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==Approaches to language education in virtual worlds==
Almost all virtual world educational projects envisage a [[blended learning]] approach whereby the language learners are exposed to a 3D virtual environment for a specific activity or time period. Such approaches may combine the use of virtual worlds with other online and offline tools, such as 2D virtual learning environments (e.g. [[Moodle]]) or physical classrooms. SLOODLE. for example, is an open-source project which integrates the multi-user virtual environments of Second Life and/or [[OpenSimulator|OpenSim]] with the Moodle learning-management system.<ref>SLOODLE is a free and open source project which integrates the multi-user virtual environments of Second Life and/or OpenSim with the Moodle learning-management system: http://www.sloodle.org/moodle/</ref> Some language schools offer a complete language learning environment through a virtual world, e.g. [[Languagelab.com]] and [http://www.avatarlanguages.com/home.php Avatar Languages].
Virtual worlds such as Second Life are used for the [[immersion (virtual reality)|immersive]],<ref>{{cite news |first=Douglas |last=Canfield |title=Using Immersive Learning Environments in Foreign Language Classes: Second Life |url=https://www.calico.org/p-398-%20..html |work= Paper presented at CALICO 2008 |accessdate = 2011-05-07}}</ref> collaborative<ref>{{cite news |first=Jessamine |last=Cooke-Plagwitz |title=Conversing in the Metaverse: Language Teaching and Learning in Second Life |url=https://www.calico.org/p-398-%20..html |work= Paper presented at CALICO 2008 |accessdate = 2011-05-07 }}</ref> and task-based, game-like<ref>{{cite news |first=James |last=Chan |title=Developing a Meaning-focused and Task-based Virtual Learning Reality |url=https://www.calico.org/p-398-%20..html |work= Paper presented at CALICO 2008 |accessdate = 2011-05-07}}</ref> opportunities they offer language learners. As such, virtual world language learning can be considered to offer distinct (although combinable) learning experiences.
* '''Immersive''': Immersive experiences draw on the ability to be surrounded by a certain (real or fictitious) environment that can stimulate language learning.<ref>Jeffery A. & Collins, M. (2008). Immersive Learning and Role Plays in Second Life. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2628-2632). Chesapeake, VA: AACE: Retrieved from http://www.editlib.org/p/27616, 2011-05-07.</ref>
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The "Six learnings framework" is a pedagogical outline developed for virtual world education in general. It sets out six possible ways to view an educational activity.<ref>Lim K. (2009) "Pedagogy, Education and Innovation in 3-D Virtual Worlds", '' Journal of Virtual Worlds Research 2,1'': http://journals.tdl.org/jvwr/article/view/424/466</ref>
* '''Exploring''': learners explore a virtual
* '''Collaborating''': learners work together within a virtual world on collaborative tasks.
* '''Being''': learners explore themselves and their identity through their presence in a virtual world, such as through role-play.
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"A virtual classroom in SL sets itself apart from other virtual classrooms in that an ordinary classroom is the place to learn a language whereas the SL virtual classroom is the place to practise a language. The connection to the outside world from a language lab is a 2D connection, but increasingly people enjoy rich and dynamic 3D environments such as SL as can be concluded from the high number of UK universities active in SL."
To what extent a virtual classroom should offer only language practice rather than teaching a language as in a real-life classroom is a matter for debate. Hundsberger's view (p. 18) is that "[
===Virtual tourism===
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The Hypergrid Adventurers Club is an open group of explorers who discuss and visit many different OpenSim virtual worlds. By using ''hypergrid'' connectivity, avatars can jump between completely different OpenSim grids while maintaining a singular identity and inventory.<ref>Hypergrid Adventurers Club: http://becunningandfulloftricks.com/hypergrid-adventurers-club/</ref>
The TAFE NSW-Western Institute Virtual Tourism Project commenced in 2010 and was funded by the Australian Flexible Learning
===Autonomous learning===
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