1. The document discusses communication and language learning in 3D virtual worlds. It outlines theories of multimodal communication and describes different types of virtual worlds and their features for language learning.
2. Examples of student and teacher strategies are provided from a study conducted in Second Life, including the use of various communication channels.
3. Key communication features identified are the multiple simultaneous communication threads, the separate yet interdependent text and audio channels, and how meaning is built across different modes of communication in virtual worlds.
The document outlines a business plan for an art gallery called R&S Gallery in the virtual world Second Life. The business is a joint venture between the author and their partner Yeonju. They will showcase and sell the artworks they have created to help immerse players in Second Life. The partners decided to work together to diversify the art styles offered and split profits evenly each week regardless of whose pieces sell. They each have different roles, with the author focusing on marketing and Yeonju managing the shop.
The third annual Second Life MOOC (SLMOOC16) took place from April 2-30, 2016 in Second Life. The theme of the MOOC was “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC centered on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft, or OpenSim. The live presentations included the speakers’ reflective process on teaching and learning in fully online and blended learning formats. SLMOOC16 is designed for educators, schools, and public and private businesses that wish to provide training in virtual worlds. At the end of this experience, participants contribute with their insights to the research and effective learning in VWs. Weekly badges and a final certificate of completion were available for free.
Role-playing and Emoting for Language Learning in Virtual worlds: Setting Sce...Doris Molero
A role-playing game (RPG) is a game in which players assume the roles of characters in a fictional setting. Players take responsibility for acting out these roles within a narrative, either through literal acting or through a process of structured decision-making or character development.
1) The document discusses the use of computer-mediated communication (CMC) tools like email, message boards, blogs, wikis, audio/video chat for language learning.
2) It explains how CMC aligns with socio-cognitive and social theories of language learning, allowing learners to interact with others to collaboratively build knowledge.
3) Research suggests CMC reduces anxiety, improves proficiency and increases motivation by providing authentic interaction beyond the classroom.
Digital semiospheres and L2 development was a lecture given by Steven Thorne at the University of Iowa on October 5, 2012. The lecture covered several topics:
1) Digital demographics and how they shape semiospheres, or spheres of communication and representation.
2) The phenomenological primacy of first order languaging through direct interaction, as well as the affordances and constraints of second order displaced language.
3) Approaches to potentially improving conditions for language development, including online intercultural exchanges, the linguistic complexity of online games, and designing augmented reality experiences.
The document discusses key concepts from sociocultural theory, including Vygotsky's zone of proximal development (ZPD), Bruner's concept of scaffolding, and theories around participation and collaborative dialogue. The ZPD refers to the distance between a learner's actual development level and their potential development when assisted by a teacher or peer. Scaffolding involves simplifying tasks and marking critical features to help students problem solve. Participation theories view learning as arising through interactions rather than direct instruction, and collaborative dialogue examines how learners provide assistance to each other.
The document outlines a business plan for an art gallery called R&S Gallery in the virtual world Second Life. The business is a joint venture between the author and their partner Yeonju. They will showcase and sell the artworks they have created to help immerse players in Second Life. The partners decided to work together to diversify the art styles offered and split profits evenly each week regardless of whose pieces sell. They each have different roles, with the author focusing on marketing and Yeonju managing the shop.
The third annual Second Life MOOC (SLMOOC16) took place from April 2-30, 2016 in Second Life. The theme of the MOOC was “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC centered on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft, or OpenSim. The live presentations included the speakers’ reflective process on teaching and learning in fully online and blended learning formats. SLMOOC16 is designed for educators, schools, and public and private businesses that wish to provide training in virtual worlds. At the end of this experience, participants contribute with their insights to the research and effective learning in VWs. Weekly badges and a final certificate of completion were available for free.
Role-playing and Emoting for Language Learning in Virtual worlds: Setting Sce...Doris Molero
A role-playing game (RPG) is a game in which players assume the roles of characters in a fictional setting. Players take responsibility for acting out these roles within a narrative, either through literal acting or through a process of structured decision-making or character development.
1) The document discusses the use of computer-mediated communication (CMC) tools like email, message boards, blogs, wikis, audio/video chat for language learning.
2) It explains how CMC aligns with socio-cognitive and social theories of language learning, allowing learners to interact with others to collaboratively build knowledge.
3) Research suggests CMC reduces anxiety, improves proficiency and increases motivation by providing authentic interaction beyond the classroom.
Digital semiospheres and L2 development was a lecture given by Steven Thorne at the University of Iowa on October 5, 2012. The lecture covered several topics:
1) Digital demographics and how they shape semiospheres, or spheres of communication and representation.
2) The phenomenological primacy of first order languaging through direct interaction, as well as the affordances and constraints of second order displaced language.
3) Approaches to potentially improving conditions for language development, including online intercultural exchanges, the linguistic complexity of online games, and designing augmented reality experiences.
The document discusses key concepts from sociocultural theory, including Vygotsky's zone of proximal development (ZPD), Bruner's concept of scaffolding, and theories around participation and collaborative dialogue. The ZPD refers to the distance between a learner's actual development level and their potential development when assisted by a teacher or peer. Scaffolding involves simplifying tasks and marking critical features to help students problem solve. Participation theories view learning as arising through interactions rather than direct instruction, and collaborative dialogue examines how learners provide assistance to each other.
