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What is the function of the classroom in a completely virtual learning setting? Does it even have a future? These were questions I set out to answer reporting on over two years of English and Spanish language programme development with Languagelab.com inside Second Life. Presented at Slanguages 2009 as Classroom Is Dead Long Live The Classroom Paul Sweeney V2
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The classroom is dead - long live the classroom
Paul Sweeney, [email protected]://www.eduworlds.org
SLanguages 2009http://www.slanguages.net
Overview
• Value of recreating the 'traditional' classroom in a MUVE
• Different phases of 'classroom deconstruction‘ over 18 months in Languagelab
• Role of the teacher / guide / instructor / facilitator in supporting semi formal and informal learning
• Changing student expectations • Guidelines for good practice
Reality check 1
Teaching / learning ‘spaces’
• The classroom space• The city space• The suggestive space• The functional space• The thematic functional suggestive space• The fun and leisure space• The game space• The simulation space
The Classroom SpaceWhat?
Business English course
Language input +Soft skills+ Fieldtrips + team building
Where:
Classroom
The City Space
What?Exploration of different city locations for themed ‘classes’
Where?School, sports field, theatre, cinema, restaurant, art gallery ..
The Suggestive SpaceWhat?General English – adults.
Most material developed CEF B1, B2
Conversation class aimed to build on student
reactions to a particular space whatever discussion arose depending on student experiences, culture, perception etc. Very open ended and non prescriptive. e.g. “life experiences”, “art”
Where?
Garden, beach, riverbank, hotel, art gallery, campfire, park
The Functional SpaceWhat?Material based on CEF ALTE Social & Tourism descriptors – approx 2 x 90 minute lessons per descriptor per level. Most material developed B1, B2 Main focus on oral + listening skills.
Where?Airport, hotel,
dry cleaners, restaurant, bar, post office, bank, martian temple, residences …
The Fun & Leisure SpaceWhat?programme of:•talks by invited artists & students•TV style language quiz show•obstacle course style•game show format•TV interview format
Where?Theatre / TV studio
Quiz, obstacle course, ice rink
The Thematic Functional / Suggestive Space
What?General English – adult, B1 & B2
Functional / tasked based within a classroom paradigm
Narrative-structured syllabus e.g. Holidays took students from holiday planning to catching the plane, arrival, checking in & sightseeing @ 2 X 90 min classes per week) material per level
Broader range of skill and language input
Where?Garden, beach, riverbank, hotel, art gallery, campfire, park, airport, hotel, dry cleaners, restaurant, bar, post office, bank, martian temple
The Game SpaceWhat?Teacher co-ordinated but not teacher led sequence of tasks related to an ALTE CEF descriptor drawing on game-based principles.
Where?
Tourist office (& tours), bank
The Simulation SpaceWhat?Classes are reporting teams for English City newspaper. Decide on choice of / approach to articles.
Prepare collaboratively.
Where?City News offices, other ‘admin’ spaces
All SL for research
The Formal & Informal SpaceWhat?Undisguised input, skills work, preparation, support, feedback
Where?
What?Location informed tasks using simulation & role play
Where?
Reality check 2
Reflection 1: Warburton’s typology of 3-D virtual worlds (adapted McKeown, 2007)
What Flexible narrative Social world Simulation Workspace
Defn. Games (MMPORGs) and serious games
Social platforms, 3-D chat rooms and virtual world generators
Simulations or reflections of the ‘real’
3-D realisation of Computer Supported Collaborative Workspaces-CSCWS
e.g, World of WarcraftNeverWinter NightsArdcallochRivercity project
Second LifeMetaplaceHabbo HotelSims Online
Distributed ObserverNetworkGoogle Earth
ProjectWonderlandOliveOpen Croquet
.. a setting where your story or narrative unfolds within constraints of the rules / goals set by designers.
.. elements of both a fictional and physical world. Exists mainly as a place for socialinteractions to occur
.. a close representation of the physical world + governed by the same rules.
.. provides a virtual workplace setting for collaborative activity & often includes the necessary tools.
You are ..
…. a character in a role with a defined purpose.
….an extension of yourself.
…. yourself. …. yourself.
Reflection 2: a checklist of success factors for teaching & learning
• Language learning as a social event• Communication & interaction• Real audience - establishing contexts for
the use of language with genuine interlocutors who have a real need to interpret what is being communicated and react to it
• Meaningful learning via authentic tasks• Varied input
References
• Warburton,S. 2009 Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching, British Journal of Educational Technology Vol 40 No 3 2009 414–426 doi:10.1111/j.1467-8535.2009.00952.x © 2009
• Canfield, González, Guerrero, MacKichan, Palomeque, Speck, Sweeney, - in preparation - Task design for Language Learning in an Embodied Environment, Teaching through Multi-User Virtual Environments - IGI Global
• Common European Framework• http://www.coe.int/T/DG4/Linguistic/CADRE_EN.asp
http://www.eduworlds.org – [email protected]