niflar at 2010 virtual worlds best practices in education
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NIFLAR Presentation for the Virtual Worlds Best Practices in Education Conference 2010TRANSCRIPT
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Towards a pedagogic framework for task design in video web
communication and virtual worldsRick de Graaff, Kristi Jauregi, Ton Koenraad,
Machteld Moonen, Silvia CantoUtrecht University, TELL Consult,
and partners
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FL learning in video-web communication
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FL learning in virtual worlds
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NIFLAR project aims• Exploring the added value of video-web communication (VWC) and
virtual worlds (VW) to the development of communicative and intercultural competence in L2
• Development of design principles for effective L2 tasks in VWC and VW
• Development, implementation and evaluation of tasks according to the design principles
• Focus on language learners and student teachers
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Task effectiveness for language learners and student teachers
• Enhancing FL intercultural communicative competence (ICC): Oral interaction Intercultural awareness
• Facilitating pedagogical awareness on: ICC Challenges and opportunities of VWC and VW
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Exploring the added value of VWC and VW
• Opportunities for real-life and virtual synchronous communication with native speakers of the target language
• Opportunities for creating culture-specific virtual contexts for contextualised communication
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Evaluation grid for task design in video-web communication and virtual worlds
Design principles:• For communicative competence in L2 acquisition
(Willis, 1996; Doughty & Long, 2003; Ellis, 2003; Moonen, 2007)
• For intercultural competence in L2 acquisition(Byram, 1997; Müller-Jacquier, 2003)
• For the application of VWC and VW in L2 acquisition (Jauregi & Bañados, 2008; Deutschmann, Panichi & Molka, 2009)
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Design principles for communicative L2 competence
• Exposure to rich, authentic, multimodal and contextually relevant language input
• Elicitation of meaningful, contextually appropriate language use
• Focus on language form alonside meaning
• Convergent communicative outcome as a result of negotiation of meaning
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Design principles for intercultural L2 competence
• Taking conceptions and misconceptions in daily life as a starting point
• Focus on intercultural contrasts and similarities
• Need to understand each other’s point of view/reference for task completion
• Need to evaluate one’s own points of view by means of someone else’s
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Design principles for the application of VWC & VWVideo-web communication:• Personal contact is relevant• Access to visual is cues crucial• Nonverbal interaction is relevant• Only communication partners are present• Visual context outside communication partners is irrelevant
Virtual worlds:• Visual context around communication partners is relevant• Context is specifically adapted to conversation topics• As in real-life, others might interfere• Tasks should trigger oral communication• Contexts might be adapted (simplified, exaggerated) in order to
promote awareness and learning
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Pilot SL Spanish
• Period: June & July 2009• Participants:
2 NS student teachers (Granada/Valencia); 2 NNS L students (Utrecht) • Objectives:
1. Explore possibilities of existing SL worlds for enhancing interaction2. Study anonymity versus familiarity in modeling interaction 3. Compare experiences: VWC versus SL
• Tasks: 1. Reflecting about intercultural similarities & differences2. Exploring Spanish SL worlds & interviewing anonymous NSs3. Sharing experiences & touring together4. Evaluating the experience
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Pilot tasks for ICC in Second Life
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Task 3: Discovering Mexico
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Task 3: Discovering Jalisco
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Example
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Learners and teachers experiences in Second Life
• Were tasks adequate? (4,4,3)
• Should SL be integrated in language courses? (5,4,2)
• Which environment offers more possibilities to enrich your learning language experience? (a. Second Life b. video web communication) (A!)
• Is SL adequate for learning languages? (Yes!)
• If you had the possibility to choose the environment in future projects, which one would you use?
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Research on task effectiveness
• 3 conditions: VWC; VW; classroom
• Comparing ICC development– Interaction growth first/last session– Pretest/posttest
• Analysis:– LC: fluency, accuracy, complexity, adequacy– ICC: attitudes, knowledge, skills, awareness
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Reception / Exploratorium
Game SpaceSimulation Space
Open Simulator Platform
VLE
COMPONENTS
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Exploratoriumfor cultural info, encounters and events
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Game Spacefor cultural knowledge quests & games
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Simulation Spacefor ICC-training & assessment
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Would you like to know more about NIFLAR?
Join us at: niflar.ning.comwww.niflar.eu
Thank you for your attention!!¡Gracias por su atención!