Gamification to encourage learner autonomy

This post tries to pull together a couple of things I have been thinking about recently. The first was a post I saw on the 21st Century Fluency Project blog a few weeks back. The title of the article 'How I Turned My Classroom into a ‘Living Video Game’ caught my eye and before I even had time to read it I started thinking about how the factors that create motivation in computer games could be applied to the classroom. The article is well worth reading, although this is only one element it touches on.

The other thing I have been thinking about recently is time management and distraction as it is one of the more significant objections which teachers often raise to having students using computers and mobile devices in the classroom, so when I saw 'HabitRPG' I thought it could be a useful tool to help deal with the problems and implement more of a gamified approach to the  classroom.

HabitRPG is a time and task management tool which overlays motivational elements of computer games onto managing time and tasks.

The two major motivational elements are health points, which can be used up and coins which can be earned by doing daily tasks, following good habits and doing jobs from your 'Todos' list. These coins can then used to buy rewards.

You can define the rewards for yourself. In my case I decided to define the rewards as the things that I usually do to procrastinate, such as check my email or look at facebook updates etc.

Then you can simply add your list of 'one off' jobs to the 'Todos' list. For me these are things like 'write an article', 'complete a job application', 'update my CV' etc. These become more valuable the longer they are left and so this increase motivation to do them and gain the coins so that you can pay for your rewards.

Then there are my daily chores which I can set up. These are things like 'update my blog' , 'add some links to Scoop.it' , 'search my RSS feeds for interesting articles' etc. If I do these they earn me coins, but if I don't do them by the end of the day I lose health points.

Lastly, there are the habits. These can be positive or negative depending on whether you do them or not, like 'take a walk' or 'have a snack'.

You can edit all of your lists quit simply by clicking on the pen icon, making the changes and then clicking on save and close.

The main thing you may need to edit is the price of rewards and the amount of coins you get for each task.

To change the price of the rewards, you just click the edit icon and then type in the price. The default amount for a reward is 20, but you can adjust the price depending on how much time your reward takes.

To change the amount of coins you are rewarded for doing each task, you need to go to edit and then go into the advanced options and choose, Easy, Medium or Hard. Doing a hard task will of course earn you more coins.

Once you have your lists set up it becomes quite easy just to click the + and - each time you do a task or have a reward.

Everyone starts off with 50 health points and if they have no coins to buy rewards or if they indulge in bad habits then they have to pay with health points. The challenge is to stay alive and build up enough coins to start buying rewards.

So how would this work with students?

• Well you could set the rewards as similar things to my own rewards, especially in a connected classroom. You could also add things like play a game or have a few minutes free browsing time online etc.
• Within the habits you could have things like 'speak L1', 'take notes' or 'copy an answer' etc.
• The daily things could be 'revise vocabulary', 'read a short article', communicate with someone in English', 'do an activity from the course book' etc.
• The 'Todos' could be a range of homework and autonomous learning assignments.

Here's what I imagine an ELT students profile would look like.

You'll need to guide students through the set up process and make sure they understand that for this to work they will need to be honest. You could actually have one page for the whole class, or set a page up for a group of students, but it will probably work better if they manage their own page.

They can also add a few elements of personalisation. If the click on the avatar (top left) there are a range of ways to change its appearance.

What I like about HabitRPG

• It's free and easy to use.
• It can help get students to take responsibility for their 'bad habits' and reduce the amount of 'policing' you have to do.
• It can encourage students to work on single tasks with concentration, rather than constantly multitasking.
• It's a great way to get students to take responsibility for their own time and learning and have some fun at the same time.
• It could increase motivation and help your students to be better organised.
• Students have their own account so they can log in on any computer.

Things I'm not so sure about

• Each student would need to have a computer or mobile device for this to work effectively.
• It would be great to see this on mobile, but I think that is being planned and it does run in the safari browser on iPad.
• There is some down time sometimes.
• Grouping students would also be great, but again I think this is coming.

