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Snoopy go left!: Snoopy go left!: Real activities of young Real activities of young language learners in language learners in
Virtual WorldsVirtual Worlds
Melinda Dooly, Dolors Masats & Maria Mont
Universitat Autònoma de BarcelonaEscola Sant Jordi (Mollet del Vallès)
Innovation moves slowlyInnovation moves slowly……• Kilpatrick, the Project Method 1918 (based on Dewey 1916)
Vygotsky (ZPD+1)Freire (learner centered, learning by doing)
• Stoller (1997) project work + content‐based instruction = natural integration of language skills
William Heard Kilpatrick
John Dewey
Lev Vygotsky Paulo Freire Fredricka L. Stoller
KilpatrickKilpatrick’’s project method s project method • Curriculum /classroom activites = subject’s central theme• Cross‐discipline (AICLE)• Based on students’ interests • Students should plan, implement and evaluate the project themselves
• The whole process should be democratically organized• The use of language in meaningful context facilitates the construction of knowledge and favours personal growth
• Interested in development of cognition rather than collaborative learning
WhatWhat’’s a project s a project ‘‘todaytoday’’??
GOAL ‐> TASKS ‐> PRODUCTTHREE KEY ASPECTS:• The project GOAL should be authentic, interesting and viable.
• The project development (tasks) lead to the elaboration of a FINAL PRODUCT which serves the project goal.
• The ADDRESSEE of the final product should sympathise with the project goal or may be potentially interested in such product when completed.
Which Which goal?goal? Context Selection
relevant social problems
students’interests
the logics of the discipline
Project design should tackle course contents critically
but
but
but
from fromfrom
could depart
Noguerol, 2008
How to conduct a project?How to conduct a project?• Identify topic or problem• Decide end product• Establish timing and work plan• Select and design meaningful and relevant tasks that build up knowledge towards end product
• Implement the project• Complete end product• Share end product with target audience• Evaluate results
(Wrigley, 1998; Dooly,2008)
Phases of an international projectPhases of an international project• Phase 1: Knowing the tools• Phase 2: Online socialisation• Phase 3: Information exchange• Phase 4: Constructing shared product & knowledge• Phase 5: Presenting end product• Phase 6: Evaluation & Reflection• Phase 7: Final closure
AssessmentAssessment
Masats, D.; Dooly, M. & Nussbaum, L. (2008)
Keys to successKeys to success• Showing flexibility/ willingness to accept changes• Respecting the agenda• Engaging colleagues in own project• Informing families• Scheduling virtual online meetings with partners• Preparing students for collaboration• Working in small groups• Being aware of own limitations• Placing technology at the foreground• Celebrating success
Project based language learning may Project based language learning may be be old old but we still need to but we still need to bring in bring in
the the newnew……
Sites especially designed for childrenSites especially designed for children
Close to 200200 virtual worlds for children and youth
• have more restrictions and safeguards• on‐site moderators• filtered chat communication (no inappropriate words)
• chat only allowed when moderators are present• scripted chat options (pre‐set language options)
Use of VWs is now integrated into everyday life for Use of VWs is now integrated into everyday life for Millions across the globeMillions across the globe
VW users (in millions Q1 2009 – Q1 2011) by age level (KZERO, 2011)
DisadvantagesDisadvantages
• Theme‐base may be limiting re: interests
• Theme‐base may be limiting re: interests• Limited communicative events
DisadvantagesDisadvantages
• Theme‐base may be limiting re: interests• Limited communicative events• Learning curve is high. Must learn to:▫ manipulate their avatar’s mobility▫ control the communicative settings (audio, textual, gestural)
▫ understand ‘geographical’ markings▫ ADDED to language learning
DisadvantagesDisadvantages
• Expand the classroom and allow students to experience what they would normally learn only out of a textbook▫ Can visit Roman cities, chat with Shakespeare, tour the Amazon …
• Motivating & engaging• Skills for the future
Reasons for using VWSReasons for using VWS
• ‘Book club’ discussions
Some examples of virtual language Some examples of virtual language experiences (mostly older sts)experiences (mostly older sts)
• ‘Book club’ discussions• Scavenger hunts
Some examples of virtual language Some examples of virtual language experiences (mostly older sts)experiences (mostly older sts)
• ‘Book club’ discussions• Scavenger hunts• Play games
Some examples of virtual language Some examples of virtual language experiences (mostly older sts)experiences (mostly older sts)
• ‘Book club’ discussions• Scavenger hunts• Play games• Attend cultural celebrations
Some examples of virtual language Some examples of virtual language experiences (mostly older sts)experiences (mostly older sts)
• ‘Book club’ discussions• Scavenger hunts• Attend cultural celebrations• Play games• Exhibitions & written evaluations
Some examples of virtual language Some examples of virtual language experiences (mostly older sts)experiences (mostly older sts)
• Expands the classroom BUT …• Most (adult) VWs language experiences do not adapt easily to young, lower‐level speakers.
