vitaal and niflar projects at slanguages 2009
DESCRIPTION
My contribution to SLangugages 2009 on the NL project 'ViTAAL' (2008-2009) and the EU project 'NIFLAR' (2009-2011)TRANSCRIPT
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Ton KoenraadTELLConsult
Ton KoenraadTELLConsult
Rounding off:ViTAAL
Rounding off:ViTAAL
Starting up:NIFLAR
Starting up:NIFLAR
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The ViTAAL ProjectGOAL
Researching the contribution of 3d MUVEs to Language Education.
Focus on oral skills.
Joint project:Schools & Teacher Ed.
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The ViTAAL Project
• R & D for 3 Activity Formats:
1. Language Village: training & testing
2. Interactive narrative: LanguageQuest
3. Events and Fun Activities
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Format 1: Virtual Language Village
Pupils
•Teachers
• Student Teachers & Trainers
•Fellow pupils
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IRL, what is Languagevillage | Langueville | Sprachstadt ?
RL-simulation with physical props as scenes for everyday communicative situations
Teachers, native or competent speakers take on roles and/or assess.
Target group at 2ndary Schools: mostly beginner to intermediate level (CEFR: A1-A2)
A school-based, yearly event.
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Virtual Language Village Rationale:
More practice of oral skills for RL language tasks
Design principles
Blended approach:
- techer-led f2f sessions & in-world sessions with fellow pupils and student mentors
- using additional materials alligned to textbook in use
- in-world assessment training by student teachers
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Virtual Language Village: Organisation
Production / Mentor TeamA’dam student teachers (n=18)
Materials:paper based prep. activities, CEF Level A1-A2194 pp.
Participants2 schools, 1 class eachAge: 13-14Student teacher mentored groups (size: n=3)
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Virtual Language Village: technical features
A variety of locations: tourist info, cafeteria, police station, baker’s, village square, pond, student hang-out, etc..
2 bots
‘professional’ avatars
Voice-enabled, but…
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Format 2. SurReal Quest: an interactive detective story
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The Interactive Quest Rationale:
Enhance the WebQuest concept using story development and embedding ‘live’ interaction
Design principles
- LanguageQuest design criteria
- Competitive pupil teams (n=5)
- teacher-coached f2f team sessions
- in-world meetings with story characters (student mentors)
- assessment of (interim) products by teacher
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Interactive LanguageQuest: Organisation
Production & Actor TeamA’dam student teachers (n=7)
Materials:- Original storyline, - CEF-based inputs & tasks ( A2 – B1)- specifically designed LQuest template
Participants- 1 school, 1 class Age: 16-17- 1st year student teachers (n=7)
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Teacher Ed. Curriculum Module Theoretical input:
- TBLT & SLA principles- Methodology for oral skills training
- Task design principles
- CEFR & Assessment: criteria & instruments & procedures
Practical experiences:- Materials development- Fluency training- Online assessments
Output
- Language Village:Textbook supplementary materials
- LanguageQuest
- Events:Registration website & self access prep. materials
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Evaluation & Research
General Focus: Feasibility
Proof of concept for Learning Blend: learning potential, added value, win-win?
Mapping of conditions
Materials & Activity design
Performance-based assessment
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Evaluation: Pupil perspective Interesting, nice change
Spent more time than usual after school hours
Learned more: - vocab, - talking about self, ordering things, giving directions
More awareness of: - relevance of grammar / pronunciation for communication - personal knowledge & skills gaps
Did and learned equally little as in f2f lessons
3D world not very inviting (looks, interactive facilities)
Technical (voice) & organisational problems (partner presence)
extension of the virtual village needed: a wider variety of shops.
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Evaluation: Teacher perspectivePupils enthusiastic,
more motivation & time on task, less inhibition
More authenticity in tasks, language use: attention for accuracy
More opportunities for differentiation & independent work
Enjoyed working with new formats
More class-based preparation time needed for online sessions
Success factors:- timely delivery & quality of prep materials- operational technology- teacher competences: classroom management,
ICT-skills
Allignment of class activities with student mentors agendas
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Evaluation: Student teacher perspective
Great learning opportunity:
- designing materials- getting peer-feedback in design process
Practicing interaction & teaching skills:- interlocutor role- giving feedback to pupils - doing assessments
Design task:very time consuming
Organisational problems:- pupil presence- teamwork
Technical issues: - voice- AW- interface skills
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Evaluation: Teacher educator perspective
Great chance for linking theory to practice
Implementation of experiential learning in teacher ed.
