Tándem inglés-español en Second Life

Sabela Melchor CoutoLecturer in Spanish

Roehampton University, London

Uso de mundos virtuales con fines didácticos

Principales mundos virtuales:OpenSimHome (Play Station 3)Active WorldsSecond Life

Principales usos: Hew and Cheung (2010)

Como espacios para comunicarseComo espacios para simulacionesComo espacios experimentales

Mundos virtuales y ELE

Espacios en Second Life:

Posibilidad de comprar terreno.

Posibilidad de alquilarlo: EduNation Island III (EUROCALL)

Grupos de enseñanza de idiomas en Second Life:

EUROCALL/CALICO Headquarters

EUROCALL/CALICO Virtual Worlds Special Interest Group:

http://virtualworldssig.ning.com

EVOVILLAGE (Virtual Language Learning and Group Experience)

Introduction to Second Life Viewer 2 by Graham Davies

Mundos virtuales y ELE

Proyectos:

AVALON (Access to Virtual and Action Learning Live

Online)

Eastern European languages + 3D environments for schools

EVOVILLAGE

NIFLAR (Networked Interaction in Foreign Language

Acquisition and Reserach) http://cms.hum.uu.nl/niflar/

Mundos virtuales y ELE

Herramientas disponibles: SLOODLE: SL + MOODLE

Quizzes Power Point Presenters

Surveys Youtube Players

Chat box

Holodeck

SL Marketplace: https://marketplace.secondlife.com/

Destination Guide

Events Guide

Dificultades para el desarrollo de la competencia oral:

MV: ¿Posible solución? Limitaciones del entorno:

Tamaño del grupo

Entorno de clase

Falta de hablantes nativos

Dinámica de grupo…

Variables afectivas:

Ansiedad

Creencias de Autoeficacia

Motivación

Práctica individual

Entorno virtual

Compañeros nativos

¿disminuye la ansiedad?

¿mejoran sus CA?

¿aumenta la motivación?

Mundos virtuales y ELE

Tándem en SL con la Universidad de Cádiz

Participantes: 21 Year 1 & Year 2 alumnos de Roehampton 21 Year 1 & Year 2 alumnos de la Universidad de CádizActividades: 4 actividades en 4 semanas. Evaluación: Parte de la nota del componente oral de la asignatura: Un audioresumen en castellano por actividad. Un audiocuestionario en inglés sobre la actividad.

Tándem Virtual

Organización:Acceso a SL: restringido en el campus (limita los

participantes)Asistencia técnicaHerramientas de SL: pantallas de Power point y de YouTube“Urbanización” en SL: chatting spots Sesiones introductorias a SL

Exigencias técnicas para los alumnos: Ordenador (no muy antiguo)Conexión a Internet (razonablemente rápida)Auriculares y micrófono

Tándem Virtual

Actividades del Virtual Tándem:

No.1: EstereotiposNo. 2: En el cineNo. 3: Las redes socialesNo. 4: Explorando Second Life

Las actividades 1, 2 y 3 se desarrollaron en Roehampton Virtual Campus

Virtual Language Tandem

Problemas técnicos: Problemas puntuales con la herramienta de voz (auriculares de USB) 3 casos de conexiones u ordenadores lentos Problemas en la última actividad para visitar algunos

lugares Creación de cuentas de usuario fuera del campus

Manejo de SL: La mayoría de los alumnos aprendieron intuitivamente

Acogida de la actividad: La mayoría de los alumnos disfrutaron con las actividades, especialmente la de Facebook.

Tándem Virtual

Lo que opinan los alumnos:

I really don’t like Second Life. It feels a bit like you are having a cyber relationship and it’s a bit strange. It’s kind of awkward speaking to someone you don’t know without even being able to see them. I like being face-to-face to people, I feel I’m more confident, as I can get my personality across.

The more I’ve gone on with SL the more I’ve enjoyed it. I really think it is a programme that other people should have the opportunity to use for language learning. Before I started SL I really really didn’t like it (…) but from the first session it really surprised me how it is a really good tool for language learning. My confidence levels for speaking Spanish have gone up a lot more than I thought they were going to and I feel less silly about making mistakes.

Tándem Virtual

Lo que opinan los alumnos:Anonimato: I felt I didn’t have much pressure compared to a face-to-

face conversation, which made me feel a lot less nervous, because I could make mistakes and not have to be [physically] in the conversation somewhere. Talking through the computer, I felt that I had quite a good sense of security.

I wasn’t nervous at all, I was quite relaxed. It was better for me that they weren’t physically present, because I think that that would have made me more nervous, more likely to forget things.

[Not being physically present] I think it helps me because it makes me feel less nervous. It’s quite strange, but I feel like I know more things and I’m better at speaking Spanish when I don’t have to look at the person for some reason. I can speak better in SL than I would probably in a conversation.

Tándem Virtual

Lo que opinan los alumnos:Confianza en sí mismos: I’ve got a huge boost of confidence when I’m speaking to

my Spanish partner because I know that when I make a mistake he can correct me and then I don’t feel so bad about it. It gives me the chance to utilize my Spanish skills and build my confidence in terms of speaking Spanish, not just virtually but when I use it in a face-to-face sort of method.

Tándem Virtual

Gracias .

Los resultados obtenidos en este proyecto serán presentados en EUROCALL 2011 en septiembre de 2011.

Co-autores: Inma Pedregosa (Roehampton University) José María García (Universidad de Cádiz)

Kirriemuir’s Snapshots Series (2007, 2008, 2009, 2010): Kirriemuir, John (2008) A Spring 2008 “snapshot” of UK Higher

and Further Education Developments in Second Life. Eduserv Foundation. Available online.

Dalgarno et al. Scoping studyDalgarno, B. et al. (2011) “An Australian and New Zealand

scoping study on the use of 3D immersive virtual worlds in higher education” in Australasian Journal of Educational Technology2011, 27(1), 1-15. Available online.

Warburton’s reviewWarburton, S. (2009) “Second Life in Higher Education:

Assessing the Potential for and the Barriers to Deploying Virtual Worlds in Learning and Teaching” in British Journal of Educational Technology, vol. 40 (3). Blackwell Publishing: Oxford

Bibliografía introductoria