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
The document discusses key concepts from sociocultural theory, including:
1. The zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can do with guidance. It is situated within social interactions, not just in the individual's mind.
2. Scaffolding, which involves simplifying tasks, controlling frustration, and demonstrating solutions to guide learners within their ZPD.
3. The participation metaphor, which views learning as occurring through social participation rather than just acquisition of knowledge. Learners have agency and are influenced by social and contextual factors.
4. Collaborative dialogue, where learners co-construct understanding through discussion
Communication Strategies in synchronous CMC and face-to-face interactionsCristina Palomeque
This document summarizes a study that compared communication strategies used in synchronous online chat and face-to-face discussions. The study found that students used many paralinguistic strategies like emoticons and punctuation in chat. They also used fillers and self-correction. In face-to-face discussions, students relied more on paralinguistic cues like mime and emphasis, as well as fillers and self-correction. While chat helped organize ideas, students felt face-to-face was more immediate. The document proposes future research on communication strategies in virtual worlds which could provide immersive learning environments.
The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.
Acting on the Linguistic Landscape: Performativity, Translation, and other Po...Dave Malinowski
This document discusses using the linguistic landscape as a resource for language teaching and learning. It proposes that the linguistic landscape, which includes signs, advertisements, and other written language in public spaces, can help show language as situated within specific places and discourses. The performative nature of signs allows students to not just read but actively engage with the linguistic landscape. Examples are given of projects using the linguistic landscape, such as photographing signs, translating signs, and mapping language use within neighborhoods. The linguistic landscape is proposed as a spatial way to teach language that incorporates students' whole experience of places, sights, and sounds.
Analyzing MUVE Tasks in Action - XVIIth International CALL Research Conferenc...Cristina Palomeque
This document summarizes a study analyzing teacher-student interactions during tasks conducted in a virtual world environment. It discusses the use of multiple communication modes in the virtual world, including verbal, textual, visual and spatial modes. It describes the tasks conducted, including warm-up discussions and guided tours. The study examined the transactional strategies used by the teacher, the role of technical assistance, and how different communication modes were utilized. Key findings included that most teacher-student interactions occurred during classroom management and feedback, technical issues required significant attention, and the teacher effectively combined verbal, visual and spatial modes to facilitate communication.
This document appears to be the contents page and introduction section of an advanced English language textbook focused on speaking skills. The introduction provides an overview of the book's organization, aims, and approach. It is designed for students who have passed Cambridge First Certificate or equivalent, and focuses on developing appropriate language use depending on social context and speaker attitudes. The book covers greetings, personal interests, opinions, plans, advice, complaints and other topics through sections, intersections, and interactive exercises supported by an accompanying audio material.
Metaphorisation of interculturality in study-abroad narrativeEsko Johnson
This presentation summarizes a study analyzing metaphors used in interviews with Korean exchange students in Finland about their intercultural experiences. Narrative and metaphor analysis were combined to identify metaphors across interview data. Initial findings showed students used metaphors like "people as open or closed containers" to describe host cultures. They also conceptualized schooling in their home and host countries with metaphors involving freedom versus impediments. The study provided insights into how metaphors are co-constructed narratively and used as resources for making sense of intercultural experiences.
Exploring the effects of digital storytelling as second language narrative wr...heyoungkim
Kim, H. (2012, October). Exploring the effects of digital storytelling as second language narrative writing. Paper presented at the 10th Asia TEFL Conference, Delhi, India.
The document discusses the role of computers in language classrooms. It argues that computers should be viewed as a medium, not a method. Research supports cognitive and socio-cognitive approaches to language learning. Computer-mediated communication, whether synchronous or asynchronous, has been shown to improve collaboration, engagement, and language learning when used for task-based activities. Both high-tech and low-tech applications can be effective depending on the pedagogical goals and availability of technology.
The top three reasons mentioned by practitioners for why telecollaborative exchange was not more popular in university education were:
1. Lack of time (Mentioned by 49/98 practitioners)
2. Technical issues/lack of support (Mentioned by 28/98 practitioners)
3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
AN ANALYSIS OF CODE SWITCHING AS A LEARNING AND TEACHING STRATEGY IN SELECTED...Whitney Anderson
This document is an introduction and first chapter of a master's thesis that explores the use of code switching as a learning and teaching strategy in mathematics literacy classrooms in Limpopo Province, South Africa. It discusses how language can be a barrier to learning, and introduces code switching as a strategy where teachers and learners switch between languages, such as English and a home language, to help facilitate understanding. The study aims to investigate whether code switching helps learners grasp mathematics literacy concepts. It will examine language use in different contexts and theories around the social and cognitive motivations for code switching.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, or examine whether online social communication helps improve English test scores. The document also notes that defining the social context of language and the cultural neutrality of platforms is problematic.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, and examine whether online social communication helps improve English test scores. The document also lists several references for additional research on online language learning and computer-mediated discourse analysis.
