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Readiness to implementing Second Life in the language curriculum; Spanish Club in Second Life. Mercedes Coca, Tamy Zupan Athina Chatzigavriil. Session Overview. LSE Spanish Club in Second Life Pilot project overview Findings: Strengths – Challenges & lessons learnt Q & A Debate discussion.

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Mercedes coca tamy zupan athina chatzigavriil l.jpg

Readiness to implementing Second Life in the language curriculum;

Spanish Club in Second Life

Mercedes Coca, Tamy ZupanAthina Chatzigavriil


Session overview l.jpg
Session Overview curriculum;

  • LSE Spanish Club in Second LifePilot project overview

  • Findings: Strengths – Challenges & lessons learnt

  • Q & A

  • Debate discussion



The idea an enthusiastic teacher l.jpg
The idea: an enthusiastic teacher curriculum;

  • Experience as student

    • Digital Game Based Learning

    • Final Year party

  • Research interest

    • Readiness to Adopting Second Life by Language Teachers in British Higher Education

    • Design Issues


The pilot spanish club in sl l.jpg
The pilot: Spanish Club in SL curriculum;

  • Pilot period: January-March 2009

  • Teachers: Tammy & Mercedes

  • Support: CLT


Decisions taken l.jpg
Decisions taken curriculum;

Which course?

  • Compulsory v. Optional

  • Degree v. Certificate

  • Open to all students v. Limited number

    How many students?

  • 12 students (max)

  • Recruitment: Flyer/ppt

    Pedagogical model?

  • Informal (Games/Conversation) v. formal academic activities (Simulations)

    Frequency?

  • Length: 20 hours (10x2h)

    Training

  • Who/How/When/Where


Initial model l.jpg
Initial model curriculum;

Final model

  • Informal model:Conversation / games

  • Self-contained tasksNot building across sessions

  • Tasks:

    Treasure hunt, karaoke, acting, role playing etc

  • Formal academic model:Global simulation

  • Progressive tasksBuilding across sessions

  • Tasks:

    Una ONG en Latinomérica


Tasks of simulation ngo in latinoamerica l.jpg
Tasks of simulation NGO in LatinoAmerica curriculum;

  • Choosing the NGO

  • Deciding the name

  • Mission statement

  • Press release/interview

  • Advertising a new post

  • Person specification

  • Job description

  • Job interview

  • Fund rising event


Support and training l.jpg
Support and Training curriculum;

  • Development of the island

  • Documentation wiki http://castorsretreat.wetpaint.com/

  • SL at LSE computer room

  • Face-to-face student training

  • CLT support during sessions


Findings strengths l.jpg
Findings: Strengths curriculum;

  • Offered an immersive and “relaxed” environment

  • Enhanced creativity (i.e. creating avatars)

  • Students perceived attention of teacher much higher

  • Provided extensive and meaningfulinteraction enhancingstudent involvement in the tasks

  • Allowed students to focus on the means rather than the form (forgot that they were learning a language)

  • Offered participants the opportunity to explore topics meaningful and relevant to the curriculum

  • Reinforced peer relations, group cohesion and group dynamics

  • The use of collaborative tasks enhanced communication

  • Developed emotional learning

  • Wealth of media in one spot


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Findings: Challenges - Lessons learnt curriculum;

  • Multitasking and flexibility

  • Requirement of highly structured sessions

  • Management of activities and students (incl. time)

  • Liaise with many people

  • Simulations not fully explored

  • Technical, accessibility and usability issues (platform/institution/individual)

  • Identity in virtual world and how to cope technically

  • Immersive environment (not for all)

  • Emotional challenges

  • Appropriate use of platform: reconcile the school priorities with perceived ludic activities

  • Individual perceptions: attitude to fun and digital games


Thank you l.jpg
Thank you curriculum;

Questions

Contacts:

Mercedes Coca: [email protected]

Tamy Zupan: [email protected]

Athina Chatzigavriil: [email protected]


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