• Most VYL‐VWs involve individual‐computer interaction without much need for ‘social’interaction▫ Need for ‘accessible’ communication must be designed into PBLL
Pushing the (virtual) limitsPushing the (virtual) limits
Adapting Virtual Worlds to learnersAdapting Virtual Worlds to learners’’needsneeds
Beginner level, primary ed learners
Engage with ‘snoopy’
Our starting pointOur starting pointTeaching is a process of scaffolding the construction of knowledge rather than of transmitting it
We need to promote shifts from teacher‐centred to student‐centred practices
We need to move towards a competence‐based approach
Project‐based learning helps us enhance the integrative development of linguistic, audiovisual and digital competences
Teaching must be innovative and we can integrate in our classroom practices virtual environments that students may be using in the future
Travelling Through ArtsTravelling Through Arts
• Internationally, it consisted of learning about two local painters Joan Abelló(Mollet,ES) and Rob Gonzalves (Ontario, CA).
• Participants:• ICT teacher and English teacher from Sant Jordi School (Mollet del Vallès)• Two teacher trainers from GREIP Research Group at the Universitat Autònoma
de Barcelona• and a second grade class from Thornwood School (Mississauga, Canada) and
their two class teachers.
• Travelling through Arts stemmed from a telecollaborative e‐twinning project and eventually became integrated into a school project on a local painter.
• It was addressed to the school’s 48 first graders (1r cicle inicial)• It involved five subjects (Arts, Catalan, English, ICT and Social Science) and five
teachers. • It was a four‐week project
Overview (2 in 1)Overview (2 in 1)
General project objectives (INT)General project objectives (INT)
1. 1. To get children to:appreciate art through the work of a local painter, Joan Abellódevelop their literacy and digital skills expand their knowledge of their immediate local environment.
2. 2. To combine project‐based learning with Web 2.0.
3. 3. To enhance the joint development of multiple competences through telecollaboration.
4. 4. To create an e‐book based upon the fictional friendship between the two local artists.
Specific tasks for the Specific tasks for the ee‐‐twinning projecttwinning project
•Discover our Canadian‐Catalan Virtual classroom .
Front page of Joint (Catalan‐Canadian) Virtual Classroom
WEEK 1__________________________WEEK 1__________________________
•Getting to know each other: introducing ourselves through the creation of a video with still images and knowing about our partners by watching various slide share presentations.
Groups Presentation using Voicethread (Canadian partner) and a video with still images (Catalan partner).
http://vimeo.com/23126186
• Creating own profiles in Moodle
• Recognising works of local artist and preparing descriptionsdescriptions of 4 pieces of work of own local artist to prepare an exhibition on a virtual Gallery.
Snoopy as an avatar to guide through a Virtual Gallery
WEEK 2__________________________WEEK 2__________________________
• Visiting a virtual Gallery in second life to recognise work of own local artist and to discover the paintings of the other artist.
Guiding an avatar through a virtual gallery in second life.Beginner level, primary ed learners
Engage with ‘snoopy’
• Drafting the e-book.
WEEK 3__________________________WEEK 3__________________________
• Giving oral instructions of how to go from the school to Museu Abelló to visit the exhibition.
Reading a map to give oral instructions on how to get from the school to Museu Abelló
WEEK 4__________________________
▫ Producing final version of e‐book.
Final joint Final joint product product
• E‐book: Fictional friendship between the two authors based on the landmarks and/or scenarios depicted in their works of art .
http://teachertefl.edu.glogster.com/travellingthruart/
EE‐‐bookbook
EE‐‐bookbook
Tasks carried out in Tasks carried out in the school projectthe school project
Social Science, Catalan,Social Science, Catalan, ICT, ArtsICT, Arts
Social Science, Catalan,Social Science, Catalan, ICT, ArtsICT, Arts
Social Science, Catalan,Social Science, Catalan, ICT, ArtsICT, Arts
Social Science, Catalan,Social Science, Catalan, ICT, ArtsICT, Arts
Project assessmentProject assessment
Students’ individual evaluation
• Students’ individual evaluation
Beginner level, primary ed learnersEngage with ‘snoopy’
• Self‐assessment
• Teacher’s self‐assessment of her task and of the project
Upon the completion of Upon the completion of the projectthe project……
Looking at competencesLooking at competences……
Students demonstrated
new competences in different
areas
Learning to read in English helped them to learn to
write & spell in Catalan
Cross‐disciplinary
competences in the use of
ICT
Emergent intercultural awareness through
telecollaboration
Students learnt toStudents learnt to……
understand verbal instructions and descriptions.
select the relevant information from a complex verbal message (video).
read and understand key words in English.
develop a positive attitude towards different varieties of English.
introduce themselves.
give short verbal instructions (give directions).
reproduce short verbal messages.
be creative in the use of English to narrate a story.
Conclusion…
Debunking teachers’ myths
“Teachers cannot talk in English at all times in their classrooms”
“Schools have limited new technology tools and internet access”
“Children cannot handle authentic material, it’s way to hard”
“Teachers cannot do both books and projects at the same time”
