Darryl Hocking
Senior Lecturer
School of Languages and Social Sciences
AUT University
AUT University
New Zealand
Tel: 921 9999 Ext: 6802
Tel: 921 9999 Ext: 6802
Monday, August 29, 2011
My 2nd attempt recording in SL
Hi All,
Click on the link below for my video recording in SL & let's hope it will work this time!
2nd_video_recording_in_SL
Cheers
Albie
Click on the link below for my video recording in SL & let's hope it will work this time!
2nd_video_recording_in_SL
Cheers
Albie
'A virtual world environment for group work'
Hi All,
Here is a little summary of this journal article that I read & it might be relevant for us to reflect on our own trial teaching session :)
This article suggests that students can practice and rehearse their skills based on their academic knowledge through interactions within a realistic environment like Second Life (SL). The core learning outcomes encouraged in this research are: 1) students interact effectively with others; 2) students maintain cooperative working relationships; 3) students play a useful role in group and team activities; 4) students feel confident in a group setting; and 5) students take a leadership role when asked to do so. Results showed that the learning objectives were achieved in a group work environment in SL and unanticipated behaviour of the students was also found in this study. The students’ ability to interact in the virtual world complemented and enhanced real-world communication. They were interacting seamlessly between the real and the virtual worlds when performing the more complex building tasks. The students’ discussions and communications were carried out naturally in the classroom, but their demonstrations, knowledge discovery and sharing were done in the virtual world.
Reference
Brown, E., Hobbs, M., & Gordon, M. (2008). A virtual world environment for group work. International Journal of Web-Based Learning and Teaching Technologies 3(1), 1-12. Retrieved from AUT University Library database.
Here is a little summary of this journal article that I read & it might be relevant for us to reflect on our own trial teaching session :)
This article suggests that students can practice and rehearse their skills based on their academic knowledge through interactions within a realistic environment like Second Life (SL). The core learning outcomes encouraged in this research are: 1) students interact effectively with others; 2) students maintain cooperative working relationships; 3) students play a useful role in group and team activities; 4) students feel confident in a group setting; and 5) students take a leadership role when asked to do so. Results showed that the learning objectives were achieved in a group work environment in SL and unanticipated behaviour of the students was also found in this study. The students’ ability to interact in the virtual world complemented and enhanced real-world communication. They were interacting seamlessly between the real and the virtual worlds when performing the more complex building tasks. The students’ discussions and communications were carried out naturally in the classroom, but their demonstrations, knowledge discovery and sharing were done in the virtual world.
Reference
Brown, E., Hobbs, M., & Gordon, M. (2008). A virtual world environment for group work. International Journal of Web-Based Learning and Teaching Technologies 3(1), 1-12. Retrieved from AUT University Library database.
My Focus
Dear All
It is my belief that a lot of students are very afraid of taking the giant leap of speaking in English. So, I've decided to focus my efforts on that aspect. Do you feel that it might be more organised if we all concentrated on like certain parts of teaching language like reading/writing/speaking/listening?
Let me know your thoughts k?
Bye!! :)
Sunday, August 28, 2011
My journey
This week I learned how to make a video in Sl. Unfortunately, there was something wrong with the lab computer and it was not working. But it's working very well at home and I tried to make a video by myself. Last few days, I went to a place ( Giovanni Tweak ) in SL called ESL as showed in the pictures. It is also and English school in the virtual world. Students from any country and of any level are welcomed to attend classes. I received a mail from ESL and they invited me to join the group, English as a Second Language. It's free. If you join them, you can receive a notice 30 minutes before classes and the first class is free. I think it is a good experience for me. They have different classes almost everyday for differnt needs of students and students can check the class calendar for class schedule and read the class description to choose one. If you are interested in it, you can try the school for the first free class! It may give us some ideas of exploring second language teaching in virtual world.