If you want to know more about HabitRPG, there is quite a long tutorial below which shows a number of other features that you can unlock by playing the game.


I hope you enjoy HabitRPG and that it helps your students to be more organised and disciplined about they way they use their computer or mobile device for learning.

Related links:

• Digital Video - A Manual for Language Teachers
• 10 Lessons in Digital Literacy
• 3D Computer Games with Young Learners
• Adventure Narratives for EFL ESL
• Educational Games That Really Are Fun
• Exploiting two computer-based RPGs
• Games With a Purpose and a Social Network
• Create your own game
• Online Water Conservation Game

Best

Nik Peachey

3D Computer Games with Young Learners: Spore

In a recent digital skills survey I carried out using Urtak I discovered that more than 50% of digitally skilled teachers don't feel able to utilise 2D and 3D computer games to achieve pedagogical goals (See survey), so I've been looking around and exploring some possibilities. The first of these is the Spore Creature Creator. Spore is a game which allows you to create creatures and evolve them along with their environment, all the way through to a space traveling society.

The free trial creature creator that we will be looking at allows you to create creatures, take snap shots of them and make videos of them to see how they move. Here's an example of a video I created to get students interested. I added the captions and text using i-Movie though you could just as easily use a free online video editor such as Video Toolbox or Windows Moviemaker if you are using a PC.



The creatures are very easy to create, you just drag and drop different features onto a body and the add colour and test them out to see how they move. These are some of the other creatures I created.




Once you have created your creatures you can either make videos of them, take snapshots, which you can either save or email to someone, or create an animated gif of your creature (I wasn't too impressed with the quality of the animated gifs)

Here' a tutorial showing you how it's done.



You can download a .mov version of the tutorial here or this pdf document has the main screen shots and instructions if you'd prefer to follow on paper.

You can download the Creature Creator from the Cnet website here. It's a big download (205MB), but once you have it, you don't need to have web access to do any of the tasks or create the movies and snapshots.

How do we use this with students?

• Create images of different creatures and get the students to create a story about them.
• Get the students to create descriptions of different creatures - This could include appearance, but also likes and dislikes, habits etc.
• Get students to match pictures to descriptions.
• Get students to create a creature based around your description.
• Create a creature and use a picture of it as a picture dictation with one student describing the picture while the other one recreates the creature using the software.
• Get students to create a short video of their creature and add a description and narrative below it as a video project.
  
• Ask students to create a creature suitable for a particular environment, or types of tasks, then get students to discuss which they think would be best adapted for the environment.
• Get the students to write instructions for how to create a creature.
• Use the creatures to demonstrate present continuous tenses ( sitting, running etc.)
  

What I like about it.

• It looks great on a data projector and if you work in a single computer classroom, you can get students up and dragging things around and creating in front of the class.
• The creatures are very colourful and in the environment mode they really start to take on character.
• You can use the tool to create versatile and stimulating materials.
• It's free and pretty easy to use once you get it installed.
• I like the integration with YouTube as it makes it very easy to get your videos online quite quickly.
• I like that they can produce a range of gestures and expressions.
  

What I'm not so sure about.

• It's a big download and will need to be installed on any computer it is used on, so if you want to use it in your school computer room, you'll need the help of a supportive IT manager to get it downloaded and installed on all the computers.
• The Gifs it creates aren't that good, but you don't really need to use them.
• You need a fairly good computer with a good graphics card for it to work well.

I hope you enjoy trying some of these ideas with your students.

Related links:

• Adventure Narratives for EFL ESL
• Educational Games That Really Are Fun
• Exploiting two computer-based RPGs
• Games With a Purpose and a Social Network
• 3B Village 3D browser
• Create your own game
• Online Water Conservation Game
• Wonderland Virtual World and MMORPG
• Google's Lively Competitor with Second Life?
• 3B Village 3D browser
• Machinima with
  

Best

Nik Peachey

Adventure Narratives for EFL ESL Students

For a long time now I've really admired and been fascinated by the work of Amanita Design. They have a really unique approach and I love the way they blend photographic textures with cartoon images.

