![ScheduleDay 3 – Student Tours and DiscussionIn-class/homework: Students write about experiences in Second Life“[B]riefingsessions are needed before simulations and debriefing sessions afterward. (Briefing allows for planning time, linguistic preparation, role and task familiarisation, etc. while debriefing gives participants a chance to draw lessons from theirexperience and consolidate learning.)” (Ranalli ,2008).](https://image.slidesharecdn.com/secondlifeandeslweb-110404163426-phpapp01/85/Second-Life-and-ESL-13-320.jpg)
Second Life and ESL
- 1. Second Life and ESLMichael Sappwww.shoesatthedoor.com
- 2. Second Life and English as a Second LanguageThis application is designed in two parts:Student NotesTeacher Notes
- 3. Teacher NotesPart 1IntroThe ClassRationaleObjectivesSchedule TipsProceduresEvaluationMaterials
- 4. IntroWhat is Second Life?“Second Life (SL) is an online virtual world developed by Linden Lab which was launched on June 23, 2003. A number of free client programs called Viewers enable Second Life users, called Residents, to interact with each other through avatars. Residents can explore the world (known as the grid), meet other residents, socialize, participate in individual and group activities, and create and trade virtual property and services with one another. Second Life is intended for people aged 13 and over, and as of 2011 has more than 20 million registered user accounts” (Wikipedia).
- 5. IntroWhat is the Second Life Viewer?The Second Life Viewer is what Linden Lab calls the program used to view and interact in the Second Life World.
- 6. IntroductionWhat is an Avatar?“An avatar is a computer user's representation of himself/herself or alter ego whether in the form of a three-dimensional model used in computer games, or a two-dimensional icon(picture) used on Internet forums and other communities” (Wikipedia).
- 7. The ClassThe ClassThis application was designed for an adult speaking and listening class, ideally for a small class of students(5-7) with intermediate language abilities and higher.
- 8. RationaleRationale“With their realistic animation, complex scenarios and impressive interactivity, computersimulation games might be able to provide context-rich, cognitively engaging virtualenvironments for language learning” (Ranalli 2008).Using a virtual world for English language learning allows students with internet and computer access to interact with other learners and teachers from all over the worldSecond Life allows for students to communicate in numerous ways including voice, text, gestures, and video.Virtual worlds can be an effective learning tool when adequate supplemental materials are included
- 9. RationaleThe use of avatars helps to reduce the affective filter allowing for students to interact and speak with other learners as well as a teacher in ways that they might not normally interact.Using Second Life helps improve students' new and traditional literacy skills.Students make use of multiple senses and skills to enhance learning potential and memory.“With respect to affective barriers, computer simulationsincorporating synchronous chat can also motivate learners who would be normally shy inface-to-face interaction to take part more actively (Freiermuth, 2002)” (Ranalli, 2008).
- 10. ObjectivesObjectivesStudents learn about Second Life and how to use the Second Life ViewerStudents learn new literacy skills:Downloading and setting-up a program (Second Life Viewer)Creating an avatarNavigating an avatar in a virtual 3d space Communicating via text-based chat programCommunicating via real-time voice programCommunicating with avatar gesturesSearching the web and Second Life for places of interestStudents learn and practice using key language features: giving declarative informationasking questionsusing directionsutilizing relevant vocabularyperforming question/answer patterns and pitch.
- 11. ObjectivesStudents improve speaking and listening skills by interacting with each other while giving and participating in classmates’ tours.Students improve speaking and listening skills during discussions at the end of each session.
- 12. ScheduleScheduleDay 1- Discuss Second Life and complete initial tutorialIn-class/homework: Research information related to Second Life Day 2 – Teacher led tour and discussionIn-class/homework:Begin searching for places of interest within Second Life
- 13. ScheduleDay 3 – Student Tours and DiscussionIn-class/homework: Students write about experiences in Second Life“[B]riefingsessions are needed before simulations and debriefing sessions afterward. (Briefing allows for planning time, linguistic preparation, role and task familiarisation, etc. while debriefing gives participants a chance to draw lessons from theirexperience and consolidate learning.)” (Ranalli ,2008).