You may teleport to the school here: http://slurl.com/secondlife/Daikoku/232/74/28
Yanlin
You may teleport to the school here: http://slurl.com/secondlife/Daikoku/232/74/28
Yanlin
Qian's week 7
Hello everyone,
I have spent some time on the Chinese island. I was trying to involve in some online Chinese lessons which were held by a university in Australia. The video shows parts of their lessons. This lesson was designed to those students about how to travel in China by train. It is a role-play lesson. All the students in that class need to play a role in this lesson, such as you can be a train driver, a ticket saler or a pasenger. Because this lesson is special for the students who enrolled in this online Chinese paper, I am not student in that Uni. So I have to pretend a passenger. It is a quite amazing way to learn the target language. I was trying to contact the designer and owner of that island. However, I have not got reply from them.
I have read a book called "V-Learning" (Annett et al., 2010) this week. It gives me many brilliant ideas on teaching or leanring 2nd language in virtual worlds. I also contacted an author who has designed a series online educational games for learners who study Chinese as a foreign language. We have a very pleasant chat with each other. He said that he was considering to update his 2D version games into 3D version. We were disussing some issues on designing some historical Chinese characters evolution in virtual worlds, in case to help the beginning level of learners to 'understand' Chinese characters. Even though the conversation turns out some good ideas, the technical skills bring us many obstacles.
Another issue I would like to talk about is, our English learning journey (my three friends and I) has been stopped. I have summarized several reasons according to it. First, it is important to bear in mind that different participant has different learning purpose. It means that the lesson should be set to meet the large part of participants, such as there are three students want to practice train related vocabulory, one student wants to learn bus related vocabulory. It should be settle for a train lesson. Second, it is important to make agreements before starting the whole programme, like when we meet in SL, where we meet and what are we going to do for each lesson. Once those stuff have been settle down, they cannot be changed totally. Third, there is a question bothering me for a long time. It is: how can we make the learners who do not belong to any social communities to be serious about online learning? In my case, all my friends are not 'professional' students in real life, they learn English in SL for different purpose. Sometimes, they want to learn this lesson; sometimes, they refused to learn one of the lessons. That makes me think that teaching or learning language does not require the ability to teach, but also requires the individual teacher needs to find some 'backs' to support their teaching process. A teacher cannot be a teacher in SL without communities involved in real life. That's what I thought recently.
By the way, I like Devi's Taiji Playing Video. I also look forward to meeting you guys in our trial lesson.
Qian
I have spent some time on the Chinese island. I was trying to involve in some online Chinese lessons which were held by a university in Australia. The video shows parts of their lessons. This lesson was designed to those students about how to travel in China by train. It is a role-play lesson. All the students in that class need to play a role in this lesson, such as you can be a train driver, a ticket saler or a pasenger. Because this lesson is special for the students who enrolled in this online Chinese paper, I am not student in that Uni. So I have to pretend a passenger. It is a quite amazing way to learn the target language. I was trying to contact the designer and owner of that island. However, I have not got reply from them.
I have read a book called "V-Learning" (Annett et al., 2010) this week. It gives me many brilliant ideas on teaching or leanring 2nd language in virtual worlds. I also contacted an author who has designed a series online educational games for learners who study Chinese as a foreign language. We have a very pleasant chat with each other. He said that he was considering to update his 2D version games into 3D version. We were disussing some issues on designing some historical Chinese characters evolution in virtual worlds, in case to help the beginning level of learners to 'understand' Chinese characters. Even though the conversation turns out some good ideas, the technical skills bring us many obstacles.