Deep learning for natural language embeddingsRoelof Pieters
This document discusses approaches to understanding natural language through deep learning techniques. It begins by outlining some of the challenges of language understanding, such as ambiguity and productivity. It then discusses using neural networks for natural language processing tasks like language modeling, sentiment analysis and machine translation. Recurrent and recursive neural networks are presented as approaches to model the compositionality of language. Different methods for obtaining word embeddings like Word2Vec, GloVe and earlier distributional semantic models are also summarized.
Eurocall 2010 panel on call and the learnerhayoreinders
This document summarizes a presentation on the changing role of the language learner in computer-assisted language learning (CALL) environments. It discusses emerging technologies that are blurring the lines between in-class and out-of-class language learning, such as social networking, mobile technologies, and digital games. Several presenters discussed topics including how these technologies can provide more opportunities for language practice outside the classroom, the need to train learners to be autonomous and self-regulated in their language learning, and the importance of incorporating learners' personal goals and motivations into CALL design.
LTPs involve a puzzle master presenting a story with an unusual element to detectives who ask yes/no questions to solve it. LTPs create an effective language learning environment by exposing students to comprehensible input and pushing output while encouraging interaction, noticing gaps, and processing language forms and meanings. The document discusses how LTPs can be adapted for different contexts and gender dynamics while addressing gender in language and professions. It concludes by asking how attendees think LTPs could benefit their teaching and what challenges they may face regarding gender.
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
This document appears to be an excerpt from an English language textbook. It includes an introductory section, four main sections, and three intersections. Each section and intersection covers a specific language function or area and is divided into parts. The parts include language presentations with model conversations and charts, controlled practice exercises like drills, and situational practice activities. The goal is for students to learn how to vary their language appropriately depending on factors like the social situation.
El documento analiza la naturaleza multimodal de los blogs a través del análisis de 100 entradas. Examina el sincretismo de los modos texto, imagen y sonido; la tipología, ubicación y función representativa de estos elementos; y las estrategias cohesivas y funciones discursivas que emergen de la interacción multimodal. Concluye que los blogs demuestran un fuerte sincretismo texto-imagen para comunicar una amplia gama de significados y funciones discursivas.
La multimodalidad en los blogs de enseñanza/aprendizade de LE: Una propuesta ...Cristina Palomeque
El documento analiza la multimodalidad en blogs sobre enseñanza de lenguas extranjeras. Explica que los blogs son fuertemente multimodales y combinan modos como texto, imágenes, sonido y tipografía para construir significado. Propone una ficha de análisis que examina aspectos como la arquitectura informativa, encabezado, margen y entrada del blog, así como los modos, ubicación, contenido y función en cada sección. El objetivo es integrar un análisis de los diferentes modos para comprender la eficacia comunic
Contenu connexe
Similaire à Interaction and Language Leraning in 3D Virtual Worlds
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
The document discusses key concepts from sociocultural theory, including:
1. The zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can do with guidance. It is situated within social interactions, not just in the individual's mind.
2. Scaffolding, which involves simplifying tasks, controlling frustration, and demonstrating solutions to guide learners within their ZPD.
3. The participation metaphor, which views learning as occurring through social participation rather than just acquisition of knowledge. Learners have agency and are influenced by social and contextual factors.
4. Collaborative dialogue, where learners co-construct understanding through discussion
Communication Strategies in synchronous CMC and face-to-face interactionsCristina Palomeque
This document summarizes a study that compared communication strategies used in synchronous online chat and face-to-face discussions. The study found that students used many paralinguistic strategies like emoticons and punctuation in chat. They also used fillers and self-correction. In face-to-face discussions, students relied more on paralinguistic cues like mime and emphasis, as well as fillers and self-correction. While chat helped organize ideas, students felt face-to-face was more immediate. The document proposes future research on communication strategies in virtual worlds which could provide immersive learning environments.
The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.
Acting on the Linguistic Landscape: Performativity, Translation, and other Po...Dave Malinowski
This document discusses using the linguistic landscape as a resource for language teaching and learning. It proposes that the linguistic landscape, which includes signs, advertisements, and other written language in public spaces, can help show language as situated within specific places and discourses. The performative nature of signs allows students to not just read but actively engage with the linguistic landscape. Examples are given of projects using the linguistic landscape, such as photographing signs, translating signs, and mapping language use within neighborhoods. The linguistic landscape is proposed as a spatial way to teach language that incorporates students' whole experience of places, sights, and sounds.
Analyzing MUVE Tasks in Action - XVIIth International CALL Research Conferenc...Cristina Palomeque
This document summarizes a study analyzing teacher-student interactions during tasks conducted in a virtual world environment. It discusses the use of multiple communication modes in the virtual world, including verbal, textual, visual and spatial modes. It describes the tasks conducted, including warm-up discussions and guided tours. The study examined the transactional strategies used by the teacher, the role of technical assistance, and how different communication modes were utilized. Key findings included that most teacher-student interactions occurred during classroom management and feedback, technical issues required significant attention, and the teacher effectively combined verbal, visual and spatial modes to facilitate communication.
This document appears to be the contents page and introduction section of an advanced English language textbook focused on speaking skills. The introduction provides an overview of the book's organization, aims, and approach. It is designed for students who have passed Cambridge First Certificate or equivalent, and focuses on developing appropriate language use depending on social context and speaker attitudes. The book covers greetings, personal interests, opinions, plans, advice, complaints and other topics through sections, intersections, and interactive exercises supported by an accompanying audio material.
