Comments on: Session Fourteen—Virtual Worlds http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/ Integrating Social Networking Tools Into Language & Culture Courses Mon, 15 Dec 2008 16:55:37 +0000 http://wordpress.com/ hourly 1 By: felicebeneduce http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-84 felicebeneduce Fri, 14 Dec 2007 01:16:05 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-84 I believe that the link that Martina quite correctly posits between the computer games and virtual worlds is a point in favor of MUVE usage in the foreign language classroom rather than against it. Of course, the MUVE cannot substitute a "traditional" class but it can be a very beneficial supplement to it. The historical accuracy is also another very important facet which must be addressed and it is for this reason that in the creation of such MUVEs with historical setting, we as language instructors must collaborate with historians as well as with the program designers to ensure that the world depicted is as truthful as possible, including all the negative aspects of the historical period in question. To answer Martina's concerns, kings/queens/knights (and I might add damsels) should be at the very end of the list: imagine rather the students as having to live the lives of serfs in 12th century Tuscany or as a coalminers in the Ruhr of the 19th century. I fully agree that a careful evaluation of how exactly to use these tools in a classroom is indeed indispensable for a correct integration of the MUVE into our language courses. However, I do have to disagree with Martina's statement that "playing is not necessary learning": do we not repeatedly hear that our classes "should be fun" and that we should include "games" such as "Simon says" and the like? I must admit that I am not familiar with any studies on the topic (Barbara???) but I strongly believe there is a definite connection between the ludic and pedagogy. As an example I give you this (at the risk of revealing my age): ask anyone who was a child during the early 70s to recite the preamble to the US constitution. I am willing to wager any amount that the person will start humming/singing the Schoolhouse Rock version of it. Finally, liebe Martina, the technology required for MUVEs need not be in the classroom (that's actually the beauty of it): the students can undertake their virtual adventures abroad in the comfort of their own dorm rooms as homework. As for my esteemed Sicilian colleague Renato, I cannot agree more that we should strive to present to our students linguistic environments which are as authentic as possible. There will be an incredible amount of work to be put into - not to mention a suitable infrastructure (read: money) to support - any such project but the result will be in my opinion a powerful pedagogical tool. The infamous problems with the online workbooks derive from their software and in MUVEs voice recognition programs would theoretically offset student errors by - a la Rosetta Stone - having the student repeat the phrase (anyone remember Steve Martin's "¿donde està casa de Pepe?") until it is pronounced correctly. I don't think *hours* would be required for each assignment: perhaps one hour, tops which, keep in mind, would be spent as playing a game. Kudos to Alfonso for the noticing the Yoda faux pass (¡Que la fuerza sea contigo!) I believe that the link that Martina quite correctly posits between the computer games and virtual worlds is a point in favor of MUVE usage in the foreign language classroom rather than against it. Of course, the MUVE cannot substitute a “traditional” class but it can be a very beneficial supplement to it. The historical accuracy is also another very important facet which must be addressed and it is for this reason that in the creation of such MUVEs with historical setting, we as language instructors must collaborate with historians as well as with the program designers to ensure that the world depicted is as truthful as possible, including all the negative aspects of the historical period in question. To answer Martina’s concerns, kings/queens/knights (and I might add damsels) should be at the very end of the list: imagine rather the students as having to live the lives of serfs in 12th century Tuscany or as a coalminers in the Ruhr of the 19th century. I fully agree that a careful evaluation of how exactly to use these tools in a classroom is indeed indispensable for a correct integration of the MUVE into our language courses. However, I do have to disagree with Martina’s statement that “playing is not necessary learning”: do we not repeatedly hear that our classes “should be fun” and that we should include “games” such as “Simon says” and the like? I must admit that I am not familiar with any studies on the topic (Barbara???) but I strongly believe there is a definite connection between the ludic and pedagogy. As an example I give you this (at the risk of revealing my age): ask anyone who was a child during the early 70s to recite the preamble to the US constitution. I am willing to wager any amount that the person will start humming/singing the Schoolhouse Rock version of it. Finally, liebe Martina, the technology required for MUVEs need not be in the classroom (that’s actually the beauty of it): the students can undertake their virtual adventures abroad in the comfort of their own dorm rooms as homework.

As for my esteemed Sicilian colleague Renato, I cannot agree more that we should strive to present to our students linguistic environments which are as authentic as possible. There will be an incredible amount of work to be put into – not to mention a suitable infrastructure (read: money) to support – any such project but the result will be in my opinion a powerful pedagogical tool. The infamous problems with the online workbooks derive from their software and in MUVEs voice recognition programs would theoretically offset student errors by – a la Rosetta Stone – having the student repeat the phrase (anyone remember Steve Martin’s “¿donde està casa de Pepe?”) until it is pronounced correctly. I don’t think *hours* would be required for each assignment: perhaps one hour, tops which, keep in mind, would be spent as playing a game.

Kudos to Alfonso for the noticing the Yoda faux pass (¡Que la fuerza sea contigo!)

