Emoting is used for expressing oneself visually, as opposed to verbally. It’s done in 3rd person and happens on the main chat window. It takes place when a role player types in an action that causes a reaction, as a consequence, everyone else in the same room or area as your character sees your character's short description followed by what you type, reacting to it to create a scene that can be short or part of a bigger story. Emoting is most often used to express feelings, gestures, and creating images. When telling stories, a very common structure in writing scenes is the action-reaction-emotional response element. The character does something (or something is done to them), they react to it, and they feel something about that reaction.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
This powerpoint presentation is best for approximately five minutes only because the details presented are limited. This is so to fit the presentation from the given time limit.
This Power Point I made for my students to review before their final exam. The do’s and don’ts of writing an opinion composition. Giving them tips in what to include and not include. How they can brainstorm on paper before actually writing. There is also an example of an essay.
Role-playing and Emoting for Language learning in Virtual worlds: Setting Sc...Doris Molero
Emoting is used for expressing oneself visually, as opposed to verbally. It’s done in 3rd person and happens on the main chat window. It takes place when a role player types in an action that causes a reaction, as a consequence, everyone else in the same room or area as your character sees your character's short description followed by what you type, reacting to it to create a scene that can be short or part of a bigger story. Emoting is most often used to express feelings, gestures, and creating images. When telling stories, a very common structure in writing scenes is the action-reaction-emotional response element. The character does something (or something is done to them), they react to it, and they feel something about that reaction.
This powerpoint presentation is best for approximately five minutes only because the details presented are limited. This is so to fit the presentation from the given time limit.
This Power Point I made for my students to review before their final exam. The do’s and don’ts of writing an opinion composition. Giving them tips in what to include and not include. How they can brainstorm on paper before actually writing. There is also an example of an essay.
Role-playing and Emoting for Language learning in Virtual worlds: Setting Sc...Doris Molero
Emoting is used for expressing oneself visually, as opposed to verbally. It’s done in 3rd person and happens on the main chat window. It takes place when a role player types in an action that causes a reaction, as a consequence, everyone else in the same room or area as your character sees your character's short description followed by what you type, reacting to it to create a scene that can be short or part of a bigger story. Emoting is most often used to express feelings, gestures, and creating images. When telling stories, a very common structure in writing scenes is the action-reaction-emotional response element. The character does something (or something is done to them), they react to it, and they feel something about that reaction.
Quick view of how to use role play for adult instruction. Please see related animation here: http://goanimate.com/videos/0Ha9Avg9f6Ok?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
Role-playing and Emoting for Language Learning in Virtual worlds: Setting Sce...Doris Molero
A role-playing game (RPG) is a game in which players assume the roles of characters in a fictional setting. Players take responsibility for acting out these roles within a narrative, either through literal acting or through a process of structured decision-making or character development.
Dealing with digital distractions in the classroomDoris Molero
Digital devices give students opportunities for powerful learning but they can also be very distracting.
This session will offer practical tips on supporting students and modeling productive 21st Century learning.
Virtual Worlds-Second Life for language learningDoris Molero
WE were invited by Rob Howard the founder of EFLtalks to participate in a really interesting project called EFLtalks 10 in 10 for terms. This project is about building a teacher's video glossary of day to day terminology that teachers and trainers use. EFLtalkers will be defining the terms as well as explaining why, where and where to use the concept in their teaching.
The third annual Second Life MOOC (SLMOOC16) took place from April 2-30, 2016 in Second Life. The theme of the MOOC was “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC centered on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft, or OpenSim. The live presentations included the speakers’ reflective process on teaching and learning in fully online and blended learning formats. SLMOOC16 is designed for educators, schools, and public and private businesses that wish to provide training in virtual worlds. At the end of this experience, participants contribute with their insights to the research and effective learning in VWs. Weekly badges and a final certificate of completion were available for free.