Metaphorisation of interculturality in study-abroad narrativeEsko Johnson
This presentation summarizes a study analyzing metaphors used in interviews with Korean exchange students in Finland about their intercultural experiences. Narrative and metaphor analysis were combined to identify metaphors across interview data. Initial findings showed students used metaphors like "people as open or closed containers" to describe host cultures. They also conceptualized schooling in their home and host countries with metaphors involving freedom versus impediments. The study provided insights into how metaphors are co-constructed narratively and used as resources for making sense of intercultural experiences.
Exploring the effects of digital storytelling as second language narrative wr...heyoungkim
Kim, H. (2012, October). Exploring the effects of digital storytelling as second language narrative writing. Paper presented at the 10th Asia TEFL Conference, Delhi, India.
The document discusses the role of computers in language classrooms. It argues that computers should be viewed as a medium, not a method. Research supports cognitive and socio-cognitive approaches to language learning. Computer-mediated communication, whether synchronous or asynchronous, has been shown to improve collaboration, engagement, and language learning when used for task-based activities. Both high-tech and low-tech applications can be effective depending on the pedagogical goals and availability of technology.
The top three reasons mentioned by practitioners for why telecollaborative exchange was not more popular in university education were:
1. Lack of time (Mentioned by 49/98 practitioners)
2. Technical issues/lack of support (Mentioned by 28/98 practitioners)
3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
AN ANALYSIS OF CODE SWITCHING AS A LEARNING AND TEACHING STRATEGY IN SELECTED...Whitney Anderson
This document is an introduction and first chapter of a master's thesis that explores the use of code switching as a learning and teaching strategy in mathematics literacy classrooms in Limpopo Province, South Africa. It discusses how language can be a barrier to learning, and introduces code switching as a strategy where teachers and learners switch between languages, such as English and a home language, to help facilitate understanding. The study aims to investigate whether code switching helps learners grasp mathematics literacy concepts. It will examine language use in different contexts and theories around the social and cognitive motivations for code switching.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, or examine whether online social communication helps improve English test scores. The document also notes that defining the social context of language and the cultural neutrality of platforms is problematic.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, and examine whether online social communication helps improve English test scores. The document also lists several references for additional research on online language learning and computer-mediated discourse analysis.
Deep learning for natural language embeddingsRoelof Pieters
This document discusses approaches to understanding natural language through deep learning techniques. It begins by outlining some of the challenges of language understanding, such as ambiguity and productivity. It then discusses using neural networks for natural language processing tasks like language modeling, sentiment analysis and machine translation. Recurrent and recursive neural networks are presented as approaches to model the compositionality of language. Different methods for obtaining word embeddings like Word2Vec, GloVe and earlier distributional semantic models are also summarized.
Eurocall 2010 panel on call and the learnerhayoreinders
This document summarizes a presentation on the changing role of the language learner in computer-assisted language learning (CALL) environments. It discusses emerging technologies that are blurring the lines between in-class and out-of-class language learning, such as social networking, mobile technologies, and digital games. Several presenters discussed topics including how these technologies can provide more opportunities for language practice outside the classroom, the need to train learners to be autonomous and self-regulated in their language learning, and the importance of incorporating learners' personal goals and motivations into CALL design.
LTPs involve a puzzle master presenting a story with an unusual element to detectives who ask yes/no questions to solve it. LTPs create an effective language learning environment by exposing students to comprehensible input and pushing output while encouraging interaction, noticing gaps, and processing language forms and meanings. The document discusses how LTPs can be adapted for different contexts and gender dynamics while addressing gender in language and professions. It concludes by asking how attendees think LTPs could benefit their teaching and what challenges they may face regarding gender.
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
This document appears to be an excerpt from an English language textbook. It includes an introductory section, four main sections, and three intersections. Each section and intersection covers a specific language function or area and is divided into parts. The parts include language presentations with model conversations and charts, controlled practice exercises like drills, and situational practice activities. The goal is for students to learn how to vary their language appropriately depending on factors like the social situation.
Similaire à Interaction and Language Leraning in 3D Virtual Worlds (20)
El documento analiza la naturaleza multimodal de los blogs a través del análisis de 100 entradas. Examina el sincretismo de los modos texto, imagen y sonido; la tipología, ubicación y función representativa de estos elementos; y las estrategias cohesivas y funciones discursivas que emergen de la interacción multimodal. Concluye que los blogs demuestran un fuerte sincretismo texto-imagen para comunicar una amplia gama de significados y funciones discursivas.
La multimodalidad en los blogs de enseñanza/aprendizade de LE: Una propuesta ...Cristina Palomeque
El documento analiza la multimodalidad en blogs sobre enseñanza de lenguas extranjeras. Explica que los blogs son fuertemente multimodales y combinan modos como texto, imágenes, sonido y tipografía para construir significado. Propone una ficha de análisis que examina aspectos como la arquitectura informativa, encabezado, margen y entrada del blog, así como los modos, ubicación, contenido y función en cada sección. El objetivo es integrar un análisis de los diferentes modos para comprender la eficacia comunic
Developing a Multimodal Transcription to account for Interaction in 3D Virtua...Cristina Palomeque
The document proposes a 3M method for developing multimodal transcriptions to account for interaction in 3D virtual worlds. The 3M method involves transcribing communication at three levels - macro, micro, and tagging system. It aims to address the difficulties in representing simultaneous multimodal phenomena and adding a spatial dimension when transcribing complex interactions that can occur across multiple channels in 3D virtual environments.