- 14. TipsTips“Despite the detailed step-by-step instructions that students had received both during the lecture as well as on a handout, most of the students struggled with elementary computer game specific tasks such as the movement of their avatar, the picking up of objects, and the chat interface” (Herold, 2009).Do not assume that students will be able to immediately pickup the basics of Second Life such as interacting, movement, and use of the virtual world interface.Ensure that there is plenty of time allocated for the initial tutorial and introduction of Second LifeWarn students of adult contentMake sure everyone knows how to do the basics before moving on to the teacher tour.Encourage students to talk as much as possible through the use of relevant prompts Think of ways to make the discussions more interactive and relevant such as using role-play scenariosUse text books and supplementary materials as extra resources to enhance the lesson
- 15. TipsThis assignment is an introduction to the concepts and possibilities of the use of Second Life and is general in scope. As students become more comfortable with the concepts the lesson should be adapted to suite more specific aspects or learning objectives such as a specific speaking skill or linguistic concept.Specific locations are not mentioned in this lesson because home base locations will differ depending on the class/teacher. You can choose an open area of Second Life or pay for a designated home base that you and your classmates can create.“Second Life promotes a spirit that proclaims that there is much scope in education for experimentation and enjoyment, and the result doesn't have to look like 'education‘” (Stevens, 2006).
- 16. Tips (optional)If possible supplement this lesson with a textbook for the students such as Sound Advantage (ch.9)by S. Hagen and P. Grogan that focuses on pronunciation and intonation.For teachers I recommend the book Teaching Pronunciation (ch. 5 and ch. 6) by Celce-Murcia et al. to help supplement teaching material resources“Having students take on roles in a simulation can reduce the fear of making mistakes and thus lower affective barriers to acquisition (Jones, 1982; Nemitcheva, 1995)” (Ranalli, 2008).
- 17. ProceduresDay 1 – Second Life tutorial and discussionIntroduce Second Life to students with relevant videos and websitesHelp students download and install the Second Life viewer from the Second Life website.As a class, complete the avatar creation and complete the initial Second Life tutorialDiscuss Second Life and the tutorialHow was Second Life similar to real-lifeHow are they different?What attributes did you give your avatar? Why?What more would you like to learn about Second Life?Was the tutorial helpful?What aspects of Second Life did you find difficult?
- 18. ProceduresDay 2 Teacher’s tourTeacher leads the class in creating a tour from start to finishStudents begin looking for their own places of interestStudents fill out place of interest worksheetsStudents discuss the day’s events:What aspects of the teachers tour were interesting?Was it difficult to follow the tour?Did anything distract you during the tour?Was it difficult to find places of interest?Did you interact with anyone in the class using voice, text, or gestures?Did you interact with anyone outside of the class using voice, text, or gestures.
- 19. ProceduresDay 3 Student ToursStudents lead the class on their toursAfter all the tours are complete students meet back home for a discussion: What aspects of the tour did you find interesting? Surprising? Boring? Strange?What aspects of Second Life do you like/dislike?
- 20. EvaluationEvaluationEvaluation is based on 2 Rubrics:Tour RubricDiscussion Rubric
- 21. MaterialsMaterialsPlace of Interest Worksheet to help students organize information regarding different places of interestDiscussion Prompt Worksheet used to help in the discussions after each sessionComputer projection and computer accessPowerPoint slides with Student NotesEvaluation Rubrics(Optional) Sound Advantage and Teaching Pronunciation textbooks.
- 22. Part 2Student NotesIntroAssignmentObjectivesFinding a Place of InterestGiving the TourTaking a TourDiscussionMaterials
- 23. IntroWhat is Second Life?“Second Life (SL) is an online virtual world developed by Linden Lab which was launched on June 23, 2003. A number of free client programs called Viewers enable Second Life users, called Residents, to interact with each other through avatars. Residents can explore the world (known as the grid), meet other residents, socialize, participate in individual and group activities, and create and trade virtual property and services with one another. Second Life is intended for people aged 13 and over, and as of 2011 has more than 20 million registered user accounts” (Wikipedia).
