Hola, a todos! La invitación es para que participen en SLmooc 2014. Un mooc en Second Life. Es en Inglés y en Español. El tema central es aprender y conectarse en línea para aprender y enseñar en mundos virtuales. En especial en Second Life.
Educadores de diferentes partes del mundo estarán compartiendo sus experiencias en mundos virtuales Y cómo podemos utilizarlos en situaciones de enseñanza mixta (blended learning) Donde combinamos los elementos en línea con la experiencia cara a cara en el salón de clase tradicional.
Se contará con la ayuda de todos y se ofrecerán tutoriales, clases y tours a los principiantes. La idea es conectarse y funcionar como comunidad de práctica. Las sesiones ocurrirán de manera asincrónica (moodle) y sincrónica en (WizIQ & Second Life) con grabaciones, ademas de Google Drive, YouTube, Vimeo,pinterest, Facebook y Twitter.
Tenemos tres areas de mayor interaccion: El area de curso en WizIQ, Nuestro centro en Second Life, y Moodle for Teachers (M4T)Moodle website. En el curso en WIzIQ tendremos sesiones en vivo y grabadas, así como también los tutoriales (courseware) las discusiones diarias en (coursefeed).
A diferencia de los cursos tradicionales basados en el dictado de cursos de contenidos, el SLmooc se basa en el aprendizaje reflexivo, activo de compartir, conectarse y colaborar. El logro para el participante es el de aprender a través de conexiones significativas en la interacción social.
Para recibir su certificado, se requiere que el participante lleve un record de su participación en un wiki o blog o sitio web u otro ambiente que sea de su agrado.
Aca tienen las diferentes areas y herramientas que tenemos para conectarnos y aprender de manera activa y significativa.
Twitter Hashtag: #SLMOOC2014
List of Presentations | WizIQ SL Area | Moodle Course Area | YouTube Playlist | Second Life Area | Group on Facebook
Que no les de miedo el inglés. tenemos muchos participantes y organizadores que hablan español. Asi, como presentaciones en español. De todas maneras, ustedes pueden utilizar google translate y sonreir.
Un abrazo a todos y les esperamos. Cualquier duda, pueden contactar a las Drs. Nellie Deutsch, Doris Molero, and Nancy Zingrone
In this class, we will focus on some of the affordances of teaching in a virtual world. We will also discuss how to offer your own public or closed-group a
Dr. Doris Molero's insight:
Kip Boahn Hi everyone,
I very much look forward to today's class. The focus will be on the affordances (both pros and cons) of virtual worlds for language learning/teaching. I will give a brief overview of VIRTLANTIS and then provide substantial time for Q&A. Our discussion will primarily be related to the below-listed talking points as well as any other points which might get raised by others. As the below list is quite long, and we only have approximately one hour, we will more than likely focus on discussion points which class participants wish to discuss. Please feel free to bring any additional questions/discussion points which you might have about VIRTLANTIS, virtual worlds, etc. Till soon!
Why is SL an interesting platform to consider for language learning/teaching?