I also find their games quite addictive and that's I quality I always look for when trying to find stimulating materials for students, so I've been looking at how these games could used for language development.

The two games I've chosen for this posting are Samorost 1 and Samorost 2

Samorost 1 is based on the scenario of an asteroid heading towards a planet. The player has to click various elements of the screen and find out how to help Samorost change the direction of the asteroid and save his planet.

In Samorost 2, Somorost's dog is stolen by aliens and the player has to help Samorost rescue the dog.

So why use these games with EFL ESL students

• These games are fascinating and very engaging.
• They are quite mentally challenging and help students to develop analytical and critical thinking skills.
• They are beautifully designed and should stimulate your students imagination
• They are based around strong narratives
• They really are a lot of fun to play and discover
• Online games are a significant part of our younger students' culture

So how can we use these games with our EFL ESL students?
Here are a few suggestions to get your students developing their speaking, reading and writing skills.

• Tell the story - Split your class into A and B students. Get all the As to play one game and all the Bs to play another. as they work through the games they should keep notes of what happens and what they try to do to find their way through the game. Once they have finished the game pair one A student up with one B student and ask them to retell the story as if they were Samorost. Once the students have told their stories they can change over games and see if they can work their way through the game by remembering the narrative that their partner told them.

• Write the instructions - Split your students in to As and Bs as above and get your student to work their way through the games and write instructions for how to complete each level. They should then give their instructions to their partner and see if their partner can use the instructions to find their way through the game.

• Write a review of the game - You could ask your students to write a review of one of the games. You could collect these together with reviews of other games and publish them as a small booklet.

• Following instructions - As a reading exercise you could print up the 'walk through' instructions on how to complete the games and see if students can read them and work through all the levels.

• You can find a walkthrough for Samorost 1 here
• You can find a walkthrough for Samorost 2 here
  
  You could use the walkthrough instructions from the first game as a model and get the students to write a walkthrough for the second game.
  
  You can find lots more links to games and their walkthrough instructions here at Games Online

• Write the story - You could get your students to play one of the games and then write the story. They could write it as a news report and even use a video camera or web cam to create a news broadcast.

I want this ebook

What I'm not so sure about

• Students can get a bit excited and carried away and then they forget to use English
• The games are actually quite challenging and students may well get stuck and frustrated. If this happens you can either let them stop and get them to end the story at that place in the game, or you can give them the walkthrough sheets to help.

Well I hope you enjoy these games as much as I do. If nothing else, they are a visual treat.

Related links:

• My eBook Bundle
• Exploiting two computer-based RPGs
• Games With a Purpose and a Social Network
• 3B Village 3D browser
• Create your own game

Activities for students:

• The Samorost Game Challenge
• Take a Quiz Adventure Journey

Best

Nik Peachey

Games With a Purpose and a Social Network

Well who would believe it? A social network built around playing word games with online partners! This may not sound like a great idea, but I have to say that I'm impressed! Gwap (Games With a Purpose) is a collection of 5 basic word games which you can play in collaboration with an online partner (The website automatically finds you one).

The site has a selection of five rather addictive games:

• The ESP game. You and your partner both see an image and you have to type in as many words as you can that you associate with the image, until you and your partner come up with the same word ( that's the ESP bit). This is great vocabulary practice and pretty addictive too. You play to a time limit ( about 3 mins) and get a score at the end.
• Tag a Tune. This is a fantastic idea. You and your online partner both hear a tune and you both have to type a description of the tune. You then have to decide if you were both listening to the same tune or a different tune. Great writing practice and again done against a time limit with points awarded.
• Verbosity ( a variation on the classroom 'Hot Seat' game). You and your partner take it in turns to see and describe a word. The partner who can't see the word has to guess it. When you are describing the word you have specific sentences that you complete as clues. This not only helps to develop vocabulary skills, but also helps develop students abilities to explain new words which they don't understand.
• Squigl. This is an image based game. You see an image and a word and you have to hold down your mouse and outline the place on the image where you see the object of the word. Great for vocabulary building.
• Matchin. This is the least useful game in terms of developing vocabulary, but is still quite interesting. You and your partner see two images and you both click on the one you like the most. If you click on the same one, you get points.

