Towards a pedagogic framework for task design in video web communication and virtual worlds Rick de Graaff, Kristi Jauregi...
FL learning in video-web communication
FL learning in virtual worlds
NIFLAR project aims <ul><li>Exploring the added value of video-web communication (VWC) and virtual worlds (VW) to the deve...
Task effectiveness for language learners and student teachers <ul><li>Enhancing FL intercultural communicative competence ...
Exploring the added value of VWC and VW <ul><li>Opportunities for real-life and virtual synchronous communication with nat...
Evaluation grid for task design in video-web communication and virtual worlds <ul><li>Design principles: </li></ul><ul><li...
Design principles for communicative L2 competence <ul><li>Exposure to rich, authentic, multimodal and contextually relevan...
Design principles for intercultural L2 competence <ul><li>Taking conceptions and misconceptions in daily life as a startin...
Design principles for the application of VWC & VW <ul><li>Video-web communication: </li></ul><ul><li>Personal contact is r...
Pilot SL Spanish <ul><li>Period : June & July 2009 </li></ul><ul><li>Participants :  </li></ul><ul><ul><li>2 NS student te...
Pilot tasks for ICC in Second Life
Task 3: Discovering Mexico
Task 3: Discovering Jalisco
Example
Learners and teachers experiences in Second Life <ul><li>Were tasks adequate? (4,4,3) </li></ul><ul><li>Should SL be integ...
Research on task effectiveness <ul><li>3 conditions: VWC; VW; classroom </li></ul><ul><li>Comparing ICC development </li><...
Open Simulator Platform VLE  C O M P O N E N T S Reception / Exploratorium Game Space Simulation Space
Exploratorium for cultural info, encounters and events
Game Space for cultural knowledge quests & games
Simulation Space for ICC-training & assessment
Would you like to know more about NIFLAR? <ul><li>Join us at:  </li></ul><ul><li>niflar.ning.com </li></ul><ul><li>www.nif...
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Niflar at 2010 Virtual Worlds Best Practices in Education

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NIFLAR Presentation for the Virtual Worlds Best Practices in Education Conference 2010

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Niflar at 2010 Virtual Worlds Best Practices in Education

