JTN -3/4 JUIN 2010 NÎMES L'utilisation des mondes virtuels comme "Second Life" dans la formation linguistique Luisa Panichi Universit é de Pise, Italie

JTN -3/4 JUIN 2010 NÎMES The AVALON project Access to Virtual and Action Learning Live Online A two year multilateral and transversal project funded under KA3 (ICT) of the LLP of the EACEA. Partnership: 26 European partners 10 state funded universities 16 other public and private organisations

JTN -3/4 JUIN 2010 NÎMES Experiment with and explore virtual worlds for language education Create and test activities Design and run Language courses Design and run a teacher training course Provide models and best practice guidelines

JTN -3/4 JUIN 2010 NÎMES Virtual worlds MUVE’s (Multi-user virtual environments) 3 Dimensional: movement Avatar: a 3D rendering of yourself Games (role play): The Sims Gaming: WoW (World of Warcraft) Socialising and entertainment: Active Worlds, Second Life Highly immersive and participatory

JTN -3/4 JUIN 2010 NÎMES Interest for language education Virtual platform for online and distance education Complement to face-to-face learning Integration with other LMS (sloodle) Communication: synchronous, multimodal (text chat; voice chat), streaming (sound and video) Creative and representational: Building/cultural artefacts (permanent/non permanent) Performative: Avatar

JTN -3/4 JUIN 2010 NÎMES AVALON Courses The Debating course (English B1-B2) Business English course (B1-B2) The Italian Beginner’s course (A1-A2) “Alzati e cammina” German for Beginners The Tandem Catering course (Spanish/English) North Sami Teacher training course

JTN -3/4 JUIN 2010 NÎMES Models for learning Socio-cultural models (i.e. Vygotsky 1978; Lave & Wenger 1991; Wenger 1998) Communicative language learning Collaborative models Learning by doing/Action learning Problem-based learning

JTN -3/4 JUIN 2010 NÎMES Design

JTN -3/4 JUIN 2010 NÎMES Design Process What is my philosophy of learning? Why use SL? Practical issues (i.e. institution, access, firewalls, assessment requirements, technical initiation) Pedagogic issues (i.e. tasks, authenticity, teacher’s role) Feedback

JTN -3/4 JUIN 2010 NÎMES 1. Philosophical Starting Point Is SL the right environment for my course? How do we learn? Do I believe in collaborative models?

JTN -3/4 JUIN 2010 NÎMES 2. Affordances – What Motivates the Use of SL? How do I make use of SL and its possibilities? Should SL be used in combination with other tools? Do I need synchronous oral communication? How can SL contribute to the learning experience?

JTN -3/4 JUIN 2010 NÎMES 3. Practical Design Issues Technical and social initiation, instructions, communication, environment, community How do I manage technical initiation? Who are my students? Can my institution handle the technology? What formal requirements are there?

JTN -3/4 JUIN 2010 NÎMES 4. Specific Task Design Issues Types of task: collaborative, exploring SL, building, role playing What is my role as a teacher? Who are my students? Are the tasks engaging, relevant and authentic?

JTN -3/4 JUIN 2010 NÎMES 5. Implementation, Evaluation and Redesign Learn from practical experience and ‘tweak’ design Who evaluates? How do I evaluate? How can things be improved? What have I learnt?

JTN -3/4 JUIN 2010 NÎMES Action Research

JTN -3/4 JUIN 2010 NÎMES Feedback and evaluation Pedagogical and practical aim Pre-course information/Post-course information Quality control Group discussions, individual interviews, questionnaires Monitoring of students from beginning to end Affective dimension of the learning experience Reflective teaching

JTN -3/4 JUIN 2010 NÎMES Common Learning Objectives Learning to use virtual worlds for language learning, both as a tool for communication and a source of information (technical competence/physical space); Collaborating with people from other language and cultural backgrounds in an online environment towards a common goal (social and intercultural competence/social space); Communicating effectively with others in meaningful and authentic tasks (linguistic competence); Acquiring new specific knowledge (i.e. content acquisition).