All of these games are played against a time limit and you are awarded points, though you work collaboratively with your online partner.

Where's the social part?Well you have the option to start chatting with them at the end of each game and you can also set up a profile with picture and demographic information, which the site uses to help select a similar playing partner for you (though this is optional).

I was actually more interested in the games than the chatting, though with the last game, particularly if you are choosing similar pictures a lot, it might be interesting to chat and find out how similar the person you are working with is. It's also a good bit of language practice for your students if they do, though as ever they should be careful to protect their privacy and identity.

How to use this with students

• Just get them online and get them playing the games.
• They could do it from home as homework and you could set them a score to reach, or see who can get the highest score.
• You could use them as warmers at the beginning of class, especially if you have an IWB or data projector, or as fillers for early finishers in a multimedia room.

What I liked about it

• It's free, though you do have to register, easy to use and fun.
• Students work collaboratively rather than competitively
• The games are really nicely designed, visually very attractive and have good use of multimedia
• They are 'authentic' rather than being made for language learners, though they are really well suited to the ELT / EFL classroom.
• The site was set up by Carnegie Mellon University so you can be reasonably sure there isn't some large dark corporation doing unspeakable things with your personal data
• The site is actually being used as a way of tagging images and audio, so your time is being put to good use and helping the world become a better place ( find out more)

What I wasn't so sure about

• There's not much I don't like about the site. It's shame that you 'have to' register to play the games, especially as you are supposed to be 13 or over to register, but this is due to the chat functionality.
• Also, as with any site that contains images, there is the potential for some of these images to be offensive to your students, but there is a small button for them to click to flag offensive content, and that in itself is a good form of training.

Well hope your students enjoy the site and that you don't get too addicted to plan a lesson.

Best

Nik

3B Village 3D browser

I spotted 3B Village about a year ago and initially I was impressed, but some recent developments have, I feel, put this on the map as a really useful educational tool.

What is 3B Village?
3B Village is an amazing cross between a 3D virtual chat room and a web browser. Using the free software you can visit or create your own 3D rooms which have walls lined with webpages that you can click on to visit. You use an avatar to wander the rooms visiting various websites whilst text chatting with other virtual visitors.

• Watch a demo here: Exploring 3B Village (2.4Mb Flash)
  

The learning potential for this software is huge and I can see how it could be especially useful for creating webquests or web based treasure hunts and other collaborative tasks for groups of students working virtually / at a distance. The software has none of the versatility of virtual worlds like Second Life, but partially due to that it seems like a much ‘safer’ environment to take students into and a much simpler one for teachers and students to learn how to navigate.

It is very easy to create your own rooms for your class and then just invite them along. You can create a room by specifying the URL of particular resources you want to share with your students or you can generate a ‘quick room’ using a range of other sources, like Flickr , Google, MySpace and you can even generate rooms full of YouTube videos.

I created a room just by doing a search in YouTube based on ‘Shakira’ I then create a quick room by pasting in the URL of my search results and within less than 5 clicks and 5 mins I had room full of videos to wander around.

• See how it looks: Shakira video room (2.5Mb Flash)
  

I also created a gallery type room by typing the word ‘family’ into Flickr and generating a gallery based on the results.

• See how it looks: Flickr gallery room (2.0Mb Flash)
  

Here’s a quick tutorial movie to show you just how easy it is to create a room

• Creating a quick room using Google search (1.5Mb Flash)
  

How to use this with students

• Create webquests and store the resources in a special 3B room(s) so that groups of students can work together virtually analysing data and searching for and sharing information
• Create film shows from Youtube that students can watch together. They can then do their viewing tasks together and discuss them as they watch.
• Meet together virtually and discus / share web resources
• Create your own collection of bookmarks to share with your class
• Students who have a 'MySpace' can convert it to a 3B room and show their classmates around. This should help to build up a sense of presence and familiarity with virtual classes, something that is often hard to do.
• Get your students to create their own collection of study bookmarks as a project to share with other students
• Create rooms based on materials from Flickr and get students to meet virtually to discuss the images
• Students can work together to create a 3B room or village which represents their town or country
• Students can visit a 3B city and write a report on it, plan a visit to that place based on the resources they access there.
  