Task Design in Virtual Worlds: Towards a Frame of ReferenceCristina Palomeque
This document summarizes a presentation on task design in virtual worlds for language teaching. It begins with an outline and taxonomy of virtual worlds like Second Life, World of Warcraft, and Open Wonderland. It then discusses principles for task design based on three examples - a Spanish language course in Second Life, quests in Second Life, and an Italian soap opera project. Key principles discussed include using the environment, balanced challenges, and focusing on meaningful interaction and communication. The document concludes by emphasizing the educator's creativity and viewing mistakes as part of the learning process.
Interaction and Language Learning in 3D Virtual WorldsCristina Palomeque
The document analyzes language learning interactions in virtual worlds. It describes 3 learning situations observed: 1) teacher-student interaction where the teacher models and drills with students; 2) student-student collaboration on a dialogue writing task; and 3) students interacting with an virtual actor to solve a crime. The research aims to understand types of interaction and uses transcription to analyze multimodal interactions. It finds benefits like immersive learning but also challenges around technical skills and balancing language with virtual world learning curves.
From simulations to (3D) virtuality: Mirorring tasks from language learningCristina Palomeque
The document discusses the use of multi-user virtual environments (MUVEs) for language learning and identifies three types of tasks used: 1) direct-transfer activities that replicate offline tasks without adapting for the virtual environment, 2) activities designed specifically for the MUVE that engage students, and 3) integrated MUVE tasks involving collaboration, problem-solving and meaningful interaction within the virtual world. It concludes that effective MUVE tasks should make use of the unique features of the virtual environment and be communicative to maximize student language learning.
The use of ICT tools to involve students in their learning/assessment processCristina Palomeque
This document discusses a study that used blogs to involve students in self and peer assessment of oral presentations. The study aimed to develop students' autonomy, communication skills, and key competences. Students gave feedback on presentations through a class blog. The feedback was analyzed to see if it reflected the assessment criteria and how politeness strategies were used. Most positive feedback addressed presentation structure and materials, while negative feedback focused more on external factors. Students generally used positive politeness strategies when providing feedback, though some used direct negative comments. The experience helped meet learning objectives but had some technical and timing issues. Blogs show potential for developing students' skills if integrated throughout a course.
Achieveing the Ying-Yang in language teaching and learning in virtual worldsCristina Palomeque
This document discusses achieving a balance between traditional and innovative approaches to language teaching and learning in virtual worlds. It notes that both students and teachers bring established beliefs from traditional settings that can hinder taking full advantage of new technologies if not addressed. To achieve balance, the document recommends making language learning objectives explicit, training both students and teachers for the new environment, considering students' beliefs, revisiting teachers' own beliefs, fully utilizing the features of virtual worlds, engaging students actively, and providing informative feedback including exploiting the gaming aspects of such platforms.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. Outline
1. Multimodal theory
2. Types and features of virtual worlds
3. Communication possibilities in virtual worlds
4. Data collection and tools
5. Student and teacher strategies in a formal
context in Second Life
6. Communication features in a formal context in
Second Life
7. Concluding remarks
8. References
3.
4. Multimodal theory
• Communication occurs through different
synchronous modes (Kress & Van Leewen, 2001)
▫ Verbal (oral / text)
▫ Images
▫ Sound
▫ Movement
▫ …
• Modal density (Norris, 2004)
Multimodal theory
5.
6. Text and graphic based VW
Type of VW Affordances for language learning
MOOs - socialization and empowerment of learners
-persistent environment
-anonymity
- anxiety eased in SS with a reluctance to speak
(Warschauer, Turbee & Roberts, 1996)
Graphic based
virtual worlds
- greater sense of presence
-co-construction of knowledge through an interactive
virtual environment
(Campbell, 2003)
Graphic based
virtual worlds with
voice
-strengthens the feeling of digital representation of self
(embodiment)
-voice: key element for language learning
(Cassel et al., 2001; Gee, 2001; Sweeney et al., 2010)
Types and features of virtual worlds
7. Features of 3D virtual worlds
• Real-time online virtual space
• Sound is distance-attenuated
• Persistent environment
• Avatar
• Teleport
• Communication tools
Types and features of virtual worlds
12. Multimodal communication
Face-to-face communication MUVE communication
• Multi-channel
• Interaction/interactivity
with…
▫ Avatars
▫ Environment
▫ Objects
▫ Interface
• Verbal language
• Non-verbal elements:
gestures, proxemics, haptics
• Environment
Communication possibilities in virtual worlds
13. Modalities in Second Life
Audible mode Textual mode Visual mode Spatial mode
-Language,
prosody, pause
-Background
sound
- Local chat
- Private chat
- Notecards
-Appearance
-Gestures
- Layout of space
- Proxemics,
movements
Adapted from Örnberg, T. (2005)
Communication possibilities in virtual worlds
14.
