L'utilisation des mondes
virtuels comme "Second Life"
dans la formation linguistique
Luisa Panichi
Université 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
Design and run a
teacher training
course
Create and test
activities
Design and run
Language courses
Provide models and best
practice guidelines
JTN -3/4 JUIN 2010 NÎMES
Virtual worlds
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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
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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
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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
How do we learn?
Is SL the right
environment for
my course?
JTN -3/4 JUIN 2010 NÎMES
Do I believe in
collaborative
models?
2. Affordances – What Motivates the Use of SL?
How can SL contribute
to the learning
experience?
How do I make
use of SL and its
possibilities?
Do I need synchronous oral
communication?
Should SL be used in
combination with
other tools?
JTN -3/4 JUIN 2010 NÎMES
3. Practical Design Issues
Can my institution
handle the
technology?
Technical and
social initiation,
instructions,
communication,
environment,
community
What formal
requirements are
there?
Who are my
students?
How do I manage
technical initiation?
JTN -3/4 JUIN 2010 NÎMES
4. Specific Task Design Issues
Are the tasks
engaging, relevant
and authentic?
Types of task:
collaborative,
exploring SL,
building, role
playing
What is my role
as a teacher?
Who are my
students?
JTN -3/4 JUIN 2010 NÎMES
5. Implementation, Evaluation and Redesign
What have I learnt?
Learn from
practical
experience and
‘tweak’ design
Who evaluates? How
do I evaluate?
How can things be
improved?
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Action Research
JTN -3/4 JUIN 2010 NÎMES
Feedback and evaluation
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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
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Gymnastics/Games
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Exploration and navigation
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”Buddy system”
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Tandem
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Sami/locative
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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 IVSorbonne, 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
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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 http://avalonlearning.eu/
Avalon in SL
http://slurl.com/secondlife/AVALON%20Le
arning/81/226/41
NING http://avalon-project.ning.com/
Luisa Panichi, Local project leader,
University of Pisa, Italy panichi@cli.unipi.it
JTN -3/4 JUIN 2010 NÎMES
References and bibliography
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Active Worlds http://www.activeworlds.com/edu/index.asp
Avalon (Access to Virtual and Action Learning Live ONline) http://www.avalonlearning.eu/ and
http://slurl.com/secondlife/AVALON%20Learning/11/194/59
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.
http://previewpsych.org/BPD2.0.pdf
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. 103-113.
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. 27-44.
Kamimo http://home.himolde.no/~molka/about-kamimo-islands.htm and http://slurl.com/secondlife/Kamimo%20Island/127/148/25
Kaplan Andreas M., Haenlein Michael (2009) Utilisation et potentiel commercial des hyperréalités : une analyse qualitative de Second Life, Revue
Française du Marketing, N°222, 69-81.
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. 2009. Available at: http://journals.tdl.org/jvwr/article/view/424/466. Date accessed: 31 May. 2010.
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. 165-195.
Salmon, G. (2004) E-Moderating: The Key to Teaching and Learning Online. London: Taylor & Francis.
Second Life http://education.secondlife.com
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 http://avalonlearning.eu/
Avalon in SL
http://slurl.com/secondlife/AVALON%20Le
arning/81/226/41
NING http://avalon-project.ning.com/
Luisa Panichi, Local project leader,
University of Pisa, Italy panichi@cli.unipi.it
JTN -3/4 JUIN 2010 NÎMES