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Workshop on NIFLAR project at Coimbra University, Portugal
This document summarizes the NIFLAR project, which aims to enrich foreign language education through blended learning using video conferencing and 3D virtual worlds. The project's objectives are to promote networked interactions and study their added value. It involves foreign language learners, teachers, and pre-service teachers. The document outlines the educational potential of these technologies and describes the design of 3D virtual learning environments in Second Life and OpenSim for intercultural competence training and assessment. Pilot experiences have involved academic students, secondary students, and student teachers. Data is being collected from interactions, tests, and surveys to evaluate the approach.
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Workshop on NIFLAR project at Coimbra University, Portugal
- 1. Social interaction invirtual worlds: Designing for ICC in 3D Ton Koenraad, Mabelle Hermandéz, Lex Hermans
- 2. Agenda • • • • • MUVEs? Design principles forNIFLAR 3D VLE’s Task and object driven activities Demo Hands-on
- 3. Main NIFLAR objectives: • 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
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- 7. Educational Potential • multimedia •time & place independent • synchronous & asynchronous, written & oral interaction • flexible • Identity experimentation
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- 19. 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
- 20. Open Simulator Platform VLE C O M P O N E N T S Reception/ Exploratorium Simulation Space Game Space
- 21. Exploratorium for cultural info,encounters and events
- 22. Simulation Space for ICC-training& assessment
- 23. Game Space for culturalknowledge quests & games
- 24. NIFLAR @ SecondLife NIFLAR Launchroom @ Virtlantis SIM
- 25. NIFLAR @ SecondLife Launchroom & Holodecked Tasks on Virtlantis
- 26. Task Example :Discovering Mexico
- 27. NIFLAR OS designprocess from first ideas to realisation
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- 29. NIFLAR OS MegaSim: Four(4) voice-enabled Regions • Reception • Spanish SIM • Asterix Village + Projectlandia
- 30. NIFLAR OS MegaSIM:4 regions
- 31. Reception SIM Project Home,International Meeting & Communication Area, Tandem Language Learning Space
- 32. Cartoon Puzzler Info Gap:collaborative problem solving
- 33. Talking Lottery Balls Inspiredby: Talking Dice • oral proficiency practice with embedded ICC development goals through symbols & images that trigger statements and interactions on personal lives and cultural topics.
- 34. Cultural Knowledge Quiz: exchange,discuss, convince, move, apologize…
- 35. SLOODLE for NIFLAROpenSim Worlds • WebIntercom -- links text-chat in-world to a Moodle chatroom • Quiz Chair -- students can do a Moodle quiz from inworld, and receive audio-visual feedback on their progress • CultureQuest • Awards system
- 36. Asterix Village 3D-visualisation ofThird Place concept and historical dimension (ICC pedagogy)
- 37. Asterix village: PUB +antique tourist artefacts
- 38. Asterix: Harbour &Campo Sportivo historical approach to folk/street games
- 39. Spain: Urban area (Valenciadesign by Nadia Revenga García)
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- 41. Projectlandia: default scenario &facilities + ad hoc activities & projects (e.g. Adventures in 3D)
- 42. •Projectlandia: Regions forfuture target groups, e.g. ChinaVillage (holodeck approach)
- 43. Student involvement &CoP development • Ownership: student profiles / cultural knowledge sharing • Authorable content objects facilitating blended approach • Partner consortium • OS-LingoGrid
- 45. Implementation issues. Prerequisites (Contexts:University / 2 • Technology: • Computer access (school / home) • Installed Viewers + voice finetuning • User training nd Ed.) • Partners: • Projectplanning (!) + content (3D / tasks) • Curriculum: shared & local learning goals + assessment
- 47. Experiences • Pilot experiencesin Second Life for academic students (Spanish L2) and student teachers. • Pilot with secondary pupils in OpenSim (Spanish & English L2, tandem approach) and student teachers.
- 48. Data sources • • • • Recorded interactions Pre& post oral tests Surveys (pre, mid and post) Interviews
- 49. Would you liketo 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!!
Editor's Notes
- #4 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.