15. Course description
• 2 groups of first-year undergraduate students of
Tourism
• 30 students (15/class)
• Course: English for tourism purposes (level 1)
• No previous experience using Second Life
• 3 modules (3 sessions each)
▫ Hotels
▫ Museums
▫ Virtual Tourism
Data collection
16. Data
• Screen recordings of the sessions (teacher’s
perspective)
• After each session:
▫ Student questionnaires
▫ Teacher/researcher journal
• End: Semi-structured personal interviews
Data collection
22. Examples: Use of chat (students)
SS T S - S
• (0:52:19) – Cco: cristina, I
don’t liset anithing (technical
problems)
• (1:02:03) – SM: cristina I
would like to do it the second
(about the task)
• (1:02:37) BR: GM, quina es
aquesta nota que mas
preguntat? Que tha donat la
cristina?
• (1:02:45) GM: eske a mi ma
enviat una ke em posa kuatre
cosas tipus… ki soc, labitacio k
vull i axo
(asking for
help/clarification)
Strategies in a formal learning context in VWs
23. Examples: Use of chat (teacher)
CHAT TRANSCRIPT FUNCTION
T: who’s vacuuming?
T: turn off your mics!
Classroom management, sorting out noise
disruptions (technical)
T: Jest, Maska, Carme, Esther,
Andrea, sofas
Keywords in instructions, classroom
management (forming groups)
IM to Ander: do you have any
special requests?
Private help during tasks
Strategies in a formal learning context in VWs
24. Example: Channel checks
Teacher prompted Student prompted
• T: OK, so now I'm going to
pair you up. For example, Jest
Dash... yes, Jest? Can you hear
me?
• T: Can you talk, E? or no? No.
And mmm andrea, yeah?
Andrea, can you talk?
• T: mhm, Daniela, did you
hear?
• GM: esta parlant algu?
• DM: hello?
• JT: you listen me?
Strategies in a formal learning context in VWs
25.
26. 1. Multiple communication threads occurring at
the same time
2. Text and audio channels often operate
separately
3. Sometimes text and audio channel are
interdependent
4. Meaning is often dependant on the visual and
spatial modes in the MUVE
5. Meaning is built through different modes
Communication features in a formal context in a VW
27. 1. Multiple communication threads
TIME TEXT CHANNEL AUDIO CHANNEL
0:53:48 -
0:54:02
CCo: HOLA!! T: a:nd who else do we have here? EC,
yeah? Who doesn't have a role yet?
0:54:02 –
0:54:31
AGe: kien va conmigo T: ah Maska, OK. So guest 5 is Maska and
the receptionist, JR? Can you hear me? JR?
Hello? Ah OK, you don't have voice either.
OK, we'll do it by chat
MJ: carlaaaaaa!
SM: mariaaaa
Dash: yoo andeer
JR: im heree
CCo: no escolto a
ninguuuuu
0:54:31
-0:54:38
AGe: ok kien eres dash T: we're going to go to [the front desk]
BR: [I'm here: yeaahhh already]
Communication features in a formal context in a VW
28. 2. Text and audio channels often operate
separately
TIME AUDIO CHANNEL TEXT CHANNEL
0:52:07 T: a:nd the receptionist for GM is going to
be… JG, are you ready?
0:52:15 JG: well… yes CCa: un moment q no se
pq no sem sent ara
0:52:16 T: OK I am going to give you, this,
notecard. OK, guest… number 4 i:s JT…
wait…
CCo: cristina, I don’t liset
anithing
0:52:24 SM: when do the class
finish?
0:52:30 GM: at 7
0:52:40 T:… and the receptionist for guest number
4 i:s…CCo where are you? Are you a
receptionist?
Communication features in a formal context in a VW
29. 3. Sometimes text and audio channel are
interdependent
TIME AUDIO CHANNEL TEXT CHANNEL
1:03:08 Dash: and I need that you make
a wake up call for me at 7am. If
it’s possible
TAnder (IM): do you have
any special requests?
1:03:18 AGe: 7am?
1:03:20 Dash: yeah. A wake up call
1:03:25 AGe: OK. Do you have any
special requests? Apart from
this?
Communication features in a formal context in a VW
30. 4. Meaning is often dependant on the visual and
spatial modes
TIME AUDIO VISUAL DESCR
0:44:53 T: Some people are going to be here,
next to the sofas, and the other
people are going to be next to the
table
T is standing between
the wall and the sofa
0:46:03 T: Can you sit on the sofa: Jordi,
Carme…
0:47:22 Please, don’t move so much! When
I tell you to stay somewhere, stay
there
SS are moving around
and are not staying with
their groups
0:48:52 DM: which table?
0:48:53 T: here T walks and stands
beside the table in the
middle
0:48:55 DM: ahhh OK
Communication features in a formal context in a VW
31. 5. Meaning is built through different modes
EXAMPLE 1
1. Audio 1:07:10 T : Norah? SM? Can you stand next to
JT?
