Simille
This presentation is the property of its rightful owner.
Sponsored Links
1 / 19

SIMiLLE PowerPoint PPT Presentation


  • 72 Views
  • Uploaded on
  • Presentation posted in: General

SIMiLLE. fgfg. …investigation of virtual world technologies to create meaningful contexts for learning a foreign language by addressing the students’ lack of cultural and social context…. SIMiLLE. The team: Dr. Michael Gardner – Project Management & Best Practice

Download Presentation

SIMiLLE

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Simille

SIMiLLE

  • fgfg

…investigation of virtual world technologies to create meaningful contexts for learning a foreign language by addressing the students’ lack of cultural and social context….


Simille1

SIMiLLE

The team:

Dr. Michael Gardner – Project Management & Best Practice

John Scott – Design and Build

Dr. Joy van Helvert – User needs

Dr. Adela Ganem – Trials and evaluation

Prof. Chris Fowler – Pedagogical consultant

fgfg


Language learning domain

Language learning domain

  • Distance learning students unable to experience the cultural and social immersion when learning a language

  • Enrich and control the cultural content for students already located in the host environment

  • Non-verbal communication in the form of voice tone, facial expression, body language and spatial positioning accounts for the majority (97%), of information exchanged in any social interaction

  • Need to support:

    • High Quality, synchronous, communication.

    • Realistic settings and behaviours which provide contextual cues and sign posts for meaningful discourse and interactions, and to support a ‘sense of presence and self’

    • Reflection, Imitation and Practice where the learner has an opportunity to reflect on what is learnt and to take remedial action through further imitation and practice

    • Personalised to support learners of different abilities, styles, and learning pace

    • Transparent teaching so learners become less distracted by the mechanics of the teaching and more focussed on the learning process and content.

    • Motivating through greater realism, autonomous interactions, and compelling scenarios.


Application scenario

Application scenario

  • A multi faceted world/environment containing multiple resources for teachers to develop and refine their teaching scenarios to fit the needs of their students

  • The emphasis is on supporting both teachers, in developing their learning scenarios, and students in navigating the tasks set by them

  • Tools required:

    • Construction tools (activity templates, role templates, object archives, examples, etc.)

    • Observation tools (visible/invisible presence, record and playback)

    • Tools to allow the development of signposts, cues, etc.

    • Assessment and diagnostic tools

  • Formative evaluation/development: -> Dec 09

  • Summative trial/evaluation: Jan – Mar 10


Simille

SIMiLLE overview

Virtual Worlds

Object Library

Teacher

2. may enhance world to support plan

1. generates or reuses existing Activity Plan

observes student

activity

COURSE MANAGEMENT SYSTEM

SIMiLLE PLATFORM

Teacher generated

reusable Activity Plans

Role and task

descriptions

enhance

contains

Student evidence:

VW recordings,

written reports etc.

assesses

gathers

accesses

carries out activity

Student


Simille implementation

SIMiLLE Implementation

ENVIRONMENT

A virtual environment with various pre defined attributes that provide a backdrop for teachers to develop interaction SCENARIOS that meet the learning needs of their students.

SCENARIO

A learning activity defined by teachers that takes place within/utilises a SIMiLLE ENVIRONMENT

RESOURCES

The objects and functionality available to teachers for developing scenarios (e.g. cues & signposts)

ACTIVITY TYPE

One of three kinds of learning orientation:

1) Information gathering; 2) Role play; 3) Reflection and discussion


Learning activity information gathering

Learning activity: Information gathering

  • For example:

    • Pairs of students exploring a 3D world together, making and discussing observations or gathering clues.

    • The learning objectives and the details of the activity, such as clues, objects to be found or phenomena to be observed will be defined by the teacher.


Learning activity role play

Learning activity: Role Play

  • For example:

    • The opportunity to explore one or more everyday life roles within the community, such as a customer (restaurant/ shop etc), waiter, shop keeper, shopper, librarian etc.

    • Scenarios and roles will be defined by teachers for students in accordance with the appropriate learning objectives.

    • Teachers may take part in the scenario assuming roles that challenge students to develop their language skills.

