3D virtual worlds can be used for language learning by providing social, immersive, and creative experiences. Teachers can design virtual field trips, city tours led by students, and role-playing activities. Students can practice skills like presentations, interviews, and collaborative construction projects. While virtual worlds allow flexibility, educators should consider private versus public spaces and combining both for optimal language learning opportunities.
The Crafted Creative Team was lucky enough to attend UX Cambridge, a community-driven, practical User Experience conference. All of the team found both days extremely useful, with some strong themes running across the two days.
If you weren’t able to make this year’s conference, or just want a recap of the main topics covered, our Creative Team have put together a detailed round-up of the event for you to download and share.
Virtual Worlds Explorations and Implications is a keynote address for the Association for Information Technology Professionals (AITP). These slides discuss business and IT concerns, virtual worlds statistics and provide visual examples from Second Life.
Content and photos by Cynthia Calongne. Licensed under a Creative Commons Share Alike with Attribution License.
Presentation at ANELE, Madrid, Spain in October 2009 on the future of the book as a means to communicate and educate, focusing on collaboration, sharing, interactive content, and linked data.
The Crafted Creative Team was lucky enough to attend UX Cambridge, a community-driven, practical User Experience conference. All of the team found both days extremely useful, with some strong themes running across the two days.
If you weren’t able to make this year’s conference, or just want a recap of the main topics covered, our Creative Team have put together a detailed round-up of the event for you to download and share.
Virtual Worlds Explorations and Implications is a keynote address for the Association for Information Technology Professionals (AITP). These slides discuss business and IT concerns, virtual worlds statistics and provide visual examples from Second Life.
Content and photos by Cynthia Calongne. Licensed under a Creative Commons Share Alike with Attribution License.
Presentation at ANELE, Madrid, Spain in October 2009 on the future of the book as a means to communicate and educate, focusing on collaboration, sharing, interactive content, and linked data.
Available as a beautiful hard cover book and used by teacher development programs. Find out more - http://eflclassroom.com/store/products/zen-and-the-act-of-teaching/
This presentation discusses independent learning online and the ways in which students needs are changing with their use of online and mobile technologies. It goes on to illustrate approaches to supporting students to learn effectively online.
Meet Jane, a teacher wondering how to incorporate Web 2.0 tools in her classroom. Teaser for K12 Online Conference presentation by Sylvia Martinez, using a format popularized in the "Meet Henry" slide deck.
Technology in ESOL Classrooms & Preparing Teachers for Successful IntegrationSandra Annette Rogers
The panel explores successful integration of technology in ELL elementary classrooms, considering the why (research findings) and how (practical examples and demonstration of technology). It also discusses training: 1) how teachers can be successfully prepared in teacher education programs, and 2) two online TESOL professional development opportunities in technology. Participants are given the time and opportunity to ask questions and share.
Discuss the benefits of using virtual worlds to facilitate learning..pdfaksharatelicom
Discuss the benefits of using virtual worlds to facilitate learning.
E.Commerce course
Solution
A virtual world or massively multiplayer online world (MMOW) is a computer-based simulated
environment populated by many users who can create a personal avatar, and simultaneously and
independently explore the virtual world, participate in its activities and communicate with others.
These avatars can be textual, two or three-dimensional graphical representations, or live video
avatars with auditory and touch sensations. In general, virtual worlds allow for multiple users.
The user accesses a computer-simulated world which presents perceptual stimuli to the user, who
in turn can manipulate elements of the modeled world and thus experience a degree of presence.
Such modeled worlds and their rules may draw from the reality or fantasy worlds.
Example are gravity, topography, locomotion, real-time actions, and communication.
Communication between users can range from text, graphical icons, visual gesture, sound, and
rarely, forms using touch, voice command, and balance senses.
