gabi witthaus & ming nie llas e-learning symposium university of southampton, 29 jan 2010
TRANSCRIPT
Gabi Witthaus & Ming Nie
LLAS E-learning SymposiumUniversity of Southampton, 29 Jan 2010
JISC-funded project Two-year project ending Oct 2010Online MA in TESOL & Applied LinguisticsWork-based distance learnersThree technologies:
PodcastsE-book readersSecond Life
DUCKLING - Delivering University Curricula: Knowledge, Learning & Innovation Gains
Challenges (baseline data)Limited interaction with tutors and peersMaterials seen as ‘dry’Limited variety in teaching approaches Students travel a lot - need for mobility Diverse student body - need for flexibility
The research projectPiloting a series of e-tivities for CALL moduleInvitation sent out to 121 students18 respondedSix attended initial trainingFour went on to observe EFL classes at
languagelab.com in SL The six reflected on their experience in
Blackboard, via interviews and surveys
Pedagogical design of SL-tivityPreparation – discussion in Blackboard
(spread over 2 weeks)Training in Second Life (spread over 2 weeks)Class observations at languagelab.com in
Second Life (spread over 3 weeks)Discussion and reflection in Blackboard
(Spread over 7 weeks)Total time = 7 weeks
Partnership withlanguagelab.com
The research approachAction researchData being gathered* via:
Survey on student use of SLSemi-structured interviews – cognitive
mappingBlackboard discussion boardChat logs from SL
*Still continuing
The 5-stage e-tivity model
http://www.atimod.com/e-tivities/5stage.shtml
Level 2 – Online socialisationIntroductions and discussion on Blackboard Familiar, asynchronous technologyPrevious experience in SL:
Only one student had tried it beforeReasons for participating:
Could I use SL in my EFL teaching context?Most were curious to try something new.Some wanted to get over their ‘technophobia’.
Level 1 – Access and motivationTwo-phase training:
Students read training guide and accessed SL alone60-minute group training session
Wiki posted on Blackboard with links to more YouTube videos and SL guides
Bb discussion forum & emails used to deal with ad hoc problems
Drop-in support sessions offered in SL
Level 3 – Information exchangeOngoing via Blackboard throughout projectStudents wrote about the lessons they had
observedAttempts to get students to meet in SL for a
group discussion failed – time zones
Level 4 – Knowledge construction & Level 5 - DevelopmentReflection on what
had worked and what had not worked in the lessons observed...
Increasing flexibility for learners:Learn English at any time of their choice and...At any place where they have correct set-up
Opportunities for learners to talk to native speakers and people around the world
Social opportunities
Perceived advantages to using SL for EFL
Lack of eye contact and body language “One of the main disadvantage of using SL is the
lack of eye contact, and I find it really hard to know when it’s my turn to talk. I have to pay really close attention to the conversation, and chip in when there's a pause. However, sometimes there'll be situations where a few people will talk at the same time, which is rather confusing.”
Perceived disadvantages to using SL for EFL
Second Life is not Real Life: “I don’t think SL can replace a classroom and I think
the ‘real world’ has a lot of benefits for learning (seeing the people you’re talking to is an important part of communication and we need to learn how to talk to people in the flesh as well), however as a supplement SL is useful.”
Disruptions due to technical problems
Further perceived disadvantages
Reflection on application to own contextsSL not seen as relevant to face-to-face teachingSL not seen as appropriate in Special EducationOne student saw commercial opportunities in
SLAll felt that SL experience was useful to have
on CV for future employment
Questions for further researchLow take-up but very high levels of enthusiasm
and commitment from participants. What were the reasons for non-take-up?Technical obstacles?Fear of technical obstacles? (Comfort zone)Lack of perceived relevance to studies? Lack of perceived relevance to work?Lack of support from staff (no access to SL)?Lack of academic credit for participation?Other?
Questions for further researchPedagogical design
Structured support and reflection on discussion board worked well. What aspects of this model could be transferred to the use of SL in other contexts?
Challenge in managing DL students togetherIs there a critical mass of students needed in
order to use SL successfully?
ReferenceSalmon, G. K. (2004). E-moderating: the key
to teaching and learning online. London and New York: Routledge Falmer.