Laura Jacob Using Virtual Worlds to Improve Student Proficiency in World Language
Introduction Instructional Technology Coach of McGuffey School District, PA, USA EdD Instructional Technology student of Duquesne University, Pittsburgh, PA, USA Research and practical experience @laurajacob Laura Jacob firstname.lastname@example.org laurajacob22
Questions for participants • What level do you educate? A. Pre-K B. Public K-12 C. Private K-12 D. Higher Ed E. Retired
2. Are you a world language educator? A. Yes B. No
3. What information do you expect from this session? • Background information • Current Research • Current Usage • Ideas for implementation • All of the above • None
4. Do you have experience with virtual worlds privately or in an educational setting? • Yes • No
5. What are you most familiar with: • Second Life • Open Sim • Reaction Grid • Activ Worlds • Adobe Atmosphere
6. What mode of teaching do you (or your colleagues) spend the most time with: • Face to face • Blended • Distance
Session Objectives Introduction on 3-D virtual worlds Current research Virtual worlds + world languages Small group simulation/ discussion Lesson plan development/ connections Discussion Questions
What does the current research state? • 69% conducted at University setting • 19% Secondary schools • 12% Primary schools • Of the past virtual world research, 12.5% has addressed virtual worlds and education
What does the current research state? Overall research indicates student enjoyment of virtual worlds (Hew, K. & Cheung, W. 2010). Overall research states that virtual worlds could help students learn (Hew, K. & Cheung, W. 2010). Dickey, 2005: The combination of the text chat tool, unique names and avatars provided a sense of anonymity. Bailey & Moar, 2001: Avatars appear to be a very successful means to facilitate interaction among primary school children.
What does the current research state? • Majority of studies were based on descriptive research. • Lacked detailed qualitative research design • Many of the studies did not utilize a control group. • More than half (53%) were limited in duration of one semester-one year. (novelty effect)
Virtual Worlds and the World Language Classroom:What are the possibilities?
VW+WL= VW2L Environment Possibilities Safe Environment Immersive Promote higher-order thinking Avatar as positive barrier Time
Implementation of VW2L: S: Support others in the world when they need it T: Take care with your talk and use appropriate words A: Always ensure that you never reveal your personal details R: Respect others and their property and always be kind and considerate MacIT.(2010). Virtual Worlds Project. Slideshare.net/movashare/macict-virtual-worlds-project-20100424-3842393.
Implementation of VW2L:Rubrics Building Objects Conversation Written Activities Reflections
Practical Applications: General Immersive environment Famous monuments Cultural art tours Spatial awareness Cultural Rooms Cinema Folklore and proverbs Currency Using public transportation Holiday celebrations
Practical Applications: French Le Petit Prince Ordering at a Café Ordering a plane ticket Tour of Paris
Practical Applications: Spanish Ordering at a restaurant Tour of Latin America Shopping in a market Mesoamerican Ballgame
Practical Applications: German Faust Oktoberfest Celebration Hofbräuhaus Karneval Skiing in the Alps German Rail- ICE
Practical Applications: English Driving in the United States US Government System US History
Considerations Technology-enhanced curriculum Expense Time Computer requirements Prebuilt locales vs. building
What language do you (or your colleagues) teach: • French • Spanish • German • English • Mandarin • Other
Lesson Plan Development and Connections • Create a workable lesson plan and find someone to connect with • Share ideas in large group
1. From my perspective, the possible benefits are worth trying virtual worlds with world language students. • Yes • No
3. I intend to try virtual worlds with world language students for the 2010-2011 school year. • Yes • No
Questions and Thank You! Visit booth 1626 for more information
References Bailey, F. & Moar, M. (2001). The Vertex Project: children creating and populating 3D virtual worlds. International Journal of Art and Design Education, 20, 1, 19-30. Barriers to student learning in second life.(2009). Library Technology Reports, 45(2), 29. Brenda Eschenbrenner, Fiona Fui-Hoon Nah, KengSiau. (2008). 3-D Virtual Worlds in Education: Applications, Benefits, Issues, and Opportunities. Journal of Database Management, 19(4), 91-110. Retrieved May 15, 2009, from ABI/INFORM Global database. Dede, Chris (1995). The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds. Educational Technology, Saddle Brook, NJ, 1-12. Dickey, M. D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance learning. British Journal of Educational Technology, 36, 3, 439-451. Hew, K. & Cheung, W. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41, 1, 33-55. Junglas, Iris A., Johnson, Norman A., Steel, Douglas J., Abraham, D. Chon, Loughlin, Paul Mac (2007). Identity Formation, Learning Styles and Trust in Virtual Worlds. ACM SIGMIS Database, 38(4), 90-96. Koenraad, T. (2008). How can 3D virtual worlds contribute to language education? Focus on the Language Village format. Van EenVirtuele Variant Van Het Taaldorp (ViTAAL), 2008, 1-3. MacIT.(2010). Virtual Worlds Project. Slideshare.net/movashare/macict-virtual-worlds-project-20100424- 3842393. Robinson, Ken. (2009). The Element, Penguin Group, New York. Salaberry, M. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85, 39-56. Siau, K., Fui-Hoon, F., & Eschenbrenner, B. (2008). 3-D virtual worlds in education: Applications, benefits, issues, and opportunities. Journal of Database Management, 19(4), 91. Twining, P. (2009). Exploring the educational potential of virtual worlds--some reflections from the SPP. British Journal of Educational Technology, 40(3), 496.