Tav 2. contenidos y trabajo individualDoris Molero
Fundamentos Epistemológicos de los Entornos Virtuales de Aprendizaje, y
Diseño Didáctico de Contenidos para
E-Learning
TAV 2
Contenidos, Trabajo Colaborativo y Trabajo individual
Tav 3. contenidos y trabajo individualDoris Molero
Fundamentos Epistemológicos de los Entornos Virtuales de Aprendizaje, y
Diseño Didáctico de Contenidos para
E-Learning
Contenidos semanas 4 y 5 , socialización trabajo colaborativo, Foro de argumentación y discusión: estudio de casos
Avance trabajo final
Global projects in the EFL class involve collaboration between classrooms or individuals in different global locations to exchange thoughts and perceptions by undertaking different tasks to apply, illustrate, or supplement classroom lessons, integrating different new technology tools. Learners research and try to answer questions about a theme or topic creating collaboratively a final product that later is shared and discuss with others on line.
Asignatura I del Diplomado Internacional “Entornos Virtuales de Aprendizaje” Doris Molero
Fundamentos Epistemológicos de Los Entornos Virtuales de Aprendizaje, y Diseño Didáctico de Contenidos Para E-Learning, organizado por la Dirección de Educación a Distancia y ejecutado por la Jefatura de Educación Continua, de la Universidad Señor de Sipán (en Chiclayo, Perú).
Ysaac Galán Salazar
Un foro dentro del modelo educativo de la USS Virtual, es considerado como una potente herramienta que puede ser utilizado para diferentes actividades educativas; todo depende de la finalidad pedagógica que pretende promover y lograr el docente.
En este contexto, la herramienta del foro es empleado para promover la comunicación y socialización entre los miembros de la comunidad virtual, asimismo, se emplea para desarrollar la capacidad argumentativa de los alumnos, recoger la opinión o aportes sobre un determinado tema y para organizar y dinamizar el aprendizaje colaborativo entre equipos de trabajo.
When teaching another language, we teach about culture, food, music, people, the mechanics of the words and expressions, grammar, places, and so on. Most of the time, we focus our lessons on “the book contents”, program, syllabus, or on what we were told to teach. How can we do all that and at the same time teach about what unites all the cultures of the world? Teaching peace becomes an important and meaningful way to show our students how they can use all that they are learning to communicate with the world and help on what we need the most: empathy, love, peace, cooperation, forgiveness, tolerance. Join me and get to know some serious great little projects on how to use language learning and social media to build peace helping heal the world and ourselves. Have yourself and your students act big by starting small…Talk, Write, Call, Record, Tweet, Post, Blog, Host, Design, Build, or Compose… All For Peace.
When teaching another language, we teach about culture, food, music, people, the mechanics of the words and expressions, grammar, places.. and so on. Most of the time, we focus our lessons.. on the contents on the book, program, syllabus, or on what we were told to teach. How can we do all that and at the same time teach about what unites all the cultures of the world? Teaching peace becomes an important and meaningful way to show our students how they can use all that they are learning to communicate with the world and help on what we need the most: empathy, love, peace, cooperation, forgiveness, tolerance. Join this webinar and get to know some serious great little projects on how to use language learning and social media to build peace helping heal the world and ourselves. Have yourself and your students act big by starting small … Talk, Write, Call, Tweet, Post, Blog, Host, Design, Build, or Compose… All For Peace.
EFL Blended Project on promoting Peace through the use of social media and virtual worlds.
Venue: http://maps.secondlife.com/secondlife/EduNation/31/228/31
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Emoting and Roleplaying
1. By: Dr. Doris Molero
E_Language Center
Role-playing and Emoting for Language
learning in Virtual worlds:
Setting Scenarios and Writing Stories.
2. Role Playing Game
A role-playing game (RPG) is
a game in which players
assume the roles of
characters in a fictional
setting. Players take
responsibility for acting out
these roles within a narrative,
either through literal acting or
through a process of
structured decision-making
or character development.
3. Ryu Firehawk: Hmmm. Roleplay is
the act of taking on the persona of
another character. This character
can be predefined, or can be of your
own imagination. You then engage
in events with other roleplayers,
acting and responding as your
character would.
Kiila Blackheart: Roleplay
is like acting: you create a
character and play it out all
your thoughts, emotions,
actions should reflect that
character.
(gadget.cyberstar):
roleplay is pretty
much acting with a
keyboard... you
assume a role and
play it out to the best
of your ability
SL Roleplayers’ view of
Roleplay
MAGGIE (magdalena.easterwood): Taking part
in an interaction between people each of whom
are playing a role in a continuing story. This
story can take place during a certain time period
or under certain circumstances. It might include
roleplay based on a time in history.