2. Text chat 1:07:18 T: SM, stand next to JT
3. Spatial 1:07:21 SM runs to JT and pushes him back
Communication features in a formal context in a VW
32. EXAMPLE 2
1. Audio 1:13:10 T: Now, DM is having problems, I think
2. Chat 1:13:07 DM: I’m talking alone
1:13:09 JT: I don’t listen nothing
3. Interface 1:12:19 T opens her active speakers window to
adjust DM’s volume
Communication features in a formal context in a VW
5. Meaning is built through different modes
36. Concluding remarks
• There is a steep learning curve so a lot of class time is
spent on technical issues
• There are some strategies which are especially relevant in
a virtual world
• Communication occurs through multiple channels which
are sometimes interdependent and together they create
meaning
• Multiplicity of communication threads occurring at the
same time
• The different modes operate in a virtual world (and how
they are related) should be taken into account when
transcribing or analyzing interaction
39. • Campbell, A. (2003). Foreign language exchange in a virtual world: An intercultural Task-based Learning
event. Unpublished paper written in partial fulfillment of an MEd in e-Learning at the University of Sheffield, U.K.
Retrieved from:
http://e-poche.net/files/flevw.html
• Cassel et al. (2001). More than Just a Pretty Face: Conversational Protocols and the Affordances of Embodiment.
Knowledge-Based Systems, 14, 55–64.
• Gee, J. P. (2002). A sociocultural perspective on early literacy development. In S. B. Neuman & D. K. Dickinson
(Eds.), Handbook of early literacy research, 30–42. New York: Guilford Press. ecutive Summary (1999).
American Council on the Teaching of Foreign Languages ACTFL. Retrieved from
http://www.actfl.org/files/public/
• Kress, G. & Van Leewen T. (2001). Multimodal discourse: The modes and media of contemporary
communication. London: Arnold
• Norris, S (2004). Analyzing Multimodal Interaction. A methodological framework. New York & London:
Routledge.
• Örnberg, T (2005). Örnberg Berglund, T. 2005. ”Multimodality in a three-dimensional voice chat”. In: Allwood et
al. (Eds.): Proceedings from the Second Nordic Conference on Multimodal Communication
• Sweeney, P., Palomeque, C., et al. (2010). Task Design for Language Learning in an Embodied Environment. In
Vincenti, G. & Braman, J. (eds.). Teaching through Multi-User Virtual Environments: Applying Dynamic
Elements to the Modern Classroom. Hershey,PA: IGI Global.
• Warburton, 2009. Second Life in Higher Education: Assessing the potential for and the barriers to deploying
virtual worlds in learning an teaching. British Journal of Educational Technology, 40(3), 414-426
• Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment.
System, 14(1), 1-14.
References
Notes de l'éditeur
This study is based on the notion that meaning is not created only through verbal language but that meaning is created through the interaction of different modes such as verbal, images (still and moving), sound, music, etc.
Thus, when analyzing interaction in a VW these different modes have to be taken into account.
Sigrid Norris: it is never possible to count the modes available in a communicative situation, as they are merely heuristic units of analysis. She advocates an approach to multmodality where focus is on creation of modal density. There is no inherent hierarchy among modes. Modal density can be achieved either intensity (on mode is best suited to deliver a sms under present circumstances) and complexity (when several different modes are used simultaneously to deliver the same message and none of the channels is given higher prominence than others)
Dado, pues, que los mundos virtuales son espacios de comunicación multimodal, nos aproximamos a ellos desde la perspectiva de la Teoría Multimodal
En su desarrollo en la Teoría Multimodal, que focaliza su objeto de estudio en delimitar los modos con que se desarrolla la comunicación (Kress, 2010: 78), bajo el concepto de multimodalidad se sostiene que un conjunto de modos semióticos está siempre involucrado en toda producción y lectura de textos, de manera que es preciso comprender la manera de leer estos textos como textos coherentes en sí mismos por la interrelación de modos. Así, el significado de todo acto comunicativo solo se puede captar considerando todos los modos o vías de significación que se emplean en el acto en cuestión.
Se entiende por modo cualquier recurso, vía, medio o material disponible en el contexto comunicativo, que se emplee con el propósito de crear significado(s) (Kress, Leite-García y van Leeuwen, 2000: 377-383).
In this table we can see different types of virtual worlds and their affordances for language learning. There are many studies on the successful use of this type of technology for lang learning from mid 90’s onwards.
MOOs – are text-based virtual worlds (they are solely text based) where users interact in real time using only text chat. The advantage over other text-based synchronous chat programs is that they allowed participants to describe themselves. The world is created entirely by its users (through descriptions). Interaction could take place within spaces created by users. Thus learners are empowered as the world is created by the students. These type of worlds are good to foster creativity in students. It is also a persistent environment because it doesn’t disappear when the student isn’t online, it continuous to evolve. So the user has a reasonable chance of happening on other users to interact with depending on the popularity of the world. It also allows for a certain degree of anonymity as the student can choose their nickname to enter the world and they only use text chat. Because of this relative anonymity and because of the written channel, anxiety is eased in students with a reluctance to speak.
Graphic-based virtual worlds: here users are ‘present’ represented by an avatar. Communication is via various forms of synchronous text-based chat and some visual gestures. Users can walk run, fly and teleport and are able to create content. Campbell (2003) described a course for Japanese learners of English using Active Worlds.