What I like about it

• A nice collection of rooms already created including some for kids
• You can either create rooms quickly using searches through various online content such as Flickr, YouTube, or Google, or you can hand pick websites to create a customised room specifically for your students
• It’s simple to use
• It’s free
• At 14Mb it’s not too huge a download
• Love wandering round the YouTube video type rooms and this may well be a way around institution that block YouTube!!?
  

What I'm not so sure about

• No MAC version yet
• Would be great if it had voice chat too
• It’s definitely for broadband users only
• A lot of the ready made rooms seem to be aimed at online shoppers
• There aren’t many casual visitors, so it’s not a place where students are likely to bump into people for casual conversation. Though that could well be an advantage too.
  

For anyone involved in distance education or any kind of online courses, I think 3B Village could make a really valuable contribution.

To use 3B Village you’ll need to download and install the 3B browser software from.
http://download.3b.net/
There’s no MAC version yet, but they are working on it.

As ever, I would love to hear from anyone who uses this with their students. Please feel free to leave comments, though they will be moderated.

Best

Nik

Create your own game

This is something that caught my eye last week. I just couldn't resist adding a feature about it here, though I think this does come with some warnings and reservations.

Pictogame.com is a website which enables you to create your own games very easily with just a few easy steps. All you need to do is:

• upload a picture,
• select the part of it you want to show
• choose a game type
  
• add in a title and description.

Then you simply click to see the completed game. You need to register to upload and save the game, but it's free and very quick to do. There are quite a few different game types to choose from, but there are lots of examples on the site that other people have made, so you can look at those to help you decide which type to make.

Here's a rather annoying game that I created in less than 5 minutes

Make a game | Share | Free games | Pictogame

So how do you use this with students
You could just create a game using a picture of yourself and use it;

• as a filler for those students who finish early if you work in a media lab / connected classroom.
• as a nice 'leveler' to make a game for your students with a picture of yourslef and shows that you have a sense of humour.
• to include a messages in the game like, "Hey! Remember to do your homework"

You could get students making games as a short task using either pictures of themselves or of well known celebrities.

• This will give them some practice at following instructions and they could work in pairs to discus the type of game they would like to create and who it would be for
• You can have a class competition for who can create the best game. Get students to vote for the best one and justify their choice
• Some of the games include quizzes to test general knowledge
• Get each group of students to create a different type of game and then describe to the other groups how the game is played
  

What I like about it

• It's free and very easy
• It's a nice simple fun task that you can get students to do as a filler
• Students can share the games quite easily either via email or through blogs or other online forums
• It can easily be integrated with other Web 2.0 applications such as Facebook, Blogger etc.

What I wasn't so keen on

• Some of the games are unsuitable for younger kids
• You need to make sure that students don't misuse the site and create unpleasant games using photographs of other students

This isn't the world's most useful site for developing language, but if used properly it's one that you can use to lighten up your course and your students can have some fun with.

I'd be very interested to hear from anyone who uses or has used this with their class, just to see how your students reacted and what you did with it.

Best

Nik

Exploiting two computer-based RPGs

In this article I’d like to look at how we could use two computer based RPGs (Role playing games) as the basis for language development.

The two RPGs that I’m suggesting you use are both very similar and very different.

• They are very similar in that they are both simulations of everyday life scenarios and involve day to day ‘survival’ type choices.
• They are very different in that the situations they are based around are a stark contrast between life in a rural developing nation and life in an urban developed nation.

The first is called Stick RPG and features a small blue man living in a hotel. The player manipulates the man and makes choices for him whilst helping him to survive life in the city. The player has various options each day including fining a job, studying, eating various foods, gambling etc.