JTN -3/4 JUIN 2010 NÎMES Lectures/formal presentations

JTN -3/4 JUIN 2010 NÎMES Informal learning

JTN -3/4 JUIN 2010 NÎMES Smaller group work

JTN -3/4 JUIN 2010 NÎMES Gymnastics/Games

JTN -3/4 JUIN 2010 NÎMES Exploration and navigation

JTN -3/4 JUIN 2010 NÎMES ”Buddy system”

JTN -3/4 JUIN 2010 NÎMES Tandem

JTN -3/4 JUIN 2010 NÎMES Sami/locative

JTN -3/4 JUIN 2010 NÎMES Teacher training course Avalon Learning Island and Moodle 6 weeks, 20 teacher trainees, 14 EU countries, 2 groups, 2 teachers per group Appearance, identity, navigation skills, communication and presentation skills, building skills, networking, fostering participation in others, SL and the web Final outcome: Lesson plan and group feedback

JTN -3/4 JUIN 2010 NÎMES Other fields of application Literature, culture, communication, theatre and film studies, art, history, music Human resource and management training Counselling Rehabilitation and Physiotherapy Marketing Journalism, media and politics Research in didactics, pedagogy, linguistics, social sciences, medicine and neuroscience

JTN -3/4 JUIN 2010 NÎMES Virtual Montremartre and Virtual Harlem International collaboration between the University of Central Missouri, US, and Paris IV- Sorbonne, France. Virtual Harlem and Virtual Montmartre are virtual representations of two historical places from the Jazz Age Places of instruction, learning, co-building, collaboration, re-enactment and content and knowledge migration

JTN -3/4 JUIN 2010 NÎMES Interview with… Dr. Bryan Carter, USA Associate Professor of Literature, University of Central Missouri Creator and educator in SL, Avalon member Dr. Mats Deutschmann, Sweden Docent, English Linguistics, Mittuniversitetet and Umeå Universitet, Sweden Teacher, researcher and course designer in SL, Avalon Partner

JTN -3/4 JUIN 2010 NÎMES Summary VWs allows for the integration of the physical space into the pedagogic design. This can greatly strengthen aspects such as the participatory and affective dimension of the online learning process. Result = a more holistic approach to learning.

JTN -3/4 JUIN 2010 NÎMES Invitation to AVALON Webpage Avalon in SL arning/81/226/41 arning/81/226/41 NING Luisa Panichi, Local project leader, University of Pisa, Italy

JTN -3/4 JUIN 2010 NÎMES References and bibliography Active Worlds Avalon (Access to Virtual and Action Learning Live ONline) and Bignel, S. and Parson, V. (2010) Best Practices in Virtual World Teaching. A guide to using problem-based learning in Second Life. Preview-Pych Virtual Psychology. University of Derby, University of Aston and the Higher Education Academy Psychology Network, UK. Carter, B. W. (2009) Enhancing Virtual Environments. In J. Molka-Danielsen and M. Deutschmann (eds) Learning and Teaching in the Virtual World of Second Life, Tapir Academic Press, Norway, pp Deutschmann, M. & Panichi, L. (2009a) Instructional design, learner modeling, and teacher practice in Second Life. In J. Molka-Danielsen and M. Deutschmann (eds) Learning and Teaching in the Virtual World of Second Life, Tapir Academic Press, Norway, pp Kamimo and Kaplan Andreas M., Haenlein Michael (2009) Utilisation et potentiel commercial des hyperréalités : une analyse qualitative de Second Life, Revue Française du Marketing, N°222, Lave, J. and Wenger, E. (1991) Situated Learning - Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Lim, K. (2010) The Six Learnings of Second Life: a Framework for Designing Curricular Interventions In-world. Journal of Virtual Worlds Research, North America, 2, mar Available at: Date accessed: 31 May Molka-Danielsen, J. & Deutschmann, M. (2009) Learning and Teaching in the Virtual World of Second Life, Tapir Academic Press, Norway. Panichi, L., Deutschmann, M. and Molka-Danielsen, J. (2010) Virtual worlds for language learning and intercultural exchange – Is it for real? In: S. Guth and F. Helm Telecollaboration 2.0: Languages, Literacies and Intercultural Learning in the 21st Century. Bern: Peter Lang, pp Salmon, G. (2004) E-Moderating: The Key to Teaching and Learning Online. London: Taylor & Francis. Second Life Vygostky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press. Wankel. C. & Kingsley, J. (2009) Higher Education in Virtual Worlds. Teaching and Learning in Second Life, Bingley: Emerald. Wenger, E. (1998) Communities of practice: Learning, meaning, and identity.Cambridge: Cambridge University Press.

JTN -3/4 JUIN 2010 NÎMES The Euroversity network proposal Builds on existing synergies (Avalon, IcEurope, Niflar) Multilateral network, LLP, KA3 (ICT), 3 years Austria, France, Germany, Sweden, Norway, Cyprus, Portugal, Spain, UK, Netherlands, Italy, Israel CCI du Jura, Direction des Usages du Numérique - Université de Strasbourg To create a framework for the future development of a virtual university To experiment with the teaching and learning of other subjects, i.e. physics

JTN -3/4 JUIN 2010 NÎMES Invitation to AVALON Webpage Avalon in SL arning/81/226/41 arning/81/226/41 NING Luisa Panichi, Local project leader, University of Pisa, Italy