Learning in virtual worlds
The capacity for innovation is exciting, particularly as teachers and teacher librarians begin to
explore how to harness virtual worlds for better learning outcomes. The challenge for schools is
to fast-track ways to bring ‘out of school’ virtual worlds activity into the daily learning cycles; to
bring back the connections between school and home and to provide learning environments that
are authentic to the technology use of students. Virtual worlds can operate on computer desktops,
laptops, hand-held games consoles, ipads and mobile phones. Some of the virtual worlds that
teachers might hear about include: DimensionM, Whyville, World of Warcraft, Quest Atlantis,
Second Life, Club Penguin, Aion, Sploder, Unity 3D. Some common attributes of virtual worlds
include:
• persistence of an ‘inworld’ environment within which action takes place
• a shared space allowing multiple users to participate and interact simultaneously
• avatars (people or characters), which are customisable, 3D representations of real people
• immediacy of action that occurs in real time.
Learning highlights for students in their project were
: • Developing problem-solving skills: ‘I found a solution to my avatar issue …’
• Self-directed learning: ‘It’s your decision ...’
• Students have realised there is a real purpose to their work: ‘Teachers and students are going to
use what I created’.
• Students don’t want to leave the computer lab!
So how do you decide what to do?
In the short publication Virtual Worlds, you can learn more about the context in which virtual
worlds are changing the way we interact with others online. There are hundreds of spaces in the
metaverse — but you do not need to know them all, or be actively involved in them all. The key
to engagement in this new learning space is information, connection and collaboration — and I
suggest, a certain amount of courage couple.
Available as a beautiful hard cover book and used by teacher development programs. Find out more - http://eflclassroom.com/store/products/zen-and-the-act-of-teaching/
This presentation discusses independent learning online and the ways in which students needs are changing with their use of online and mobile technologies. It goes on to illustrate approaches to supporting students to learn effectively online.
Meet Jane, a teacher wondering how to incorporate Web 2.0 tools in her classroom. Teaser for K12 Online Conference presentation by Sylvia Martinez, using a format popularized in the "Meet Henry" slide deck.
Technology in ESOL Classrooms & Preparing Teachers for Successful IntegrationSandra Annette Rogers
The panel explores successful integration of technology in ELL elementary classrooms, considering the why (research findings) and how (practical examples and demonstration of technology). It also discusses training: 1) how teachers can be successfully prepared in teacher education programs, and 2) two online TESOL professional development opportunities in technology. Participants are given the time and opportunity to ask questions and share.
Discuss the benefits of using virtual worlds to facilitate learning..pdfaksharatelicom
Discuss the benefits of using virtual worlds to facilitate learning.
E.Commerce course
Solution
A virtual world or massively multiplayer online world (MMOW) is a computer-based simulated
environment populated by many users who can create a personal avatar, and simultaneously and
independently explore the virtual world, participate in its activities and communicate with others.
These avatars can be textual, two or three-dimensional graphical representations, or live video
avatars with auditory and touch sensations. In general, virtual worlds allow for multiple users.
The user accesses a computer-simulated world which presents perceptual stimuli to the user, who
in turn can manipulate elements of the modeled world and thus experience a degree of presence.
Such modeled worlds and their rules may draw from the reality or fantasy worlds.
Example are gravity, topography, locomotion, real-time actions, and communication.
Communication between users can range from text, graphical icons, visual gesture, sound, and
rarely, forms using touch, voice command, and balance senses.
Learning in virtual worlds
The capacity for innovation is exciting, particularly as teachers and teacher librarians begin to
explore how to harness virtual worlds for better learning outcomes. The challenge for schools is
to fast-track ways to bring ‘out of school’ virtual worlds activity into the daily learning cycles; to
bring back the connections between school and home and to provide learning environments that
are authentic to the technology use of students. Virtual worlds can operate on computer desktops,
laptops, hand-held games consoles, ipads and mobile phones. Some of the virtual worlds that
teachers might hear about include: DimensionM, Whyville, World of Warcraft, Quest Atlantis,
Second Life, Club Penguin, Aion, Sploder, Unity 3D. Some common attributes of virtual worlds
include:
• persistence of an ‘inworld’ environment within which action takes place
• a shared space allowing multiple users to participate and interact simultaneously
• avatars (people or characters), which are customisable, 3D representations of real people
• immediacy of action that occurs in real time.