Collaboration with schools is vital
Current module is too demanding: further phasing of curriculum content
Critical trainer’s skills:- coaching student production teams- personal ICT / AW skills
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Issues & constraints
Institutional- Hard & Software:
Availability 3d browser,capturing software, headsets, VLE…
- Curriculum embedded activity
- Pedagogy match (staff, materials)
Virtual World SoftwareICT skills
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Future Developments
Implementation in partners’ curriculaScaling up (languages, formats, sectors)Exploitation model (partnership
expansion)Further research:
- Promotion of L2 use? - face & content validity of assessments- pragmatics (teaching & assessing)- SLA?
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So much about the ViTAAL Project: any questions / comments?
For papers see:www.koenraad.info/vrall
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NIFLARNIFLARNetworked Interaction
in Foreign Language Acquisition
& Research
EU project 2009 – 2011
EU project 2009 – 2011
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PartnersPartners
U. PalackyU. Palacky TELLConsultTELLConsult U. CoimbraU. Coimbra
CoordinatorCoordinator
Affiliate partners: U. Nevsky and Novosibirsk Technical University, U. Concepción, 4 sec. schools
Affiliate partners: U. Nevsky and Novosibirsk Technical University, U. Concepción, 4 sec. schools
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NIFLAR Objectives & ambitionsNIFLAR Objectives & ambitionsExploring the added value of video-web
communication (VWC) and virtual worlds (VW) to development of communicative and intercultural competence in L2.
Development of design principles for effective L2 tasks
Development, application and evaluation of tasks according to the design principles
Contribute to international international researchresearch: : CMC, ICC, Pragmatics, blended learning
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Exploring the added value of VWC and VW
Opportunities for real-life and virtual synchronous communication with native speakers of the target language
Opportunities for creating culture-specific virtual contexts for contextualised communication
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Evaluation grid for task design in video-web communication and virtual worlds
Design principles:
For communicative competence in L2 acquisition
For intercultural competence in L2 acquisition
For the application of VWC and VW in L2 acquisition
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Video conferencing:
ADOBE CONNECT
Video conferencing:
ADOBE CONNECT
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Design principles for the application of Video Web Communication
Video-web communication:
Personal contact is relevant
Nonverbal interaction is relevant
Only communication partners are present
Visual context outside communication partners is irrelevant
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Voice-enabled 3D WorldVoice-enabled 3D World
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Design principles for the application of 3D Virtual Worlds
Virtual worlds: Visual context around communication partners is
relevant
Context is specifically created or applied for context-specific conversation topics
As in real-life, others might interfere
Contexts might be adapted (simplified, exaggerated) in order to promote awareness and learning
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Interaction focused on studentsInteraction focused on students
Two target groups:
Foreign language learners of Dutch, Portuguese, Russian and Spanish (also at secondary level)
Pre-service teachers of Dutch, Russian and Spanish
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Importance of adequate tasksImportance of adequate tasksCharacteristics of appropriate tasks for
virtual interaction
Standardised format
Level (CEFR)
Teachers and pre-service teachers designing, piloting and adapting tasks
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Research FocusResearch FocusInteractions: Conferencing & 3D
Tasks
Specific aspects: ICC, pragmatics, negotiation of meaning
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DeliverablesDeliverables A framework for task designA framework for task design
A collection of tasks and scenariosA collection of tasks and scenarios
Guides for: Teachers, Teacher Educators & CMC researchGuides for: Teachers, Teacher Educators & CMC research
A 3D world & facilities for its future exploitationA 3D world & facilities for its future exploitation
Master theses, publications, conference presentationsMaster theses, publications, conference presentations
Dissemination websiteDissemination website
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Thank youThank you
Any questions Any questions oror
Comments?Comments?
Thank youThank you
Any questions Any questions oror
Comments?Comments?
Ton KoenraadTELLConsult
Ton KoenraadTELLConsult
www.niflar.euwww.niflar.eu