2. Second Life and English as a Second Language This application is designed in two parts: Student Notes Teacher Notes
3. Teacher Notes Part 1 Intro The Class Rationale Objectives Schedule Tips Procedures Evaluation Materials
4. Intro What is Second Life? “Second Life (SL) is an online virtual world developed by Linden Lab which was launched on June 23, 2003. A number of free client programs called Viewers enable Second Life users, called Residents, to interact with each other through avatars. Residents can explore the world (known as the grid), meet other residents, socialize, participate in individual and group activities, and create and trade virtual property and services with one another. Second Life is intended for people aged 13 and over, and as of 2011 has more than 20 million registered user accounts” (Wikipedia).
5. Intro What is the Second Life Viewer? The Second Life Viewer is what Linden Lab calls the program used to view and interact in the Second Life World.
6. Introduction What is an Avatar? “An avatar is a computer user's representation of himself/herself or alter ego whether in the form of a three-dimensional model used in computer games, or a two-dimensional icon(picture) used on Internet forums and other communities” (Wikipedia).
7. The Class The Class This application was designed for an adult speaking and listening class, ideally for a small class of students(5-7) with intermediate language abilities and higher.
8. Rationale Rationale “With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning” (Ranalli 2008). Using a virtual world for English language learning allows students with internet and computer access to interact with other learners and teachers from all over the world Second Life allows for students to communicate in numerous ways including voice, text, gestures, and video. Virtual worlds can be an effective learning tool when adequate supplemental materials are included
9. Rationale The use of avatars helps to reduce the affective filter allowing for students to interact and speak with other learners as well as a teacher in ways that they might not normally interact. Using Second Life helps improve students' new and traditional literacy skills. Students make use of multiple senses and skills to enhance learning potential and memory. “With respect to affective barriers, computer simulations incorporating synchronous chat can also motivate learners who would be normally shy in face-to-face interaction to take part more actively (Freiermuth, 2002)” (Ranalli, 2008).
10. Objectives Objectives Students learn about Second Life and how to use the Second Life Viewer Students learn new literacy skills: Downloading and setting-up a program (Second Life Viewer) Creating an avatar Navigating an avatar in a virtual 3d space Communicating via text-based chat program Communicating via real-time voice program Communicating with avatar gestures Searching the web and Second Life for places of interest Students learn and practice using key language features: giving declarative information asking questions using directions utilizing relevant vocabulary performing question/answer patterns and pitch.
11. Objectives Students improve speaking and listening skills by interacting with each other while giving and participating in classmates’ tours. Students improve speaking and listening skills during discussions at the end of each session.
12. Schedule Schedule Day 1- Discuss Second Life and complete initial tutorial In-class/homework: Research information related to Second Life Day 2 – Teacher led tour and discussion In-class/homework: Begin searching for places of interest within Second Life
13. Schedule Day 3 – Student Tours and Discussion In-class/homework: Students write about experiences in Second Life “[B]riefingsessions are needed before simulations and debriefing sessions afterward. (Briefing allows for planning time, linguistic preparation, role and task familiarisation, etc. while debriefing gives participants a chance to draw lessons from their experience and consolidate learning.)” (Ranalli ,2008).
14. Tips Tips “Despite the detailed step-by-step instructions that students had received both during the lecture as well as on a handout, most of the students struggled with elementary computer game specific tasks such as the movement of their avatar, the picking up of objects, and the chat interface” (Herold, 2009). Do not assume that students will be able to immediately pickup the basics of Second Life such as interacting, movement, and use of the virtual world interface. Ensure that there is plenty of time allocated for the initial tutorial and introduction of Second Life Warn students of adult content Make sure everyone knows how to do the basics before moving on to the teacher tour. Encourage students to talk as much as possible through the use of relevant prompts Think of ways to make the discussions more interactive and relevant such as using role-play scenarios Use text books and supplementary materials as extra resources to enhance the lesson
15. Tips This assignment is an introduction to the concepts and possibilities of the use of Second Life and is general in scope. As students become more comfortable with the concepts the lesson should be adapted to suite more specific aspects or learning objectives such as a specific speaking skill or linguistic concept. Specific locations are not mentioned in this lesson because home base locations will differ depending on the class/teacher. You can choose an open area of Second Life or pay for a designated home base that you and your classmates can create. “Second Life promotes a spirit that proclaims that there is much scope in education for experimentation and enjoyment, and the result doesn't have to look like 'education‘” (Stevens, 2006).
16. Tips (optional) If possible supplement this lesson with a textbook for the students such as Sound Advantage (ch.9)by S. Hagen and P. Grogan that focuses on pronunciation and intonation. For teachers I recommend the book Teaching Pronunciation (ch. 5 and ch. 6) by Celce-Murcia et al. to help supplement teaching material resources “Having students take on roles in a simulation can reduce the fear of making mistakes and thus lower affective barriers to acquisition (Jones, 1982; Nemitcheva, 1995)” (Ranalli, 2008).
17. Procedures Day 1 – Second Life tutorial and discussion Introduce Second Life to students with relevant videos and websites Help students download and install the Second Life viewer from the Second Life website. As a class, complete the avatar creation and complete the initial Second Life tutorial Discuss Second Life and the tutorial How was Second Life similar to real-life How are they different? What attributes did you give your avatar? Why? What more would you like to learn about Second Life? Was the tutorial helpful? What aspects of Second Life did you find difficult?