Learning highlights for students in their project were
: • Developing problem-solving skills: ‘I found a solution to my avatar issue …’
• Self-directed learning: ‘It’s your decision ...’
• Students have realised there is a real purpose to their work: ‘Teachers and students are going to
use what I created’.
• Students don’t want to leave the computer lab!
So how do you decide what to do?
In the short publication Virtual Worlds, you can learn more about the context in which virtual
worlds are changing the way we interact with others online. There are hundreds of spaces in the
metaverse — but you do not need to know them all, or be actively involved in them all. The key
to engagement in this new learning space is information, connection and collaboration — and I
suggest, a certain amount of courage couple.
Virtual Worlds offer the potential to engage learners at higher levels, but as a teacher it's important to understand HOW and WHY Virtual Worlds are so engaging and also cause some caution.
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
Virtual Environments and Web 3D – New Worlds with Old Problems?Tracy Kennedy
In 2003, Linden Research Inc launched the virtual world Second Life with a small community of residents. In the past year, Second Life reached a tipping point; almost nine million residents are registered in the Metaverse, and there are numerous daily media accounts about life in the virtual world.
The purpose of this presentation is to provide an overview of Second Life, and examine the appeal of an interactive three dimensional interface that has encouraged new leisure and social activities, business and marketing ventures, educational opportunities, political platforms, arts and entertainment and much more. Second Life also features its own media hub, which includes magazines, news sites and agencies, weblogs and television stations, covering new fashions for avatars, music concerts by popular artists, community affairs, and economic reports.
However, virtual worlds are not inherently utopian; with new environments come old social problems from the ‘real’ world. This presentation will also address some of the debates that have surfaced about social norms and behaviours in Second Life, what the future of virtual worlds might entail, and whether Second Life hype is a passing fad or a the development of Web 3.0/3D.
Why Second Life Scott Merrick For VU CSOScott Merrick
This is the revised version, retooled for Slideshare (the original has some multiple image slides that covered text, sheesh), toward revising it here for a Slidecast. I have most of the audio from the presentation and I recorded about 4 minutes upfront to make a more or less complete slidecast:)
How to learn the medical English you really need Howard Vickers
Learning the correct specialist terms is important for doctors and nurses, but there is much more to learning medical English. Students of medical English can prepare for real-life situations by using role-play to practice the language skills they need.
Learning with technology – teaching without (cotesol presentation)Howard Vickers
How can teachers support mobile learning without using technology during class? The presentation explores how students can bring real-life, linguistic experiences into class and how teachers can help the students learn from these experiences. Through exploring case studies, you will gain both practical suggestions for activities and guiding pedagogical principles.
Virtual quests dialogic language learning with 3d virtual worldsHoward Vickers
The incorporation of 3D virtual worlds into WebQuests offers a more exploratory approach to language learning, where the learner engages in social, immersive and creative activities as part of the quest’s research. This experiential learning leads the teacher to play a greater facilitator-role and to focus more on responding to students’ needs, and less on preemptively teaching. Dogme language teaching, with its focus on dialogic learning and emergent pedagogy, offers guidance in drawing on virtual world experiences for language classes.
Personal Phrasebooks draw on the PLE concept to focus the student’s learning on phrases (rather than at the level of words or grammar). It is a very practical tool to solve everyday linguistic problems. However, it is also an approach (like PLEs) that requires a certain level of learner autonomy. Teachers can suggest and encourage, but the PPB needs to be student driven if it is to become part of their out-of-class learning and included in everyday life.