]]> By: martinawp http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-82 martinawp Wed, 12 Dec 2007 20:58:12 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-82 Renatos statement about the availability of technical tools in the classroom is important. We could have the best ideas -- without technical support it is senseless. I made this experience in one of my classroom projects that I described in Session Thirteen. The classroom I taught the interdisciplinary class in had no high tech equipment at all. Thus, I had to describe the students the wiki project instead of demonstrating this in class. As I stated, this caused confusion in the beginnning when they had to sign up for the first time. We disussed this in class and, from then on the problem was solved. Nevertheless, without technical tools it can be difficult to teach -- not to mention the lack of virtual worlds :O) Renatos statement about the availability of technical tools in the classroom is important. We could have the best ideas — without technical support it is senseless. I made this experience in one of my classroom projects that I described in Session Thirteen. The classroom I taught the interdisciplinary class in had no high tech equipment at all. Thus, I had to describe the students the wiki project instead of demonstrating this in class. As I stated, this caused confusion in the beginnning when they had to sign up for the first time. We disussed this in class and, from then on the problem was solved. Nevertheless, without technical tools it can be difficult to teach — not to mention the lack of virtual worlds :O)

]]> By: rventura http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-81 rventura Tue, 04 Dec 2007 21:38:59 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-81 What Martina said about students and how they should be guided, made me think about another issue (raised by Educase's article too): cost. I am talking about computer mainframes but also the support staff. Virtual worlds are effective if we mix real (read human) and simulated (read computers) components. VW are great if beyond an avatar there is a human that actually acts and reacts like a real person (in the educase this is the situation in medical school). In the end, although it is a great idea to use virtual worlds in our language classes... well we'll need to wait a little bit more before universities can afford it!! As usual I think very positive. Ciao Renato What Martina said about students and how they should be guided, made me think about another issue (raised by Educase’s article too): cost. I am talking about computer mainframes but also the support staff. Virtual worlds are effective if we mix real (read human) and simulated (read computers) components. VW are great if beyond an avatar there is a human that actually acts and reacts like a real person (in the educase this is the situation in medical school). In the end, although it is a great idea to use virtual worlds in our language classes… well we’ll need to wait a little bit more before universities can afford it!!
As usual I think very positive.
Ciao
Renato

]]> By: martinawp http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-80 martinawp Tue, 04 Dec 2007 21:00:36 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-80 Of course, playing can be a learning process, e.g. as Friedrich (von) Schiller stated: Men is only men when he's playing (freely translated: Der Mensch ist Mensch wenn er spielt). There is this joyful experience of collaboration and new insight. Nevertheless, playing is not necessary learning. I have to admit that I love to play "Command and Conquer" and other strategic games -- I would never consider this as important for education :O). Thus, I am looking forward to our discussion in class and new virtual worlds that can be used for educuational purposes. Of course, playing can be a learning process, e.g. as Friedrich (von) Schiller stated: Men is only men when he’s playing (freely translated: Der Mensch ist Mensch wenn er spielt). There is this joyful experience of collaboration and new insight. Nevertheless, playing is not necessary learning. I have to admit that I love to play “Command and Conquer” and other strategic games — I would never consider this as important for education :O). Thus, I am looking forward to our discussion in class and new virtual worlds that can be used for educuational purposes.

]]> By: Barbara http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-76 Barbara Tue, 04 Dec 2007 19:40:33 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-76 But if we take a look at what the game-based group represents to John Jamison, i.e., those who use gaming as a means to learn, to educate themselves, should it be something that alarms us or aids us as educators? But if we take a look at what the game-based group represents to John Jamison, i.e., those who use gaming as a means to learn, to educate themselves, should it be something that alarms us or aids us as educators?

]]> By: martinawp http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-75 martinawp Tue, 04 Dec 2007 19:08:15 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-75 What do you think about Virtual Bacon's statement "While the non-game group still controls the 'politic'of the day, the game-based group destined to outlive them. The division will become bloodier before it improves"? Do you you have the same mixed feelings that I experience and describe above? What do you think about Virtual Bacon’s statement “While the non-game group still controls the ‘politic’of the day, the game-based group destined to outlive them. The division will become bloodier before it improves”?

Do you you have the same mixed feelings that I experience and describe above?

]]> By: Barbara http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-73 Barbara Tue, 04 Dec 2007 00:16:24 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-73 You're absolutely right! I didn't catch this and I'm a big fan of both series. : ) You’re absolutely right! I didn’t catch this and I’m a big fan of both series. : )

]]> By: alfonsovaronacarrillo http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-71 alfonsovaronacarrillo Mon, 03 Dec 2007 19:03:04 +0000 http://beyondwebct.wordpress.com/2007/12/03/session-fourteen%e2%80%94virtual-worlds/#comment-71 Just a comment on <a href="http://www.thejournal.com/the/printarticle/?id=20899" rel="nofollow">Second Life: Do You Need One? (Part 2)</a> by Patricia Deubel. It says about Figure 4 that you will meet Yoda Bartender "like the character of the Star Trek series". It is actually from the Star Wars series (The Empire Strikes Back), as everybody knows. Just a comment on Second Life: Do You Need One? (Part 2)
by Patricia Deubel. It says about Figure 4 that you will meet Yoda Bartender “like the character of the Star Trek series”. It is actually from the Star Wars series (The Empire Strikes Back), as everybody knows.

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