    • Alternatively students may take turns in playing various roles within the teacher defined scenario or students with higher levels of competence may assume roles that facilitate both their own and lower level students’ language skills.


Learning activity reflection discussion

Learning activity: Reflection & Discussion

  • For example:

    • The opportunity to replay interactions within the world stimulating a critical evaluation of performance either personally or with others (peers and/or teacher).

    • Such evaluations could be either spoken or written.

    • The details of the activity (i.e what should be recorded and played back and the form of the evaluation) will be defined by the teacher.


Simille video formative evaluation

SIMiLLE video (formative evaluation)


Implementation wonderland 0 5

Implementation: Wonderland 0.5

  • Cultural settings: University campus


Simille evaluation 1

SIMiLLE evaluation (1)

Evaluation criteria and questions

Practicality & acceptability

Does SIMiLLE allow the implementation of the tasks satisfactorily?

Are the identified benefits of SIMiLLE greater than the identified drawbacks?


Simille evaluation 11

SIMiLLE evaluation (1)

Evaluation criteria and questions

Practicality & acceptability

Does SIMiLLE allow the implementation of the tasks satisfactorily?

Are the identified benefits of SIMiLLE greater than the identified drawbacks?

Authenticity

Is there a strong correspondence between the SIMiLLE tasks and the type of tasks learners carry out in non-pedagogical contexts?

Are learners able to see the connection between the SIMiLLE tasks and tasks they need to perform as part of their life in the UK?


Simille evaluation 12

SIMiLLE evaluation (1)

Evaluation criteria and questions

Practicality & acceptability

Does SIMiLLE allow the implementation of the tasks satisfactorily?

Are the identified benefits of SIMiLLE greater than the identified drawbacks?

Authenticity

Is there a strong correspondence between the SIMiLLE tasks and the type of tasks learners carry out in non-pedagogical contexts?

Are learners able to see the connection between the SIMiLLE tasks and tasks they need to perform as part of their life in the UK?

Learner fit

Are the SIMiLLE tasks appropriate for the learners, e.g. in relation to age, computer experience, needs?

Is the difficulty level of the SIMiLLE tasks appropriate for the learners to increase their L2 ability?


Simille evaluation 2

SIMiLLE evaluation (2)

Evaluation criteria and questions

L2 learning potential

Do the SIMiLLE tasks provide opportunities for learners to achieve the target tasks and L2 learning objectives, e.g. in relation to interaction, collaboration, co-construction of knowledge, focus on form and meaning?

  • Collaboration, co-construction of cultural and linguistic knowledge, cultural awareness;

  • Motivation;

  • Listening, speaking, reading and writing in the L2;

  • Negotiation of meaning: they had opportunities to pose questions, make requests, ask for information, clarification, and practice functions such as agreeing and disagreeing;

  • Vocabulary

Impact

Do the learners have a positive learning experience with SIMiLLE?

Does SIMiLLE support / foster learner autonomy, e.g. learners are able to carry out the tasks independently, learners have control over resources, language, etc.?

Are there any distinctive characteristics of SIMiLLE which contribute to the positive – or otherwise – learning experience?


Institutional and practitioner issues

Institutional and Practitioner Issues

  • Management support

  • Information Systems Support

  • Integration into existing curriculum

  • Staff/student training and support

  • Client requirements eg. headsets, graphics, etc

  • Teaching templates eg. activity plan, role descriptions

  • Access to in-world content eg. 3D models, interactive activity tools, etc

  • Integration with LMS eg. Moodle

  • Recording sessions, replay and reflection


Wonderland 0 5 implementation

Wonderland (0.5) implementation

  • Make use of Google Warehouse resources

  • Server deployment infrastructure (one world per server)

  • 15-20 concurrent users

  • Teacher configuration of SIMiLLE environment

  • Jumping between worlds (portal)

  • Recording and playback

  • Limited/no learner personalisation

  • In-world access privileges

  • Group collaboration tools

  • Good quality audio communication


Simille deliverables

SIMiLLE deliverables

  • Wonderland implementation (Open Source)

  • Requirements document

  • Evaluation reports

  • Best practice guides

  • Papers and reports

  • Ends April 2010


Simille

End

[email protected]


  • Login