Another issue I would like to talk about is, our English learning journey (my three friends and I) has been stopped. I have summarized several reasons according to it. First, it is important to bear in mind that different participant has different learning purpose. It means that the lesson should be set to meet the large part of participants, such as there are three students want to practice train related vocabulory, one student wants to learn bus related vocabulory. It should be settle for a train lesson. Second, it is important to make agreements before starting the whole programme, like when we meet in SL, where we meet and what are we going to do for each lesson. Once those stuff have been settle down, they cannot be changed totally. Third, there is a question bothering me for a long time. It is: how can we make the learners who do not belong to any social communities to be serious about online learning? In my case, all my friends are not 'professional' students in real life, they learn English in SL for different purpose. Sometimes, they want to learn this lesson; sometimes, they refused to learn one of the lessons. That makes me think that teaching or learning language does not require the ability to teach, but also requires the individual teacher needs to find some 'backs' to support their teaching process. A teacher cannot be a teacher in SL without communities involved in real life. That's what I thought recently.
By the way, I like Devi's Taiji Playing Video. I also look forward to meeting you guys in our trial lesson.
Qian
Reading Report No. 2
I’m planning to research about teaching spoken Japanese language through Task-Based Language Teaching (TBLT) next year.
TBLT is one of the post Communicative Language Teaching (CLT) approaches. Although the CLT is said to be the current dominant methodology, there has been recognition that the CLT has failed to achieve accuracy because of its focus only on fluency through meaning focused tasks (Knight, 2000). Therefore the TBLT recures ‘focus-on-form’, adopt an explicit paradigm, and search the use of both top-down and bottom-up processing for effective use of target language. However, Deustschmann, Panichi & Molka-Danielesen’s (2009) study shows that a meaning focused task design enhances learners’ participation and engagement in a Computer Mediated Communication (CMC) environment.
It is very interested for me and seems that research on the TBLT still has loads of subjects.
References
Deutschmann, M., Panich, L., & Molka-Danielson, J. (2009). Designing oral participation in Second Life - A comparative study of two language proficiency courses. ReCALL, 21(2), 206-226.
Knight, P. (2000). The development of EFL methodology. In C. N. Candlin & N. Mercer (Eds.), English language teaching in its social context: A reader (pp. 147-166). London: Routledge.
Kimiko
TBLT is one of the post Communicative Language Teaching (CLT) approaches. Although the CLT is said to be the current dominant methodology, there has been recognition that the CLT has failed to achieve accuracy because of its focus only on fluency through meaning focused tasks (Knight, 2000). Therefore the TBLT recures ‘focus-on-form’, adopt an explicit paradigm, and search the use of both top-down and bottom-up processing for effective use of target language. However, Deustschmann, Panichi & Molka-Danielesen’s (2009) study shows that a meaning focused task design enhances learners’ participation and engagement in a Computer Mediated Communication (CMC) environment.
It is very interested for me and seems that research on the TBLT still has loads of subjects.
References
Deutschmann, M., Panich, L., & Molka-Danielson, J. (2009). Designing oral participation in Second Life - A comparative study of two language proficiency courses. ReCALL, 21(2), 206-226.
Knight, P. (2000). The development of EFL methodology. In C. N. Candlin & N. Mercer (Eds.), English language teaching in its social context: A reader (pp. 147-166). London: Routledge.
Kimiko
Please help me again!
Please anyone tell me about the following my issues for helping me:
My credit card could not be accepted again, so I could not test to upload my power-point.
As I could not take a note about making video because the description was too fast for me..., I could not test to make video.
As I almost did not meet other avatars anywhere in SL, I really thought I entered the language school which Darryl recommended in the early classroom. But I’m not sure the address in SL.
Although one resident offered me some items, I could not receive them, because there was a message that my viewer(?)was old. How can I update my viewer to the newest one?
Kimiko
My credit card could not be accepted again, so I could not test to upload my power-point.
As I could not take a note about making video because the description was too fast for me..., I could not test to make video.
As I almost did not meet other avatars anywhere in SL, I really thought I entered the language school which Darryl recommended in the early classroom. But I’m not sure the address in SL.
Although one resident offered me some items, I could not receive them, because there was a message that my viewer(?)was old. How can I update my viewer to the newest one?
Kimiko
Friday, August 26, 2011
Report about my reading
Hello group:
I summarized my reading until now as follows:
Features of Second Life (SL)
・Multi-user virtual environments (MUVEs) without story line setting.
