1. Virtual Worlds

2. What is a virtual world? A virtual world is a computer-simulated environment inhabited by users who interact through their on- screen avatars. Social life in the virtual world is depicted by multiple users appearing together in three-dimensional graphical scenes. The world being simulated has real-world physical characteristics such as gravity, topography, locomotion, real-time actions, and communication. Best known of the 3-D virtual-reality environments is Second Life created by the San Francisco company Linden Research Inc.

3. Existing Virtual Worlds Second Life Habbo Hotel Worlds Chat World of Warcraft Kaneva

4. Leanguage Learning Use Their uses are varied and can adapt to different needs. To mention some Communications scenarios. It is clear virtual worlds are being used to teach field specific communications. For example, an MBA negotiations class may meet virtually with different company leaders to negotiate the terms of an agreement. Developing Tools. Some scientific fields are integrating lectures with 3D models for teaching purposes. For instance, in the field of forensic pathology, Second Life is being used to teach autopsy procedures. Simulated Experiences. To experience a simulated world. For instance, The NOAA (National Oceanic and Atmospheric Administration) created a world to simulate a tsunami or hurricane. Safety-focused Lessons. This can be especially useful to see if students are ready to perform dangerous activities that can be life-threatening, such as trauma, terrorist, or evacuation trainings. Libraries and Museums: Some academics from the ALA (American Library Association) are predicting that “cloud” technology coupled with virtual platforms may make traditional libraries obsolete. Stanford University already has a virtual university library in Second Life. Student Activism. Anti-violence campuses on Second Llife integrate seminars, workshops, exhibitions and films related to anti-bullying, violence and discrimination. Language Learning. Second life is especially popular for practicing language skills. Text and audio forms of language can be integrated in meaningful ways to support learning. Cultural Immersion. Some courses are using virtual worlds to recreate interactive exhibits, such as exploring the heritage of Native peoples. Instructors design a world with specific parameters. This is especially useful if you want students to practice exploring a scientific site, such as a virtual mine before visiting the real thing. Collaboration. The process of creating a world provides a learning experience in itself. Students must learn what parameters and aspects should be included to have it simulate a real situation or environment. For example, an urban planning course, might create a world that follows the principles of an ideal urban plan or architecture students might design buildings for a city.

5. Pros and Cons Pros: 1- It is a great social way, users may find a common interests across the world. 2- communication and learning will be more effective, productive, and more enjoyable. 3- It enable users to interface with each other using a three dimensional environment through sight, sound, and touch. 4- It will improve some users' skills without causing any mistakes in real world. 5- It helps patients recover from strokes, phobias and other illnesses. Cons: 1- It will decrease human interaction in the real world. 2- The cost of creating a virtual reality system is too high. 3- Training with a VR environment does not have the same results as training in the real world. 4- Programmers are still grappling with how to interact with virtual environments. 5- If the virtual environments became much higher quality, they will become attractive to those wishing to escape real life.

6. If you were Teaching… SurReal Quests: students can use virtual worlds to socialize with others and practice their language skills. Students can use Second Life to interview others on a research topic of their choice. Virtual worlds allow students to meet with others in a way that is more convenient than real life and perhaps less stressful for more self-conscious students. Some topics may well be related to specific locations that can be visited in a virtual world (eg London or the space museum in Second Life) so that the interviewees are more likely to be interested in the topic. Presentations and meetings: virtual worlds are increasingly being used for business meetings, classes and conferences. Students can prepare for these situations within a 3D virtual world. Virtual world meetings often include text-chatting parallel to the voice communication and so represent a different set of skills from conventional presentation giving. Students can practice balancing the different communication flows alongside the delivery of their presentations. Role plays: avatars are easily modified and can be changed to place the student in a specific role. Such role plays allow students to experience a culture, historic period or social role more fully. This could perhaps lead to more reflective discussions and tasks as follow up activities. Specific tasks, such as shopping or going to a restaurant, can be acted out with props and physical movement or gestures. Creative Constructions: students can create their own constructions such as a homes, clothing or landscapes. As a collaborative task this construction work can be language intensive and involve many opportunities to negotiate meaning with other students.

7. The ICT The ICT4LT website is a collection of training modules in Information and Communications Technology (ICT) for Language Teachers. It was initiated with funding provided in 1999- 2000 by the European Commission and has been regularly updated ever since.

8. Content Contents: The Contents page contains descriptions of all the ICT4LT modules and resources. You can also use the Glossary, which not only contains definitions of ICT and CALL terminology but also serves as an index to the ICT4LT site. You can also search the entire site and blog by clicking on the Search ICT4LTbutton on the left-hand side of each page.ContentsGlossary

9. Aims of the ICT4LT project The main aim of the ICT4LT project was to provide Web-based training materials in ICT for teachers of Modern Foreign Languages, including English as a Foreign Language. It was also planned to develop the materials into an accredited online course, but the European Commission funding that we received in 1999- 2000 to initiate the project to did not stretch this far. The materials are, however, still valid as a free resource for language teachers and teacher trainers.

10. The main target audience of the ICT4LT website is language teachers already in service, although parts of the website are suitable for teachers undergoing initial training and for teachers following short intensive courses. The ICT4LT website materials are also relevant to other occupations concerned with languages and communication. The ICT4LT website materials have been developed by practising language teachers with many years of experience in using a wide range of technological aids in language teaching. The approach is pedagogy-driven, and the emphasis is on language teaching methodologies that can be implemented successfully with the aid of new technologies.