  1. 1. Towards a pedagogic framework for task design in video web communication and virtual worlds Rick de Graaff, Kristi Jauregi, Ton Koenraad, Machteld Moonen, Silvia Canto Utrecht University, TELL Consult, and partners
  2. 2. FL learning in video-web communication
  3. 3. FL learning in virtual worlds
  4. 4. NIFLAR project aims <ul><li>Exploring the added value of video-web communication (VWC) and virtual worlds (VW) to the development of communicative and intercultural competence in L2 </li></ul><ul><li>Development of design principles for effective L2 tasks in VWC and VW </li></ul><ul><li>Development, implementation and evaluation of tasks according to the design principles </li></ul><ul><li>Focus on language learners and student teachers </li></ul>
  5. 5. Task effectiveness for language learners and student teachers <ul><li>Enhancing FL intercultural communicative competence (ICC): </li></ul><ul><ul><ul><li>Oral interaction </li></ul></ul></ul><ul><ul><ul><li>Intercultural awareness </li></ul></ul></ul><ul><li>Facilitating pedagogical awareness on: </li></ul><ul><ul><ul><li>ICC </li></ul></ul></ul><ul><ul><ul><li>Challenges and opportunities of VWC and VW </li></ul></ul></ul>
  6. 6. Exploring the added value of VWC and VW <ul><li>Opportunities for real-life and virtual synchronous communication with native speakers of the target language </li></ul><ul><li>Opportunities for creating culture-specific virtual contexts for contextualised communication </li></ul>
  7. 7. Evaluation grid for task design in video-web communication and virtual worlds <ul><li>Design principles: </li></ul><ul><li>For communicative competence in L2 acquisition ( Willis, 1996; Doughty & Long, 2003; Ellis, 2003; Moonen, 2007) </li></ul><ul><li>For intercultural competence in L2 acquisition (Byram, 1997; Müller-Jacquier, 2003) </li></ul><ul><li>For the application of VWC and VW in L2 acquisition (Jauregi & Bañados, 2008; Deutschmann, Panichi & Molka, 2009) </li></ul>
  8. 8. Design principles for communicative L2 competence <ul><li>Exposure to rich, authentic, multimodal and contextually relevant language input </li></ul><ul><li>Elicitation of meaningful, contextually appropriate language use </li></ul><ul><li>Focus on language form alonside meaning </li></ul><ul><li>Convergent communicative outcome as a result of negotiation of meaning </li></ul>
  9. 9. Design principles for intercultural L2 competence <ul><li>Taking conceptions and misconceptions in daily life as a starting point </li></ul><ul><li>Focus on intercultural contrasts and similarities </li></ul><ul><li>Need to understand each other’s point of view/reference for task completion </li></ul><ul><li>Need to evaluate one’s own points of view by means of someone else’s </li></ul>
  10. 10. Design principles for the application of VWC & VW <ul><li>Video-web communication: </li></ul><ul><li>Personal contact is relevant </li></ul><ul><li>Access to visual is cues crucial </li></ul><ul><li>Nonverbal interaction is relevant </li></ul><ul><li>Only communication partners are present </li></ul><ul><li>Visual context outside communication partners is irrelevant </li></ul><ul><li>Virtual worlds: </li></ul><ul><li>Visual context around communication partners is relevant </li></ul><ul><li>Context is specifically adapted to conversation topics </li></ul><ul><li>As in real-life, others might interfere </li></ul><ul><li>Tasks should trigger oral communication </li></ul><ul><li>Contexts might be adapted (simplified, exaggerated) in order to promote awareness and learning </li></ul>
  11. 11. Pilot SL Spanish <ul><li>Period : June & July 2009 </li></ul><ul><li>Participants : </li></ul><ul><ul><li>2 NS student teachers (Granada/Valencia); 2 NNS L students (Utrecht) </li></ul></ul><ul><li>Objectives : </li></ul><ul><ul><li>Explore possibilities of existing SL worlds for enhancing interaction </li></ul></ul><ul><ul><li>Study anonymity versus familiarity in modeling interaction </li></ul></ul><ul><ul><li>Compare experiences: VWC versus SL </li></ul></ul><ul><li>Tasks : </li></ul><ul><ul><li>Reflecting about intercultural similarities & differences </li></ul></ul><ul><ul><li>Exploring Spanish SL worlds & interviewing anonymous NSs </li></ul></ul><ul><ul><li>Sharing experiences & touring together </li></ul></ul><ul><ul><li>Evaluating the experience </li></ul></ul>
  12. 12. Pilot tasks for ICC in Second Life
  13. 13. Task 3: Discovering Mexico
  14. 14. Task 3: Discovering Jalisco
  15. 15. Example
  16. 16. Learners and teachers experiences in Second Life <ul><li>Were tasks adequate? (4,4,3) </li></ul><ul><li>Should SL be integrated in language courses? (5,4,2) </li></ul><ul><li>Which environment offers more possibilities to enrich your learning language experience? (a. Second Life b. video web communication ) (A!) </li></ul><ul><li>Is SL adequate for learning languages? (Yes!) </li></ul><ul><li>If you had the possibility to choose the environment in future projects, which one would you use? </li></ul>
  17. 17. Research on task effectiveness <ul><li>3 conditions: VWC; VW; classroom </li></ul><ul><li>Comparing ICC development </li></ul><ul><ul><li>Interaction growth first/last session </li></ul></ul><ul><ul><li>Pretest/posttest </li></ul></ul><ul><li>Analysis: </li></ul><ul><ul><li>LC: fluency, accuracy, complexity, adequacy </li></ul></ul><ul><ul><li>ICC: attitudes, knowledge, skills, awareness </li></ul></ul>
  18. 18. Open Simulator Platform VLE C O M P O N E N T S Reception / Exploratorium Game Space Simulation Space
  19. 19. Exploratorium for cultural info, encounters and events
  20. 20. Game Space for cultural knowledge quests & games
  21. 21. Simulation Space for ICC-training & assessment
  22. 22. Would you like to know more about NIFLAR? <ul><li>Join us at: </li></ul><ul><li>niflar.ning.com </li></ul><ul><li>www.niflar.eu </li></ul><ul><li>Thank you for your attention!! </li></ul><ul><li>¡Gracias por su atención! </li></ul>

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