The player has to maintain health and keep his finances in check and see what he can achieve within the cycle of the game.

• You can see how the game is played by watching this 'Stick' game tutorial movie
• To play the game go to: http://www.eskimo.com/games/stickrpg/

The second game is called Third World Farmer and features a small rural family. In this game the player needs to make decisions about how to spend the yearly budget, what crops to plant and what tools or animals to invest in.

At the end of each turn, the player gets a yearly report showing how successful the year was and how much money they have for the next year.

• You can see how the game is played by watching this 'Third World farmer' game tutorial movie
• To play the game go to: http://www.arcadetown.com/3rdworldfarmer/gameonline.asp

The games would be appropriate for teens or older learners with an intermediate+ level of English.

How to use these games with students.
Here are some suggestions for using these games in class. You could combine all or just some of the suggestions.

• Get half of the class to play one game and the other half to play the other. Then in class get them to describe, compare and contrast the games in pairs.
• Get the students to collect any new words they find while playing the games.
• Get each pair to describe their own ‘story’ in the game. What happened to them and what was their outcome?
• Get the students to compare the different problems their character had in the game. Which game do they think was harder?
• Ask them to compare strategies. What things did they do in the game that helped them to be more or less successful? How did they change their strategy?
• Ask them to rate the game. How good do they think it was? Did they enjoy playing it? Would they recommend the game?
• Develop some of the themes from the games for a class debate.

• Who do they think these games are aimed at?
• What did they learn from the games?
• How accurately do they depict the two different lifestyles?
• Does playing a game like this trivialise the situations?
• Can computer games like these educate people and change their opinions?
• Do these games depict stereotypes rather than realities?
• What do they think the makers of these games wanted to achieve?
• What other political or educational computer games do they know about?

Of course you could just forget about all of the suggestions above and get the students top play the games at home and see what they learn from them.

I hope you and your students enjoy these games. Please feel free to leave a comment and suggest other games you have used for language learning.

Related links:

• Tools for learners 
• Technology in English Language Teaching
• Adventure Narratives for EFL ESL Students
• Commercial Software and Apps for Learning

Best

Nik

Looking at There.com

For a while now I’ve been a fan of the virtual 3D world There.com. Although it isn’t as developed and hasn’t had a fraction of the publicity of Second Life I think there are a few things in its favour and for anyone wanting to take some steps into teaching in virtual worlds or for students who are interested in finding others to chat to or practice their language skills with, they could do far worse.

What is there.com?
It’s a simple 3D online virtual world where multiple players can create avatars, create worlds, build and interact with each other. The interaction is mainly through movement gesture and text chat, but voice chat is also possible too if you opt to pay for a premium membership rather than free. Have a look here if you want to see the maker's description.

If you want to see what it looks like, there is a video here created by the company, but it's quiet a big download (30Mb)

What I like about it.

• There are a number of attractive features within There.com. The most striking one for me is the way the text chat appears in cartoon-like balloon bubbles, which order themselves as the conversation progresses. This makes the conversation very easy to follow.
  
  
• I also like that when you register you get a free hover board (a bit like a small flying surfboard) and there are areas of the world where you can go to do speed trials or join other hover-boarding enthusiasts for races or lessons. See how to ride a hoverboard movie (3.5Mb)
• The visual graphics of the world are far less detailed than in Second Life, for example, but this means that the hardware and bandwidth requirements are much less, so you don’t need an expensive computer with high-end graphics card to join in the fun. The system requirements also claim that you can enjoy the world even if you are on a 56k dial up connection, though this I find much harder to believe.
• During my visits to There.com, I’ve generally found the other inhabitants to be much friendlier than in SL and generally more willing to talk to strangers (though I have a female avatar in There.com, so that could be part of the difference).
• There are regular organised events taking place so you can go along and be sure that someone will be there and something will be happening. You can see what’s going on in the ‘There Fun Times’ new site: http://www.therefuntimes.com/
  
• There.com offers a range of developer tools including a style maker for those interested in designing clothes etc.
• There are some ready made ‘Quests’ so there are things for students to do which will get them working together and exploring the world.
• The world is much more controlled than SL so there isn’t the ‘adult’ type of sexual imagery and content. Though that isn’t to say that it is safer in terms of the people who may be visiting, so the normal precautions apply. There is a guide for parents though and Online safety tips
  
• The picture taking tool is handy for getting students to produce follow-up assignments. Here’s a picture of me (my avatar) exploring an Egyptian tomb close to the Pyramids.
  