4. Why We Play Games – The Player Experience
Games are structured activities that create enjoyable experiences. They are easy-to-start
mechanisms for fun. People play games not so much for the game itself as for the experience
that the game creates: an exciting adrenaline rush, a vicarious adventure, a mental
challenge; and the structure games provide for time, such as a moment of solitude or
the company of friends. People play games to create moment-to-moment
emotions and experiences, whether they are overcoming a difficult game challenge,
seeking relief from every-day worries, or pursuing what Hal Barwood calls simply “the
joy of figuring it out.”
Nicole Lazzaro
5. Emoting
• We emote in writing, never in voice.
• Emoting uses an action-reaction-emotional
response element.
• Express what you hear smell, or see and how.
• Characters do something (or something is done
to them), they react to it, and they feel
something about that reaction
.
Emoting is what turns a dialog into a descriptive
story full of actions and interactions. When you
emote, you are describing your senses, actions
and feelings.
•To describe an emotion we use: laughs, giggles,
chuckles, snickers, crying, weeping, etc.
•To describe an action we use: pointing, jumping,
falling, crawling, lurking, spying, etc.
•To describe a reaction we use: arching an
eyebrow, narrowing the eyes at someone, rolling
your eyes, scratching your head, etc.
Cybere Placebo
A.K.A
Edith Paillat
6. A little practice
Express your state of mind (not feelings) naturally in the flow
of the action, think about what you would do in the situation
you are in. Look at the following emoting:
In this situation what do you do?
a. nod and smile,
b. ignore the gesture, or
c. walk away?
Write some ideas in the text chat
/me glances at the girl's face reaching out
her hand as a greeting gesture.
7.
8. You usually use it when your character is doing something. It
is similar to speaking in local chat except that you add "/me"
in front.
For example if your Second life display name is Gwen,
typing "/me looks at Pionia" would appear as "Gwen looks at
Pionia“
Simply using /me is enough to describe an action.
/me
9. Example:
A light comes on in a window. He looks up the window *Perhaps it is
her! Lighting the world like the morning sun!* He feels his heart is
about to burst with joy, whispering "She is the sun, so much more
beautiful than the goddess of the night, the moon."
As though in answer to his wishes a door opened and she came out
on to a balcony.
"It’s her!" he whispered. "Oh, it’s my love.“
“ Quotation Marks “
If you want to speak while making an emote, you
would additionally need to use quotation marks.
All of the text will show up as an emote, but the quotation marks denote that
the roleplayer said something.
10. Sometimes you can also include what it is in
your mind while you are emoting. You do so
by using asterisks.
Let’s look at the example:
Ellie Stewart walks through the doors of the
potions room, gathers all of her belongings
placing them at her feet before pulling out her
parchment and quills. Sighs *I’m not ready
for classes to begin again!* Her head is still
in the clouds from having such a wonderful
summer. Her attention is drawn to the door
when she hears it pushed open and she spots
her best friend Emma walking into the
classroom. "About time you got here!" She
says quietly as she grins at her friend. *Gosh,
how I love this girl*
*asterisks*
11. /me sits up. The moon is huge: it casts a silvery light over everything. The wall he is
on runs from the front of the mansion they’d just left and he realizes he is on
Capulet’s property. He smiles to himself *I must be out of my mind* He looks
around, on one side of the wall is the narrow alley where his friends had been. On
the other is an orchard. The back of the house looms dark and forbidding. He
opens his mouth to ask in a whisper, "She is in there somewhere. What is she
doing’?" He asks himself *is she thinking about me?. * He shakes his head
remembering his cousin Mercutio,*It is alright for Mercutio. He’d never felt the
pain of love. It is easy for him to joke about it.*
Emoting: An Example
12. (OOC) Out of Character: Using
brackets (( )) around your text let's
other role-players know that it is you
(the typist) and not your character
who is speaking.
Most role play SIMs limit OOC text in
local chat. If you must direct OOC
communication to a specific person,
Do so in IMs.
Use OOC in local chat only if you
need to address everyone in the
vicinity. For example ((Brb)).
Please note that abbreviations such
as Brb, l8r, cya which are okay for
OOC chatter but they must never be
used in role play.
OOC brackets (( ))
13. Bob throws the ball.
Jane misses the ball and starts to cry.