Co-construction of knowledge: 3D structures and landscapes acting as clear evidence of knowledge constructed collaboratively, of social interaction and communication becomes necessary amongst the learners if they are to complete the given task.
Graphic-based virtual worlds with voice: improvement: a more sophisticated and flexible design capability and synchronous voice. Great sense of presence, embodiement. Yee (2007) conducted a study and SL that confirmed that social norms of gender, interpersonal distance and eye-gaze all transfer into VW. Cassel et al (2001) describe the concept of embodiement and the avatars as embodied agents. The addition of voice brings two important benefits: it strengthens the digital reprsentation and adds a key element missing from traditional e-learning environments for language learning. In contrast to traditional e-learning interactions, where the suer is generally focused on documents or text or is limited to audio, MUVE users see their avatar talking within a particular setting. The input received by users is connected to their own projected identity, the interpretation of others’ identities, their paralanguage: body movements, gestures, chronemics (use of time in on-verbal commmunication and paraverbal features: stress, intonation and purposeful silence)
Evolution which broadens the possiblities for language learning but also makes the communication processes richer and more complex
Virtual worlds in learning are becoming increasingly popular and there is an extended belief that VW can be used as VLEs basically for 4 reasons. VW allow for multimodal communication: voice chat, text chat, private and public. There is a strong social dimension as users are represented by avatars. The residents of VW are usually quite friendly and willing to help newcomers. Apart from interacting with other avatars, you can interact with objects (e.g. when you open a door) or with the environment itself (you can contribute to create the environment). It is an immersive experience: the environment really makes you feel like if you really were in that place.
Interaction occurs between people, or in a MUVE context, between avatars.
interactivity is the interaction that occurs between the learner and the computer
Non-verbal vs paralanguage?
Ornberg conducted a study using the VW Traveler and mentions 3 modes: audible, visual and spatial.
In her study she states that the audible mode usually has the highest modal density and the spatial mode also has a great importance in a MUVE context: how the environment is set for the task, forming circles for discussions, facing another avatar when talking to him/her.
I have added the textual mode as in SL users often use the text chat together with the voice chat, for backchannelling purposes, for interruptions or to start another tread.
interfacce
Refer back to’ Modalities in S’L slide. A transcript has been created for the modes defined before: text, audio, visuals/space, interface. You can synchronize the different transcripts and the video so when selecting a part of a transcript, that part of the video automatically plays and you can see the part of the other transcripts that correspond to that moment.
Channel checks were very present during the sessions (especially the first ones) due to technical problems that some students were having, this was also due to the lack of facial expressions and other non-verbal elements such as nodding to express understanding. Although the program has the gesture incorporated, it has to be activated by opening the avatar’s gestures folder and then selecting the ‘nodding gesture’ (takes time) so nobody used it. Thus, some parts in f2f communication which are taken for granted or are more fluent, have to be made explicit through verbal communication (oral or written).
When students had technical problems they either asked for help from the teacher or asked their classmates for help
The mode which was most prominent was the oral mode. The ‘default’ class mode was the oral. However, the students often used the text chat. The use of the chat had different functions: sometimes it was to compensate for problems with the oral channel, to interrupt, to open a different thread, to complain about technical problems or just for fun. Sometimes the text chat was the mode they used to mark a difference from the ‘formal class mode’ (audio).
OTHER
Communication
Expressing non-und, asking for rep – students were not afraid of expressing non-understanding or asking for repetition, they also tried to help each other when they could
Code-switching – especially when addressing each other through the chat
Affective
- The chat was often use to joke, to talk about out-of-world topics and to socialize, they also used emoticons sometimes to clarify that they were joking or to express frustration when they were having technical problems
Channel/comp checks: most prominent strategy to ensure that the channel was open
back channeling markers such as aha, mhm so that the student knew that he was being heard and to encourage the student to carry on
- identity check: although the person who is speaking has green waves above their head, with big groups, sometimes it’s difficult to see who is speaking
- technical helper
Clasroom management
A lot of activities had to be adapted or simplified due to technical problems
- the teacher inserted a lot of spatial references to help students understand the instructions
- the use of the chat by the teacher was different, it was used to repeat key words, concepts or instructions or to compensate forproblems with the audio channel
Use of their L1 when addressing each other
In this slide we can observe 5 features which have been salient in the from the data that I gathered.
As there are different channels of communication, there are often multiple communication threads at the same time. Sometimes within the same channel.
Text and audio channels often operate separately as sometimes the students used as as their own communication channel, apart from the formal class channel which was the audio channel
Other times, both channels were used in combination
Because a virtual world is a multiomdal medium, meaning proved to be heavily dependant on the visual and spatial mode
Meaning is built through several modes, not only text and audio but also visual/spatial
T is trying to pair up students (form groups), in the chat we can see two different threads, a group of students calling each other and a student who is asking who his partner is (on chat tread is related to the class and the other isn’t)
The classroom discourse is full of references to objects in the MUVE so a visual description is necessary when transcribing
In this case, apart from the audio and the text chat, we need a visual description to complete the meaning of what is happening here
We need a description of the interface of the T’s computer to know what the T is doing to try to solve the technical problem that the student is having