• There.com has some very active machinima projects and also has a yearly machinima film festival
  

What isn’t so good

• Generally it has a much smaller population so there tend to be less people about than in more popular worlds. So if you are recommending it as a place for your students to just hang out and meet other native speakers, then they might be disappointed.
• There is a voice client that enables audio voice chat, but to use it you have to have a premium membership and that involves paying. Though it is just a one-off single payment of $9.95 (about £5) and this also allows you to start building and selling things for ‘there bucks’.
• If you make things within There.com you have to pay to store them in-world.
• There.com isn't Mac friendly and you can't log into the site through Firefox either
  

How can I use it with my students?

• You could get them to do some Quest activities together.
• You could ask them to visit various places and take photographs (Using the camera tools), then produce an illustrated report or narrate a story.
• You could ask them to find out how to ride a hover-board and how to drive a ‘there’ buggy and then teach each other.
• If you have distance students, you could host your class in a There.com beach hut.
• Start a machinima project. Get your students to write a script for their avatars, storyboard the action and act it out in world. Then film the scenes and edit it together as a movie. Here's a guide on how to create machinima in There.com
• Organise a hover-boarding tournament for your students
• Take a series of pictures and get the students to create a story around them

Really though I think for these environments to work well for language learning you need to use them with distance learners or within a blended learning context. Not one where students are meeting regularly face to face.

Conclusion
On the whole I think There.com is a fun and very sociable environment where teens are likely to enjoy hanging out and meeting people. There are things to do there and it has the potential to be quite accessible because the makers’ claim that it can run on much lower spec computers without broadband. It doesn’t have the visual impact and programming potential that more complex worlds like Second Life have, but if you just want to make a start on understanding how these worlds work and what the potential is, before you invest serious money in a powerful computer, then There.com is well worth a look.

I'd be really interested to hear what other people think of There.com, especially with ideas to use with students.

best

Nik

Teaching English in Second Life

Over the past few weeks I've been pretty busy teaching my first English students on a Business English course I have been developing for Second Life.

The experience has been pretty daunting with myself and the students having to come to terms with the complexities of the user interface and I have felt at times that my fifteen years of 'real world' classroom experience and the subconscious habits and reflexes that I developed over that period have totally deserted me.

The introduction of voice within SL has certainly made a huge difference, though there are still problems and bugs to be ironed out. Though to my surprise I did find myself drilling a group of advanced learners to help them with their word stress, something I rarely do in the 'real' language classroom. To my relief though, the number of students in the class seems to be steadily increasing rather than decreasing and they seem keen to come back for more.

As part of the course I've found it necessary to give a lot of help with the user interface, especially with some of the complexities of manipulating the voice client to get students into pairs and groups without having to shift them across the island so they don't overhear each other.

I've created these videos which have been really useful both for myself and my students, so I thought I'd share them here. I hope that anyone involved in teaching in SL finds them useful, and anyone who isn't involved gets some insight into how this tool can be used, particularly for language learning.

• This one shows how you can get students into pairs or groups, so that they only hear the people you are working with. (Be careful though. This feature still seems to be a bit buggy)
  View the movie
  
• This one shows how can use the 'Active Speaker' panel so that you can change the volume of the other speakers around you or mute them.
  View the movie
  
• This one shows you how to create a note card to take notes during the lesson.
  View the movie
  
• This one shows how to copy notes from Second Life note cards into a Word document (If you want to keep copies of your notes outside of SL)
  View the movie
  
• This one shows you how to share and pass note cards to other avatars / students.
  View the movie
  
• This first one shows you how to set up the interface so that you can listen to audio and watch video.
  View the movie
  
• This one shows you how to use the camera tools to take pictures / snapshots within Second Life.
  View the movie
  

Hope you enjoy and benefit from these. Please feel free to leave comments.