Exploring out of-class learning - mobile devices - dogme language learningHoward Vickers
Language classes account for a relatively limited amount of the student’s learning – and much (perhaps most) of the learning is done informally, out-of-class. So, how can we as teachers change what we do in lesson to better support what the learners are doing out-of-lesson?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
3D Virtual Worlds for Language Learning
1. 3D Virtual Worlds for
Language Learning
a guide for teachers
How to use 3D Virtual Environments in Language Lessons
3D virtual worlds offer us places to meet others, spaces to create our own reality and locations for
us to simply exist in. Language learners can draw on these social, immersive and creative
experiences to practice and improve language skills.
What is it? And how is it normally used?
A 3D virtual world looks and feels like an online
computer game. However, virtual worlds such as
Second Life are fundamentally different from
games, because there are no specific tasks to
complete and the aim is not to compete with
other players. Instead, a virtual world is simply a
3D social space. It allows us to meet others
around the world in an established online
environment.
Second Life is probably the best known 3D
virtual world, but it is not the only one. Some
other virtual environments that you may have
heard of include There.com, Twinity and Exit
Reality.
Generally virtual worlds are relaxed
environments where anyone can go to socialize. However, many businesses and countless
educational institutions are using virtual worlds for private meetings, classes and public events.
Why would we be interested?
• Social learning: students can meet others, whether fellow students from their own
institution or students at a partner institute or simply native speakers of their target
language. Both specific tasks and general conversation practice are available in a
relaxed environment.
• Immersive learning: 3D virtual environments allow students to really be somewhere.
Students can easily (virtually) visit real locations or explore imaginary places. This allows
us to add reality to specific tasks by including the physical interaction with the location as
part of the language task, yet it avoids being bound by the logistics of arranging visits.
• Creativity: some virtual worlds (especially Second Life) allow users to build objects (real
or imaginary) in a cheap and easy way. Students can create and decorate their own
virtual home, customize their avatar’s appearance and create virtual vehicles. There are
therefore opportunities for students to role play within a specific context and to
collaborate with other students in building tasks.
• Relevance: for many students virtual worlds seem normal places to be. Virtual meetings
or presentations are different from their real life equivalents and so students will benefit
from practicing 21st Century skills within a 3D virtual environment.
How can we use it for language learning?
Virtual worlds lend themselves to location-specific and socially interactive learning opportunities.
Below are some suggested activities.
I. Virtual Field Trips: students can visit places to see what they look like. Second Life has
many islands that are replicas of real life cities (see
www.avatarlanguages.com/freepractice for some examples). Explorative activities allow
students to make the trips their own by choosing their own locations. Students can also
be invited to comment on what they see and do – perhaps considering whether they
Avatar Languages Page
We are an online language school offering private classes in English, Spanish and other languages. 1/3
Find out more about our innovative teaching at www.avatarlanguages.com
2. 3D Virtual Worlds for
Language Learning
a guide for teachers
would like to visit the place in real life and in which circumstances. As the field trips are
online students can look up information (in another browser window) while they are
virtually located somewhere. It is also highly flexible, because the field trip can be paused
and restarted at any time (a little difficult on a real life field trip).
II. Virtual City Tours: students can research a location and give a city tour, acting as a tour
guide to others who are new to the area. This can be combined with preparatory tasks to
research the location and follow up tasks to document or reflect upon the experience
(with recordings, screenshots etc). Students could also give each other directions to
direct one another around a location – perhaps a replica of a city.
III. Combining with real life websites:
virtual worlds offer the possibility of
exploring a 3D environment while using
the conventional 2D web to research
relevant web pages. This could be to
understand more about a real location;
or to find information to solve a puzzle
or quest; or perhaps draw upon
everyday information (eg timetables or
prices) to incorporate into a 3D role play.
Exit Reality takes this a step further by
allowing users to ‘surf’ websites with a
3D avatar. Although it is especially
intended for creating 3D versions of
Facebook pages to share with other
avatars (see Exit Reality – 3D Virtual
Experiences for Everyone) it also allows avatars to wonder around conventional websites,
where the images are placed in picture frames, the videos in television sets and the text
in wall panels.