・Avatars, which are SL user’s 3D graphic representations, communicate through text messages and voice over internet protocol (VoIP).
・Video recording functions.
Merits for Language Teaching
・MUVEs offers opportunities for synchronous, authentic interaction with native speakers, and enhance learners’ cross-cultural understanding.
・Avatars provide for anonymity, which reduces anxiety and enhance learners’ output and risk-taking.
・VoIP allows real-time verbal communication, and teaching oral/aural skills at a distance.
・Recording functions allow to review learners’ performance.
Issues for Language Teaching
・Difficulty in identifying appropriate value-added educational content and activities for SL which is not designed for optimal teaching.
・Avatars do not provide real natural non-verbal communication.
・A need for enough hardware power or bandwidth to utilize SL, and adequate experience with using SL.
・Behavioral issues such as assault and harassment because of the anonymity.
References
Blasing, M. (2010). Second language in Second Life: Exploring interaction,
identity and pedagogical practice in a virtual world. SEEJ, 54(1), 96-117.
Eschenbrenner, B., Nah, F., & Siau, K. (2008). 3-D virtual worlds in education:
Applications, benefits, issues, and opportunities. Journal of Database Management, 19(4), 91-110.
Deutschmann, M., Panichi, L., & Molka-danielsen, J. (2009). Designing oral participation in Second Life – A comparative study of two language proficiency courses. ReCALL, 21(2), 206-226.
Peterson, M. (2010). Learner participation patterns and strategy use in Second Life: An exploratory case study. ReCALL, 22(3), 273-292.
Sullivan, F. (2009). Risk and responsibility: A self-study of teaching with Second
Life. Journal of Interactive Learning Research, 20(3), 337-357.
Wang,C., Song, H., Xia, F., & Yan, Q. (2009). Integrating Second Life into an EFL
Program; Students’ perspectives. Journal of Educational Technology
Development and Exchange, 2(1), 1-6.
From now on, I will search additional reading materials for our group activity.
Kimiko
I summarized my reading until now as follows:
Features of Second Life (SL)
・Multi-user virtual environments (MUVEs) without story line setting.
・Avatars, which are SL user’s 3D graphic representations, communicate through text messages and voice over internet protocol (VoIP).
・Video recording functions.
Merits for Language Teaching
・MUVEs offers opportunities for synchronous, authentic interaction with native speakers, and enhance learners’ cross-cultural understanding.
・Avatars provide for anonymity, which reduces anxiety and enhance learners’ output and risk-taking.
・VoIP allows real-time verbal communication, and teaching oral/aural skills at a distance.
・Recording functions allow to review learners’ performance.
Issues for Language Teaching
・Difficulty in identifying appropriate value-added educational content and activities for SL which is not designed for optimal teaching.
・Avatars do not provide real natural non-verbal communication.
・A need for enough hardware power or bandwidth to utilize SL, and adequate experience with using SL.
・Behavioral issues such as assault and harassment because of the anonymity.
References
Blasing, M. (2010). Second language in Second Life: Exploring interaction,
identity and pedagogical practice in a virtual world. SEEJ, 54(1), 96-117.
Eschenbrenner, B., Nah, F., & Siau, K. (2008). 3-D virtual worlds in education:
Applications, benefits, issues, and opportunities. Journal of Database Management, 19(4), 91-110.
Deutschmann, M., Panichi, L., & Molka-danielsen, J. (2009). Designing oral participation in Second Life – A comparative study of two language proficiency courses. ReCALL, 21(2), 206-226.
Peterson, M. (2010). Learner participation patterns and strategy use in Second Life: An exploratory case study. ReCALL, 22(3), 273-292.
Sullivan, F. (2009). Risk and responsibility: A self-study of teaching with Second
Life. Journal of Interactive Learning Research, 20(3), 337-357.