- 24. IntroWhat is the Second Life Viewer?The Second Life Viewer is what Linden Lab calls the program used to view and interact in the Second Life World.
- 25. IntroWhat is an Avatar?“An avatar is a computer user's representation of himself/herself or alter ego whether in the form of a three-dimensional model used in computer games, or a two-dimensional icon(picture) used on Internet forums and other communities” (Wikipedia).
- 26. AssignmentSecond Life AssignmentCreate an avatar using the Second Life ViewerComplete the initial Second Life tutorialFind at least 3 places of interest in Second Life and fill out as many Place of Interest WorksheetsLead classmates on a tour of one of those locationsParticipate in classmates’ toursJoin in group discussion
- 27. ObjectivesObjectivesStudents learn about Second Life and how to use the Second Life ViewerStudents learn new literacy skills:Downloading and setting-up a program (Second Life Viewer)Creating an avatarNavigating an avatar in a virtual 3d space Communicating via text-based chat programCommunicating via real-time voice programCommunicating with avatar gesturesSearching the web and Second Life for places of interestStudents learn and practice using key language features: giving declarative informationasking questionsusing directionsutilizing relevant vocabularyperforming question/answer patterns and pitch.
- 28. ObjectivesStudents improve speaking and listening skills by interacting with each other while giving and participating in classmates’ tours.Students improve speaking and listening skills during discussions at the end of each session.
- 29. AssignmentFinding a Place of InterestUse a search engine such as Google to search for an interesting location in Second LifeFind locations using these linkshttp://www.flickr.com/photos/danielvoyager/sets/72157612520690331/http://www.flickr.com/photos/danielvoyager/sets/72157612276298611/http://secondlife.com/destinations/Here are some good resources on finding new places in Second Life:http://www.ehow.com/how_4581419_cool-things-do-second-life.htmlhttp://community.secondlife.com/t5/English-Knowledge-Base/SLurls/ta-p/700137
- 30. Giving the tourFor helpful vocabulary used in tours complete these exercises:http://www.englishformyjob.com/english-tourist-information3.htmlhttp://www.englishformyjob.com/english-tourist-information2.htmlResources on giving directions:http://bogglesworldesl.com/directionsESL.htmAssignment
- 31. Taking ToursFeel free to ask classmates questions:How did you find this place?What happens here?Are there any activities or events here?Who built this?Is there anything else of interest nearby?Take some notes so that you remember locations that you enjoyed
- 32. DiscussionTalk about Second Life and your toursMake use of the discussion prompts worksheetA resource on pitch: http://www.ego4u.com/en/cram-up/pronunciation/pitch-and-stress
- 33. MaterialsMaterialsPlace of Interest Worksheet to help students organize information regarding different places of interestDiscussion Prompt Worksheetused to help in the discussions after each sessionComputer projection and computer accessPowerPoint slides with Student NotesEvaluation Rubrics(Optional) Sound Advantage textbook and audio
- 34. ReferencesResources & ReferencesAdams, M. G. (2009). Engaging 21st-Century Adolescents: Video Games in the Reading Classroom. English Journal, 6, 56-59.Carpenter, Stephen. (2009). Living and learning in interesting times. Journal of Virtual World Research, 2(1).Celce-Murcia, Marianne, Donna Brinton, and Janet Goodwin. (2007) Teaching Pronunciation. Cambridge University PressHerold, David. (2009). Virtual education: Teaching Media Studies in Second Life. Journal of Virtual World Research, 2(1).Hagen, S. & Grogan, P. (1992). Sound Advantage A pronunciation Book. New Jersey: Prentice Hall Regents.
- 35. ReferencesRanalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455. doi: 10.1080/09588220802447859.Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, (1994), 17-27.Stevens, V. (2006). Second Life and Language Learning. TESOL-EJ,10 (3).Wikipedia: Avatar(computing). (2011)Retrieved from http://en.wikipedia.org/wiki/Avatar_(computing)Wikipedia: Second Life. (2011).Retrieved from http://en.wikipedia.org/wiki/Second_Life