task design in virtual worlds towards a frame of reference v10e paul sweeney cristina palomeque
DESCRIPTION
Presentation at IATEFL conference in Harrogate, UK which I did with Cristina Palomeque. We looked at the following issues: an overview of the various approachestaken to date in Second Life; some of the advantages (and constraints) of theseenvironments; and principles of good task design in a virtual world context. We willalso cite examples of language learning potential in other virtual settings to create abroader 'virtual framework'.TRANSCRIPT
Task Design in Virtual Worlds: Towards a Frame of Reference
Paul SweeneyCristina Palomeque
44th IATEFL Conference: Harrogate 2010
OutlineTaxonomy of virtual worldsThis presentationWhat do language teachers want of virtual worlds?3 examplesPrinciples for task designA curriculum approachPrinciples for CALL and MUVE designConcluding remarks
Typology of Virtual WorldsFlexible narrative
Social Worlds
Simulation Workspace
MMPORGs + serious games
3D chat rooms, virtual worlds
Reflections of the real
3D realisations of CSCW
World of Warcraft
Second Life Flight simulator
Open Wonderland
S. Warburton (2009)
Virtual worlds Open Wonderland
Second Life
World of Warcraft
Flight simulator
How has the presentation evolved?
Initial aim: explore the potential of a range of virtual worlds
Reality: SL is the VW which is most popular among educators
Revised aim: to explore different possibilities and approaches for language learning in SL Methodologies Technical possibilities
What do language teachers want out of VW?
Free access for learners.
(Scott)
Flexibility to create content.
(Antonella)
Flexible environment which is rich
and updatable. (Calisto)
Has a more mature look than other VW. (Kyle)
Networking and
learning opps for teachers.
(Julie)
Variety of locations and
content.(Pete)
Provides what
educators are looking
for. (Graham)
Well-suited for
cooperative learning. (Scott)
Full of native speakers. (Kyle and
Julie)
Example 1: Spanish course
Languagelab Hotel
Principles behind the courseChallenge: teaching beginnersFunctional – situational approach Iterative process: learning from mistakesEnvironment designClassroom management (team teaching, staging, voice,
group work)Class materialsAffective side of learningLearning curves
Example 2: Quests
Robin Hood Quest (British Council)
Principles behind BC QuestsStory lineRole of the environmentChallenge from game Self-access and cooperative workBalance: challenging – doable Incidental focus on language
Example 3: Italian soap opera
Oscars for the film: il marito della parrucchiera (Antonella Berriolo)
Principles behind the film
Initial approachNew challenge: Machinima
Task-based approachStudent-centeredStudent-led project focus is primarily on meaningTechnical issues: editing the video
Principles for task design
Role of the environment Tasks that promote interaction Balance: challenge and doable tasks Classroom management + practicality ‘fun’ or ‘gaming’ element use the full potential of the MUVE Authenticity = “authentic” cognitive experience
Metalinguistic descriptions and terminology should be presented through optional supporting material, not as part of the core gameplay
Learning content should be organized around tasks, not presented taxonomically New concepts should be introduced gradually and interspersed with other content before requiring difficult responses from players All elements of the game, particularly communication and input mechanisms, should have a playful spirit to them. At least as much thought needs to go into the design of failure states as for success states
R. Purushotma, S. Thorne, and J. Wheatley
Interviews
www.schome.ac.uk
A‘curriculum’ approachFrom Twining, P. Mistakes we have made
Externallydefined
Self-determined
Cur
ricul
um d
efin
ition
Traditionalschool
Group A’sprep work
Imposed Free choice
Curriculum choice
Discrete
Integrated
Dissociated
Authentic
No control
In control
De-motivating
Motivating
CALL principles in task design (Chapelle)QUALITIES QUESTIONS
Language learning potential
Do task conditions present sufficient opportunity for beneficial focus on form?
Learner fit Is the difficulty of the targeted linguistic forms appropriate for the learners to increase their language ability?Is the task appropriate for learners with the characteristics of the intended learners?
Meaning focus Is learners’ attention directed primarily toward the meaning of the language?
Authenticity Is there a strong correspondence between the CALL task and L2 tasks of interest to learners outside the classroom?
Impact Will learners learn more about the TL and about strategies for language learning through the use of the task?
Practicality Are hardware, software and personnel resources sufficient to allow the CALL task to succeed?
Principles in MUVE task designQUALITIES QUESTIONS
Language learning potential Do task conditions have a communicative potential?
Learner fit Is there a balance between task feasibility and challenge? / is there appropriate scaffolding?Is the task technically feasible for a student who is not proficient in a VW?
Meaning focus Is learners’ attention directed primarily toward the meaning of the language? / Does that task make sense in the environment? Is the task engaging, and challenging enough for the language to become secondary?
Authenticity within the MUVE environment
Is the task embedded in the MUVE environment? Is it immersive? Is it cognitively authentic? (Scott Grant)
Impact Will learners get a positive experience from the MUVE task?/ Will learners feel the MUVE experience is worthwhile?
Practicality Does your school meet the technical requirements needed?Does the task take longer to set up than actually carry out the task?
Concluding remarks- SL: good starting point- Anticipate failures - Great number of approaches - Educator’s creativity- Decisions: pedagogical & technical practicalities. - Consider learning curves- Mistakes are an integral part in the learning process
ReferencesChapelle, C. (2001) Computer Applicatons in SLA -
foundations for teaching, testing and research.
Twining, P. Mistakes we have madehttp://www.slideshare.net/PeterTwining/mistakes-we-have-made-09-03-29
Purushotma, R. ; Thorne, S. & Wheatley, J. “10 Key Principles for Designing Video Games for Foreign Language Learning”
Warburton, S. (2009) “SL in higher education: Assessing the potential for and the barriers to deploying VW in learning and teaching”
List of intervieweesName Institution Web address & contact
James T Abraham / Calisto Encinal (SL)
Glendale Community College,University of Arizona
Mi Casa Es Su Casahttp://calistoencinal.spaces.live.com/http://slurl.com/secondlife/GCCAz/73/79/[email protected]
Antonella Berriolo / anna Begonia (SL)
Istituto Italiano,Barcelona, Spain.
http://italianiamo.wordpress.com
Scott GrantXilin Yifu (SL)
School of Asian Languages and Studies, Monash UniversityAustralia
http://arts.monash.edu.au/chinese/staff/sgrant.php
Kyle Mawer British Council,Barcelona,Spain
http://kylemawer.wikispaces.com/ http://digitalplay.info/blog/
Pete MacKichan/Pete McConachie (SL)
Freelance [email protected]
Wlodzimierz Sobkowiak -Wlodek Barbosa (SL)
School of English, Adam Mickiewicz University, Poznan, Poland.
http://ifa.amu.edu.pl/~swlodek/research.html
Graham Stanley British Council & Turismo Sant Ignasi ESADE Escuela de Turismo, Universitat de Ramon LulBarcelona, Spain
[email protected]://digitalplay.info/blog/
Julie Watson Centre for Language StudyModern LanguagesSchool of HumanitiesUniversity of SouthamptonUK
http://www.elanguages.ac.uk/secondlife/index.html [email protected]
Thank you!
Paul Sweeney ([email protected])Cristina Palomeque ([email protected])
You can find our presentation here:http://eduworlds.orghttp://www.slideshare.net/friss