Wang,C., Song, H., Xia, F., & Yan, Q. (2009). Integrating Second Life into an EFL
Program; Students’ perspectives. Journal of Educational Technology
Development and Exchange, 2(1), 1-6.
From now on, I will search additional reading materials for our group activity.
Kimiko
Wednesday, August 24, 2011
Group Meeting Minutes 1
‘Language in Virtual Worlds’ Group Meeting 1
Meeting Minutes – Wednesday 24th August 2011
Attendees: Anna, Devi, Qian(Betty), Kimiko, Albert
Apology: Yanlin
Minutes: Albert
Meeting held at Momo Tea Cafe, 28 Fort Street, Auckland.
Opened at 12:30pm and closed at 2:30pm.
Topic:
Outline of our potential group project for Assignment 2:
Applying our own language teaching or learning strategies in a virtual world (Second Life)
Action:
1. Reached a decision on our roles as follow:
Students – Kimiko, Qian, Yanlin
Teachers – Anna, Devi, Albert
2. Reached a decision that one teacher will be leading the class at a time in SL and the other teachers will sit in as students.
3. Also reached a decision that there will be a trial class in SL on 30th August 2011 in WT907 starting from 2pm-4:30pm prior to making a final decision if all members in the group agree to proceed with this proposed group project.
Who:
Students reflect on their own experience on language acquisition.
Teachers reflect on their own experience on language teaching.
To be
Completed:
Teachers are to prepare 2 slides each in the format of a PowerPoint presentation.
All students are expected to contribute and interact during the trial session.
Next
Meeting:
To be confirmed after the trial session.
Meeting Minutes – Wednesday 24th August 2011
Attendees: Anna, Devi, Qian(Betty), Kimiko, Albert
Apology: Yanlin
Minutes: Albert
Meeting held at Momo Tea Cafe, 28 Fort Street, Auckland.
Opened at 12:30pm and closed at 2:30pm.
Topic:
Outline of our potential group project for Assignment 2:
Applying our own language teaching or learning strategies in a virtual world (Second Life)
Action:
1. Reached a decision on our roles as follow:
Students – Kimiko, Qian, Yanlin
Teachers – Anna, Devi, Albert
2. Reached a decision that one teacher will be leading the class at a time in SL and the other teachers will sit in as students.
3. Also reached a decision that there will be a trial class in SL on 30th August 2011 in WT907 starting from 2pm-4:30pm prior to making a final decision if all members in the group agree to proceed with this proposed group project.
Who:
Students reflect on their own experience on language acquisition.
Teachers reflect on their own experience on language teaching.
To be
Completed:
Teachers are to prepare 2 slides each in the format of a PowerPoint presentation.
All students are expected to contribute and interact during the trial session.
Next
Meeting:
To be confirmed after the trial session.
Tuesday, August 23, 2011
My 1st attempt using QuickTime
Hi All,
I tried using QuickTime on my Mac to record myself in SL, unfortunately, I couldn't get the audio working... will try again later :-)
Cheers
Albie
P.S. I also bumped into Darryl and Sarraline in SL when I went there & we were chilling by the pier after Darryl had sunk & rescued his boat!
Monday, August 22, 2011
Hi
My reading for this week is Students' Attitudes in a Virtual Environment. It examines students' experience and their attitudes to using SL in language learning. The result shows that SL has a positive impact on students' motivation of learning language. However, some students do not prefer it over traditional ways of group working, because many of them perceive SL as an online entertainment environment which is not appropriate for formal teamwork. The article also reports students' advices for improvements of using virtual environment for formal groupwork. For instance, 1) Restricting the behaviours to make it more formal when doing group work and collaboration 2)combining other collaborative technology advantages with SL 3)Stoping flying for formal occasion or academic use. 4)more business gestures categories for users to control easier.
Yanlin,
Cheers
Sunday, August 21, 2011
Simply the Best!
