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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

Readiness to implementing Second Life in the language curriculum;

Spanish Club in Second Life

Mercedes Coca, Tamy ZupanAthina Chatzigavriil

session overview
Session Overview
  • LSE Spanish Club in Second LifePilot project overview
  • Findings: Strengths – Challenges & lessons learnt
  • Q & A
  • Debate discussion
the idea an enthusiastic teacher
The idea: an enthusiastic teacher
  • 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
The pilot: Spanish Club in SL
  • Pilot period: January-March 2009
  • Teachers: Tammy & Mercedes
  • Support: CLT
decisions taken
Decisions taken

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
Initial model

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
Tasks of simulation NGO in LatinoAmerica
  • 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
Support and Training
  • 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
Findings: Strengths
  • 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
findings challenges lessons learnt
Findings: Challenges - Lessons learnt
  • 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
Thank you

Questions

Contacts:

Mercedes Coca: m.coca@lse.ac.uk

Tamy Zupan: zupant@regents.ac.uk

Athina Chatzigavriil: a.chatzigavriil@lse.ac.uk