IV. SurReal Quests: students can use virtual worlds to socialize with others and practice
their language skills. Students can use Second Life to interview others on a research
topic of their choice. Virtual worlds allow students to meet with others in a way that is
more convenient than real life and perhaps less stressful for more self-conscious
students. Some topics may well be related to specific locations that can be visited in a
virtual world (eg London or the space museum in Second Life) so that the interviewees
are more likely to be interested in the topic.
V. Presentations and meetings: virtual worlds are increasingly being used for business
meetings, classes and conferences. Students can prepare for these situations within a
3D virtual world. Virtual world meetings often include text-chatting parallel to the voice
communication and so represent a different set of skills from conventional presentation
giving. Students can practice balancing the different communication flows alongside the
delivery of their presentations.
VI. Role plays: avatars are easily modified and can be changed to place the student in a
specific role. Such role plays allow students to experience a culture, historic period or
social role more fully. This could perhaps lead to more reflective discussions and tasks as
follow up activities. Specific tasks, such as shopping or going to a restaurant, can be
acted out with props and physical movement or gestures.
VII. Creative Constructions: students can create their own constructions such as a homes,
clothing or landscapes. As a collaborative task this construction work can be language
intensive and involve many opportunities to negotiate meaning with other students.
Pedagogies for 3D Virtual Worlds
Avatar Languages Page
We are an online language school offering private classes in English, Spanish and other languages. 2/3
Find out more about our innovative teaching at www.avatarlanguages.com
3. 3D Virtual Worlds for
Language Learning
a guide for teachers
• Dogme: the social and immersive qualities of virtual world language learning make
Dogme an appropriate pedagogy to draw on. Dogme draws on the ideas, reactions,
impressions and conversations of the students as the material for the class. Virtual
worlds offer opportunities to stimulate the learners and to allow them to converse with
others within the virtual world. See the blog post on Dogme for Virtual Worlds for a further
discussion.
• Task-based Learning: Google Street View is extremely practical for everyday use and
so it naturally lends itself to a TBL approach. Information gap situations can be created
where one student is guiding another (each with separate computers). Street View can
also add an immersive component to other tasks.
Practicalities
Second Life, as with many other 3D virtual environments) has an internal economy based on its
own currency. This allows for virtual items (land, buildings, decorations and clothing) to be
exchanged and paid for, albeit at very low prices. Land in Second Life can be used in a variety of
ways; in some respects the issue of land ownership plays a key role in this.
• Private Spaces: are locations that are owned by a specific person or institution, who
decides who can have access to the land at any given time. Using one’s own space
permits much greater control over what happens and who is present. It allows the
educator to have specific (perhaps custom made) themes, activities and content.
Students can also construct and modify the location if they are given the appropriate
rights to change the properties of objects.
• Public Spaces: are areas where any avatar is free to wander. This may be because the
land is owned by the virtual world itself or because the private owner has given access to
all. Publically accessible spaces allow more social experiences than if the activity takes
place on privately owned islands. However, publically held activities are less easy to
control because other users can interrupt the lesson. Depending on the activity (and the
nature of the disturbances), these interruptions could be drawn upon as language
learning opportunities in themselves.
• Public and Private Combinations: can be achieved by teleporting (moving) between
locations (it only takes a few seconds). This allows students to meet others and expand
their social activities to include those beyond their fellow students. This approach gives
the students access to a wider range of environments. Specific activities can be carried
out on the educator’s privately owned land. This would be appropriate for building
activities or when interruptions from non-students would be overly disruptive.
Further Information
• Avatar Languages blog post about 3D virtual worlds in language learning.
• The SLanguages conference for virtual world language learning.
• EduCause information on Second Life in education.
Visit http://www.avatarlanguages.com/teaching/virtualworld.php for multimedia and links.
Avatar Languages Page
We are an online language school offering private classes in English, Spanish and other languages. 3/3
Find out more about our innovative teaching at www.avatarlanguages.com