- multinational/multiethnic/multilingual platform - social networking in 3D - a sandbox for highly immersive experiential learning (most any conceivable educative scenario can be simulated/carried out) - a multitude of manipulatives - English is lingua franca (metalanguage of SL) - greater potential for retention due to word (etc.) to image/action/experience association - instantaneous virtual travelling (RL locations in SL, etc.) - SL is a less intimidating place to seek out casual conversation - both native & non-native interaction possible - wide range of accents, pronunciation, and language usage - identify with avatar, objects and others - express and experience personality - relate emotionally to peers and mentors - easily join and/or form groups to meet likeminded persons - potential for community building and SL --> RL carryover - existence of support groups/mechanisms - both formal and informal learning can be experienced - educative congregating (e.g. coffee house socializing) - drive-thru assistance (MClearning) - quests, storytelling, games, roleplaying - holodecks (instant simulation, situation-based learning) - lectures, presentations, RL-like lessons (mostly stationary) - team-teaching & collaborative projects - platform difficulty (learning curve) necessitates communication - SL + ESL skills training - (de)evolution of teacher status (hierarchy has no place, all are learners) - (de)evolution of teacher role (more of a facilitator than ever) - volunteerism (eagerness to participate) - SL supplements (web 2.0...facebook, twitter, etc.) - in-world tools & resources (continuous creation and development) - in-world blogging/twittering (BlogHUD, SLTweets) - LMS integration - SL as blended learning component vs total solution - free membership (premium/paid account isn't absolutely necessary) - can "possess"/participate in things which are not easily affordable in RL - private/public text and voice communication - offers opportunities for introspection/self-examination and observation of others - can log out at any time (controlled experience) - a burgeoning community of educators
- skeptical vs gung-ho adoption - platform performance & technical disrupters (lag, etc.) - human disrupters (griefing, etc.) - multidistraction environment - digital native vs digital immigrant - SL learning curve (lack of clear objectives, self-determined experiences) - sl time sponge vs rl schedules - game vs "serious environment" - noob phobia - know-how hoarders, traders & sharers - reliability and other collaboration difficulties - time zone confusion - free vs paid (non-commercial vs commercial) - determining teaching format/ideal group size (1-to-1, small...5-10, large...10 +) - low number of pre-defined activities - certified vs non-certified teachers (various linguistic backgrounds) - student/teacher as research subject - lack of good in-world assessment possibilities - multiple levels, needs, learning styles, etc. - in-world content (copyright vs creative commons, etc.) - confidentiality (recording chat, etc.) - higher ed concerns - text manipulation not SL's forte (absence of dynamic text) - dealing with typos and missing punctuation - no dominant standard (American, British..., etc...Globlish) - active vs passive correction - net & sl lingo (abbreviated vs non-abbreviated language) - concurrent communication with natives and non-natives (sometimes problematic) - pro-text, anti-voice vs pro-voice, anti-text & adopters of both - RL escapers vs RL/SL combiners
This talk presents some findings from interviews with those in the field and some research into coursebook usage of songs and song lyrics in EFL. The presenter hypothesized that there has been significant change recently in both attitudes to and use of this resource and sought to discover, if this was so, what sort of changes have occurred and why.
Andrew talks about work with his company Designing Digitally and other projects.
Dr. Doris Molero's insight:
Presented by Andrew Hughes
Andrew Hughes spoke about how Designing Digitally, Inc. has used Gamification and Game Mechanics to create innovative and effective learning both in-world and out-world. His presentation included best practices, case studies, and stories along the way of both success and failures in this realm. It also explored the current state of virtual worlds, and discuss the obstacles Designing Digitally, Inc. has seen. #slmooc #vwbpe #secondlife #gamification
Can global issues provide authenticity and context in English teaching?PresenterKen Wilson
The use of English by non-native speakers to highlight global issues is increasing, often involving the clever use of social media. Should English teachers focus more on this wider use of English and pay less attention to native speaker socio-cultural aspects of the language? This talk will look at the arguments for and against and provide some practical classroom suggestions.
Most of the world builds business through relationships. How can we teach our students to do this successfully in English? Good listening techniques, effective interviewing techniques, and the ability to show empathy in a foreign language are all part of the strategy. So is knowing the 'do' and 'taboo' topics of conversation. This workshop practises to get networking right.
The question came about during a discussion about my recent story about MadPea Productions when we discussed whether or not SL is a game or is it something else. This got me thinking, what is a game and if SL isn’t a game what could it be? And what proofs would I have once I make a determination?
Linguistic and multilingual issues in virtual worlds and serious games: a general review
Dr. Doris Molero's insight:
In this paper we will present a general review on linguistic and multilingual issues related to virtual worlds and serious games. The expression “linguistic and multilingual issues” will consider not only any kind of linguistic support (such as syntactic and semantic analysis) based on textual information, but also any kind of multilingual and monolingual topics (such as localization or automatic translation), and their association to virtual worlds and serious games. We will focus on our ongoing research activities, particularly in the framework of sentiment analysis and emotion detection. Note that we will also dedicate special attention to standardization issues because they grant interoperability, stability, and durability.
The review will essentially be based on our own experience but some interesting international research projects and applications will be also mentioned, in particular, research projects and applications related to sentiment analysis and emotion detection.