18. Procedures Day 2 Teacher’s tour Teacher leads the class in creating a tour from start to finish Students begin looking for their own places of interest Students fill out place of interest worksheets Students discuss the day’s events: What aspects of the teachers tour were interesting? Was it difficult to follow the tour? Did anything distract you during the tour? Was it difficult to find places of interest? Did you interact with anyone in the class using voice, text, or gestures? Did you interact with anyone outside of the class using voice, text, or gestures.
19. Procedures Day 3 Student Tours Students lead the class on their tours After all the tours are complete students meet back home for a discussion: What aspects of the tour did you find interesting? Surprising? Boring? Strange? What aspects of Second Life do you like/dislike?
21. Materials Materials Place of Interest Worksheet to help students organize information regarding different places of interest Discussion Prompt Worksheet used to help in the discussions after each session Computer projection and computer access PowerPoint slides with Student Notes Evaluation Rubrics (Optional) Sound Advantage and Teaching Pronunciation textbooks.
22. Part 2 Student Notes Intro Assignment Objectives Finding a Place of Interest Giving the Tour Taking a Tour Discussion Materials
23. Intro What is Second Life? “Second Life (SL) is an online virtual world developed by Linden Lab which was launched on June 23, 2003. A number of free client programs called Viewers enable Second Life users, called Residents, to interact with each other through avatars. Residents can explore the world (known as the grid), meet other residents, socialize, participate in individual and group activities, and create and trade virtual property and services with one another. Second Life is intended for people aged 13 and over, and as of 2011 has more than 20 million registered user accounts” (Wikipedia).
24. Intro What is the Second Life Viewer? The Second Life Viewer is what Linden Lab calls the program used to view and interact in the Second Life World.
25. Intro What is an Avatar? “An avatar is a computer user's representation of himself/herself or alter ego whether in the form of a three-dimensional model used in computer games, or a two-dimensional icon(picture) used on Internet forums and other communities” (Wikipedia).
26. Assignment Second Life Assignment Create an avatar using the Second Life Viewer Complete the initial Second Life tutorial Find at least 3 places of interest in Second Life and fill out as many Place of Interest Worksheets Lead classmates on a tour of one of those locations Participate in classmates’ tours Join in group discussion
27. Objectives Objectives Students learn about Second Life and how to use the Second Life Viewer Students learn new literacy skills: Downloading and setting-up a program (Second Life Viewer) Creating an avatar Navigating an avatar in a virtual 3d space Communicating via text-based chat program Communicating via real-time voice program Communicating with avatar gestures Searching the web and Second Life for places of interest Students learn and practice using key language features: giving declarative information asking questions using directions utilizing relevant vocabulary performing question/answer patterns and pitch.
28. Objectives Students improve speaking and listening skills by interacting with each other while giving and participating in classmates’ tours. Students improve speaking and listening skills during discussions at the end of each session.
29. Assignment Finding a Place of Interest Use a search engine such as Google to search for an interesting location in Second Life Find locations using these links http://www.flickr.com/photos/danielvoyager/sets/72157612520690331/ http://www.flickr.com/photos/danielvoyager/sets/72157612276298611/ http://secondlife.com/destinations/ Here are some good resources on finding new places in Second Life: http://www.ehow.com/how_4581419_cool-things-do-second-life.html http://community.secondlife.com/t5/English-Knowledge-Base/SLurls/ta-p/700137
30. Giving the tour For helpful vocabulary used in tours complete these exercises: http://www.englishformyjob.com/english-tourist-information3.html http://www.englishformyjob.com/english-tourist-information2.html Resources on giving directions: http://bogglesworldesl.com/directionsESL.htm Assignment
31. Taking Tours Feel free to ask classmates questions: How did you find this place? What happens here? Are there any activities or events here? Who built this? Is there anything else of interest nearby? Take some notes so that you remember locations that you enjoyed
32. Discussion Talk about Second Life and your tours Make use of the discussion prompts worksheet A resource on pitch: http://www.ego4u.com/en/cram-up/pronunciation/pitch-and-stress
33. Materials Materials Place of Interest Worksheet to help students organize information regarding different places of interest Discussion Prompt Worksheetused to help in the discussions after each session Computer projection and computer access PowerPoint slides with Student Notes Evaluation Rubrics (Optional) Sound Advantage textbook and audio
34. References Resources & References Adams, M. G. (2009). Engaging 21st-Century Adolescents: Video Games in the Reading Classroom. English Journal, 6, 56-59. Carpenter, Stephen. (2009). Living and learning in interesting times. Journal of Virtual World Research, 2(1). Celce-Murcia, Marianne, Donna Brinton, and Janet Goodwin. (2007) Teaching Pronunciation. Cambridge University Press Herold, David. (2009). Virtual education: Teaching Media Studies in Second Life. Journal of Virtual World Research, 2(1). Hagen, S. & Grogan, P. (1992). Sound Advantage A pronunciation Book. New Jersey: Prentice Hall Regents.
35. References Ranalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455. doi: 10.1080/09588220802447859. Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, (1994), 17-27. Stevens, V. (2006). Second Life and Language Learning. TESOL-EJ,10 (3). Wikipedia: Avatar(computing). (2011)Retrieved from http://en.wikipedia.org/wiki/Avatar_(computing) Wikipedia: Second Life. (2011).Retrieved from http://en.wikipedia.org/wiki/Second_Life
