experiences with 3d worlds at niflar's final symposium, utrecht
TRANSCRIPT
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Experiences with NIFLAR’s 3D virtual worlds
Ton Koenraad & Silvia Canto
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Structure
• NIFLAR 3D worlds
• Recordings of university student activities
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Sense of presence: social interaction
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Settings for functional dialogues
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Flexible, adaptable
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NIFLAR requirementsfrom first ideas to realisation
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Design principles for NIFLAR 3D-VLE• Objectives for L2 learners & (student) teachers
• 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
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NIFLAR’s 3D Learning Enviroments:
Second Life Open Simulator
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SL for adult students: Access to authentic places &
interaction (chance meetings)
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NIFLAR @ Second Life Launchroom
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Instant scenes for tasks
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Open Sim NIFLAR for secondary pupils & student teachers
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NIFLAR OS MegaSim: Four (4) voice-enabled Regions
• Reception Region
• Spanish Region
• Asterix Village Region
+ Projectlandia
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Reception SIMProject Home, International Meeting Area (tandem learning)
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Spain / Valencia city (culturally specific settings)
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Asterix village:Curriculum support for:
historical topics, roleplay + perspective change
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Projectlandia: default scenario & facilities
for ad hoc projects
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•Projectlandia: Regions for future target groups, e.g. ChinaVillage
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Tasks & activities for secondary learners
- Treasure Hunt: find hidden cultural artefacts and discuss use/origin
- Guided tour:Guide partner and provide cultural information
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Object based activities (Self Access)
Comics Puzzler (Info Gap: problem solving)
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Object based activities (2) Talking Lottery Balls (Communicative Game)