Bobs laughs at her. "Silly girl, don't cry. It’s just a
game!" He gets ready to throw it again.
New Roleplayer or Low Level
Students
Dramatization,
description of an
action or feeling. reaction
prompt.
dialogue
This example is a basic form of emoting.
This is suitable for beginner role-players or lower level students.
“Fast paced = quick response or the one liner”
Use verbs in 3rd
person
14. The elf jumps as she listens to her partner
scream. Drops to the floor, hands over her head,
her whole body shaking. *We’re gonna die!*
Footsteps echo in the hall, coming closer. *This
can’t be happening, not to me*. Tears burns her
eyes, she wipes them away. Shakes her head and
tells herself.. you have to see. You have to know.
Calls her friend’s name…”Zuly…What’s
happening? Is there someone out there? Are
they here? Are we all going to die?"
dialog and
prompts
Slower paced = longer more thoughtful response
Roleplayer – High level student
dramatization
description of
actions or feelings
and gestures
showing what you
are actually
thinking
15. How Role Playing and Emoting help students
learn and practice English
Students improve their use of
vocabulary and expressions, writing
skills as well as their critical thinking
skills.
Low level students role play in a
slower pace. One liner reactions.
Higher level students can work on
more thoughtful exchanges.
Students get time to think, write,
read and consider what they want to
communicate.
Back channeling (using IMs)allows
student to get help when needed
from the teacher or fellow role
players.
16. How Role Playing and Emoting help students
learn and practice English
Students get the chance to use
language in different contexts,
with different characters and
different scenarios.
It allows student to discover and
experiment with new ways to
express ideas, feelings and
emotions.
Students learn from models and
the counseling of more
experience role players.
17. Let's look at the following example and discuss about it. Get in pairs . Use private chat for
this. Answer: What elements of role-play can you identify? How can this be used in a language
class?
Pionia Destiny looks out the window. The village street is black, and not even the sliver of moon
cast enough light to see into the shadows. She sighs and keeps looking into the dark.
Cyber Placebo gets a little nervous.. "Are they still out there?"
Pionia Destiny scans the darkness with attentive eyes and ears listening to a faint groan.
"Doesn't look like it, but I can hear something groaning.“
Cyber Placebo creeps up to the broken window and peers over Pionia's shoulder. "Maybe it's
not a minion." "Maybe someone is hurt and needs our help.“
Pionia Destiny gasps looking at Cyber like she'd lost her mind. "You want to go out there?"
Cyber Placebo folds her arms across her chest. "No," But I wouldn't want to leave someone
out there either.“
Randall Sandler sighs and rubs his eyes. "Maybe I can get a better view from the second floor.“
Cyber Placebo gasps and tries to grab his arm. "But that means going outside. This door is
locked!“
Randal Sandler ignores Pionia's funny look and pats Cyber's hand. "Yeah, it does.“
Activity 1: Looking at an example
18. 1. Get in pairs. Select a scene from Shakespeare’s Romeo and
Juliet.
2. Use private Instant message to role play your little scene
with your partner. Try to use slow paced or fast paced
emoting. Don’t forget to use the /me and a verb in third
person. Include description of your feelings or actions in the
scene, dialog, thinking and give your role play partner a hint
to follow in the role play.
3. Copy your chat script on a card, drop it in the drop box or
send it to Pionia Destiny.
Activity 2:
Role playing a scene: Romeo and Juliet
19. Activity 3: Role-play a scene
1. In Pairs Builds a little scene for one of
Shakespeare's plays.
2. Roleplay and have fun emoting and creating a story.
You can take pictures and record the experience.
Save the script of the roleplay.
3. Reflect on how can roleplaying and emoting
enhance your students creative writing and critical
thinking skills. Blog or post about this experience.
Share your thoughts in our Facebook group.
20. Blogs:
http://medievalroleplay.blogspot.com/
EFL Professor in SL
Doris3m EFL Center
Twitter: doris3m
Facebook: Doris Molero
Second Life: Pionia Destiny
Google talk: doris3m
Skype: Dorismolero
Role-playing and Emoting for Language learning in Virtual worlds:
Setting Scenarios and Writing Stories.
EvoVillage 2017
Dr. Doris Molero
University Professor
Rafael Belloso Chacin University
doris3m@gmail.com
doris.molero@urbe.edu