From simulations to (3D) virtuality: mirroring tasks for language learning
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Presentation for the XVI International Conference on Learning, University of Barcelona.
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From simulations to (3D) virtuality: mirroring tasks for language learning
- 1. From simulations to (3D) virtuality: mirroring tasks for language learning Joan-Tomàs Pujolà Cristina Palomeque Miquel Llobera
- 2. contents • features of (3D) MUVEs - senses • grassroots of MUVEs for language learning • MUVEs potential 4 language learning • typology of MUVE tasks • conclusion
- 3. MUVEs as VLEs multimodal communication immersive experience social dimension Languagelab.com interaction: environment, objects, avatars
- 4. sense of presence embodiment identity Casa del Español
- 5. sense of authenticity “real” tasks Plaza Real, BCN “real” environment Languagelab.com
- 6. sense of immersiveness Media Learning, Denmark 3D sense of presence + Goethe-Institut authenticity
- 7. sense of creativity user control active role Barceloneta, BCN - Second Life
- 8. sense of gaming engagement / flow affective element Languagelab.com
- 9. MUVE timeline s) orlds tio n a lw mu la irtu (si moos 3D v 70s 80s 90s 2000s 10s sc Ac Se hM ti v co OO eW nd ze or l Li f Un ds e( ive ( 19 20 rs i 97 03 ty ) ) ( 19 94 ) language learning
- 10. simulations in the FL class situational cognitive challenge not a role-play PBL / CLIL / learning by doing different type of assessment
- 13. muves and gaming encourage experimenting are fun can develop critical thinking Languagelab.com reduce offer a new way of exploring tensions language and reality
- 14. MUVE methodology? What kind of language tasks are being used in MUVEs? Languagelab.com Ling’s Chinese City
- 15. exploratory study Private teachers Private schools Public organisations Languages: English / Spanish / Italian / Chinese
- 16. types of MUVE tasks direct-transfer activities activities with MUVE make-up integrated MUVE tasks
- 17. direct-transfer activities reproduces the real world exactly, even with its shortcomings Casa del Español doesn’t take the environment into account, no or little adaptation of learning materials Babel
- 18. direct-transfer activities • other examples: – objects in MUVEs which direct you to web pages (e.g. crossword) – fill-in-the gap exercises with notecards – dictations done in notecards
- 19. activities with MUVE make-up Languagelab.com dramatic engaging Languagelab.com take into account environment
- 20. activities with MUVE make-up • Bow and arrow activities • Pic Tak Toe • Conversation in a tea cup Languagelab.com
- 21. integrated MUVE tasks • critical thinking, collaborative work, meaningful • gaming element • challenging • self-access • interaction with the environment and other avatars • takes all the ‘senses’ into consideration British Council Isle
- 22. integrated MUVE tasks • Treasure hunts • Role plays • Social events: parties, quiz shows • Building tasks Languagelab.com
- 23. conclusion • communicative RL teaching-learning tasks • use full MUVE potential • “beta versions” - continuous experimenting • be imaginative - create new activities • task demand - maximize st. language learning time