Hi guys! This week I came across an interesting article. 'Virtual Worlds and Education' - Peter Twining. There's been a lot of talk about Virtual Worlds but not much action has been taken. This article caught my attention as it resonated the video that Darryl had sent to us... How much reality is there in virtual worlds? A lot of people seem to disregard anything the minute the word 'virtual' is used and its going to take much time and effort shaking people by their shoulders to tell them that its not very far from reality. In order to explore how far "virtual" can go in reality, more experiments and practice-based research has to be done. I mean you really can't expect people to hand over something like education or solving the world's problems to a group of people who literally have forsaken reality so its time for virtual citizens to fight back! A bit like the matrix really...lol!
Oh! And i went to 2 islands this week: an elementary school and a religious place (I was just randomly typing in the search bar and was pleasantly surprised to see it come up). There were 2 kids at the elementary school and they said they loved it. One thing they both emphasised was that there was NO BULLYING. Hmmm....They also mentioned that they learned alot of stuff. I checked and they've been there since 2009. So yes, this is my report for the week. :)
The first pic is taken with the kids and the second of me...meditating...lol!
Saturday, August 20, 2011
Qian's jorney in Traditional Chinese garden
Hi everyone,
I spent lots of time in this Chinese garden. It reminds me some lovely experiences from Chinese dramas in old times. The buildings in this garden are fine. I think that the owner of this island knowledged some history background on the constructing this garden. Many details on these Halls give me many imaginations on using virtual awareness to be assistant on teaching, such as the general outlook of these halls look like some Chinese characters. Alice on the Wonderland gave me more eye shocking and inspirations on children teaching and learning. But this traditional Chinese garden made me think of more virtual assistance on non-alphabetic languages teaching and learning, such as teaching or learning Chinese.
About Albert's proposal, I could not deny it is a brilliant idea. It can cambine all the people's works on a whole project. But according to different people concern on diversity research area, I would like to know more details on it. Anyway, thanks Albert to be so helpful.
Qian
Wednesday, August 17, 2011
Let's go shopping!
Hi All,
You have to visit this place for freebies, there're floors & floors of clothing, skins, hair... and almost everything you want & the best thing is that 99% of the stuff is ABSOLUTELY FREE!!!
Freebie Galaxy : Freebies. freebie market, free items, Ibiza
Cheers
Albie
An idea
After watching Jane McGonigal's youtube talk from Darryl's email yesterday, I have come up with an idea for us to perform a collaborative group project in Second Life.
Since all of us in the 'Language in Virtual Worlds' paper have had our own experiences in either learning or teaching a L2, I'm thinking may be we can reflect on the strategy or strategies that we employed in our acquisition or teaching of L2 and then we can take turns & role play amongst ourselves as teachers and students to test out our strategies. Then each of us can write another reflection on whether these strategies are successful or not or may be the advantages and disadvantages of them. (This could be done by our own avatar in a video presentation captured in SL for the final assignment if Darryl approves it.)
My original plan was to try & recruit some volunteer students from may be a language learning place in SL to participate in this project, however, that might require getting approval from AUTEC (and it is like getting blood from a stone!) thus I've tweaked the plan a little to avoid this hurdle. As long as we're reflecting on our own experiences, there's no need to go through AUTEC.
This is just a rough idea at this stage & please feel free to give me some feedback, suggestions or comments & hopefully all of us will start to enjoy using SL more & ultimately get something useful out of it & pass this paper!
Cheers
Albie
Monday, August 15, 2011
About PPT
Albie have done very good powerpoint slides. Tatto is popular among young people. It not only shows people your uniqueness but also shows your personality to some extent.
However, it may have negative influnence on someone when you are in formal occasions.
I tried to put some slides at SL, but I got trouble in putting money in my SL account. It really annoyed me ~~~~~~~
Yanlin,
Cheers
However, it may have negative influnence on someone when you are in formal occasions.
