.g. crossword) – fill-in-the gap exercises with notecards – dictations done in notecards
  19. 19. activities with MUVE make-up dramatic engaging take into account environment
  20. 20. activities with MUVE make-up • Bow and arrow activities • Pic Tak Toe • Conversation in a tea cup
  21. 21. integrated MUVE tasks • critical thinking, collaborative work, meaningful • gaming element • challenging • self-access • interaction with the environment and other avatars • takes all the ‘senses’ into consideration British Council Isle
  22. 22. integrated MUVE tasks • Treasure hunts • Role plays • Social events: parties, quiz shows • Building tasks
  23. 23. conclusion • communicative RL teaching-learning tasks • use full MUVE potential • “beta versions” - continuous experimenting • be imaginative - create new activities • task demand - maximize st. language learning time
  24. 24. contact Joan-Tomàs Pujolà Cristina Palomeque