1. BUILDING A LANGUAGE LEARNING COMMUNITY IN A VIRTURAL WORLD Judith Molka-Danielsen Molde University College, NO j.molka-danielsen@himolde.no & Luisa Panichi University of Pisa, IT

2. Overview Virtual worlds offer new approaches for language learning that give greater opportunities for learners beyond that which can be offered through isolated educational systems within individual organizations. – This article describes the case of building a language learning community within a virtual world, including the use of ICT with the design of new learning scenarios in teaching events. – Activity Theory emphasizes the importance of interacting activities among system elements. Through Activity Theory we examine the role of community as an element within a learning system, and we propose that it is essential to a successful language learning system. (Engström, 2001)

3. Mobile applications for language learning: can be helpful for those who did not have time to learn before the trip! I would like.. (Screenshots from Odyssey Translator) But they are not a substitute for learning in a social-cultural context.

4. Virtual Worlds: Brief Introduction Virtual worlds are 3D multi-user online computer simulated environments. One example is Active Worlds Educational Universe (author’s view: it lacks some scripting capabilities.) A user can be represented as an avatar, moving around and sharing world content with other avatars. Second Life™ (publically available since 2003) is one example of a virtual world where users can experience communication, networking and shared activities, some that are not possible in the real world, such as flying (without an aircraft).

5. Why use virtual worlds for language learning? In virtual worlds, re-conceptualization of self is possible (self- determination). Tasks can be designed in such a way that they realistically simulate real life communicative scenarios in the target language. Completion of a communicative task is a reward in itself. Being understood and authentic communicative exchanges are thus highly rewarding (thus motivating.)

6. What is relevant reward? One dilemma in language education is actually providing relevant rewards. Language is the key to communication and access to a new culture. Without language we are isolated. The reward models operating in the classroom, rarely confront students with authentic communicative scenarios. They might get x out of ten in a vocabulary test, and of course this can be reward/punishment in itself, but in real life knowing or not knowing the word for ‘water’ might mean the difference between going thirsty or not. We must account for the cultural dimension in language learning models.

7. Motivation driven reward models A main distinction for reward models is made between – intrinsic (internal- “I do this because I want to”) and – extrinsic (external – “ I do this because someone wants me to do it”) motivation. Another distinction is that between instrumental and integrative motivation. – Instrumental motivation involves the learning of a language for specific goals/rewards, for example getting a good grade, being able to apply for a certain job, qualifying you for a particular university program etc. – Integrative motivation, on the other hand, the motivation lies in gaining access to a community or a culture through a language.

8. Survey of Teachers: How important are the following goals concerning a language leaning course within SL. (AVALON, 2009)

9. Survey of Teachers: How important are the following issues for a successful SL course. (AVALON, 2009)

10. AVALON Learning Project Wiki: course design

11. Italian for Beginners: session descriptions

12. Teacher Training Course: design overview

13. Teacher Training Course: session content

14. Activity Theory Model (Engström,1987, 2001)

15. Activity Theory Analysis Five principles of Activity Theory a system: 1.object-orientedness – activities are directed at an object, that is the object is a primary unit of analysis. 2.multi-voicedness - that objects have not only physical properties but have properties that are socially and culturally defined. 3.historicity – activities get transformed over time. 4.central role of contradiction of forces of change and development – are historically accumulating structural tension between and within activity systems. 5.possibility of expansive transformation – change happens over cycles and can be based on collaborative envisioning and collective change.

16. AVALON Learning Ning

17. AVALON Learning event: How to teach a language in Second Life. (AVALON NING Site) Teachers sharing experiences across courses: http://avalon- project.ning.com/vide o/avalon-learning- event-how-to-1 http://avalon- project.ning.com/vide o/avalon-learning- event-how-to-1

18. Teachers sharing experiences

20. Activity Theory Analysis Important factors in an integrated learning system: 1.object –orientedness – The learning scenarios designed for the courses are directed at the student with the goal of student learning. 2.multi-voicedness – students learn through social interactions within the course, through speaking with teachers, peers and native speaker and being understood. 3.historicity – the activities transform over time from a closed-classroom experience to an open-classroom experience where serendipitous meetings are possible. 4.central role of contradiction - The primary contradiction of our system is between the value or motivation of the learning activity to the participants and the actual exchange of learning that takes place between the participants. Improved efficacy in use of virtual worlds relates to improved motivation to learn within these environments. 5.possibility of expansive transformation – a community envisioning of language learning replaces stand alone independent course vision of language learning. Learning takes place between courses.

21. Concluding remarks