I tried to put some slides at SL, but I got trouble in putting money in my SL account. It really annoyed me ~~~~~~~
Yanlin,
Cheers
Hi there - this is Maka from SL using screen capturing software Hypercam, which seems to be the best. Go to http://www.hyperionics.com/ and "download version 2" now!
Qian's Journey on Alice Wonderland
Hi Everyone,
I found that my journey in Alice's wonderland was so excited. There are lots of out off my imaging stuff, like a cat who can fly and a teaspot which can move around. What I love most is the design of the colors in this island. I think if it is possible, how about we can build a language school in Alice Wonderland, a school for children to learn a second language. These amazing buildings can inspire their talented imagering. Furthermore, some research demonstrate that multi colored visual image can give postive effects on language learners who have some kinds of learning disability.
Enjoy our journey in SL.
Sunday, August 14, 2011
Please help me!
I went to Naturum Island Resort, Down Under Romance Beach, etc, and took some photos. But these photos’ type is png, and I cannot change the type to jpegs.
Additionally, when I agreed with joining in the group at Down Under Romance Beach, my name was automatically changed to 'I love Down Under bardichaba Resident'.
Please tell me how I should do about them.
Kimiko
I cannot post my comment, too...
What does 'profile' mean?
Kimiko
I can take the jpegs type photo, but I still cannot post my comment...
The photo is Naturum Island Resort.
Kimiko
I solved the problem about my name.
Kimiko
Additionally, when I agreed with joining in the group at Down Under Romance Beach, my name was automatically changed to 'I love Down Under bardichaba Resident'.
Please tell me how I should do about them.
Kimiko
I cannot post my comment, too...
What does 'profile' mean?
Kimiko
I can take the jpegs type photo, but I still cannot post my comment...
The photo is Naturum Island Resort.
Kimiko
I solved the problem about my name.
Kimiko
Saturday, August 13, 2011
Achievement!!
Hi everyone!! This is my first post on the blog. Hope you'll like my slides...yes the 2 pathetic ones.... Its actually quite easy, once you get the hang of it. I recommend everyone read the article that I mentioned. I find it very realistic.
Love,
Me!! :D
Tuesday, August 9, 2011
Journal Articles
Hi All,
Here're two more articles about SL & you can also find the other two that I posted earlier under the blog named 'Exploring SL'
Cheers
Albie
Articles
1. Life Long Learning: Seniors in Second Life Continuum 1
2. A Virtual World Environment for Group Work
(You need to go to the bottom of the page & click on the 'View or Download' button for the full text)
Here're two more articles about SL & you can also find the other two that I posted earlier under the blog named 'Exploring SL'
Cheers
Albie
Articles
1. Life Long Learning: Seniors in Second Life Continuum 1
2. A Virtual World Environment for Group Work
(You need to go to the bottom of the page & click on the 'View or Download' button for the full text)
Thursday, August 4, 2011
Wednesday, August 3, 2011
Exploring SL
Hi All,
Here's a snapshot of 'The Secret Underground' that I explored in SL. The landscape is very diverse: you will find seaside resorts, nightclubs, shopping centers & other interesting settings too. Go & explore this place yourself when you're in SL next.
I've also done some research on journal articles about learning & teaching in SL & here's a couple of articles that I find quite interesting & would like to share with you.
Have a nice weekend & hope I'll bump into you in SL :-)
Cheers
Albie
Articles:
1. Second Language in Second Life: Exploring Interaction, Identity and Pedagogical Practice in a Virtual World
2. Analog vs. Digital Instruction and Learning: Teaching Within First and Second Life Environments
Tuesday, August 2, 2011
Ball of Knowledge
Hi All,
I had to delete the 'Tree of Knowledge' since I don't have permission to put any 'script' in it. So it is now the 'Ball of Knowledge' & it's still under construction.
Cheers
Albie
I had to delete the 'Tree of Knowledge' since I don't have permission to put any 'script' in it. So it is now the 'Ball of Knowledge' & it's still under construction.
Cheers
Albie
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