Best Nik Peachey

Materials design for Virtual Worlds

I was recently lucky enough to be invited to give a presentation on course and materials design for Second Life at the SLanguages 2007 virtual conference (June 23rd 2007) which took place on the Edunation Island in Second life. The conference itself was a fascinating event and the experience of presenting a conference paper within a virtual world to an audience of avatars was certainly a new and novel one for me.

I was asked to give this presentation because I have been working over the last few months on designing a Business English course for Second Life. As part of putting together the presentation I came up with a list of lessons I’ve learnt while going through the process of designing the course. The list is by no means finalised and I’m sure it will continue to grow and change as I learn more about developing materials for this world, but I thought I’d publish it here for anyone who is interested in designing their own materials for language teaching in SL.

For anyone who hasn’t already visited Second Life then you can download some instructions from here and see how it is done (1.3Mb pdf). Be warned though. To access SL you need to have a good broadband connection and quite a powerful computer. See system requirements

So here is my list of things to think about if you are trying to design teaching materials for Second Life. Feel free to leave comments.

Tips for language learning materials design in Second Life

1. Design outside the classroom box and into the computer game box
Think about the kinds of common computer game genre. They are really quite limited. The main ones are things like

• Driving or flying games (Grand Prix racing etc)
• Shooter games (Kill everything in sight etc.)
• Sports type games ( Football, Golf etc.)
• Strategy type games ( Zoo Tycoon, Hotel Tycoon etc.)
• Sims type games (The Sims, Sims 2 Pets etc.)

Think about how these can be made collaborative and why students playing them might need to communicate. Admittedly, it’s much easier to produce these types of games if you have an island and a team of technicians to work on them for you. If you haven’t there are still plenty of things you can do using places and objects already built in world. If you get your students to go to Nissan Altima Island they can pick up there own car, which they can either use there or anywhere else to have a driving competition. On AOL Pointe they can get their own skateboard and a collection of tricks to do on it. There are numerous places to play just about any sport you can think of. Finding and learning how to use these objects and places could be a communicative task in itself.

2. Build in ownership of the environment
If you have your own Island why not build a student area of some kind. Somewhere they can post their own materials, pictures etc. or give them their own room to decorate.

3. Give students control of their learning / activities
When you design learning tasks like role-plays let students be themselves, don’t try too hard to orchestrate things like what they will do, where they will be or what they will say. Good role-play is like jazz improvisation, you provide a structure and students improvise within it.

4. Make learning and task goals clear to students
Sounds obvious, but when we know why they are doing things we often take it foregranted that students know. This often isn’t the case, so be sure to let your students know why you want them to do something and what you think they should be achieving.

5. Make sure that students get individualised feedback on their performance
Especially in virtual world activities where students are in reality quite isolated and really sitting at home on a computer alone, it’s very important that they get some feedback on their performance and know how they are doing. Keeping note cards at the ready while you are monitoring your students can be really handy for making notes to pass to them at the end of the lesson.

6. Maximise student to student interaction
Now that Second life is going to have voice communication for everyone, there is no excuse for the activities to be tutor led. Let the students work together. Be sure to explore the voice capabilities and look at how you can group and pair students for voice chat.

7. Breakdown texts into smaller chunks and make ‘input’ tasks collaborative.
SL isn’t a text driven environment and doesn’t really lend itself to reading long texts. It’s much better to divide your texts up by giving a small chunk to each student on a note card, and then get them to reconstruct the overall meaning collaboratively.


8. Make the activities engaging on a mental (cognitive), personal and a cultural level
SL offers us the opportunity to connect people from all around the world, so be sure that your tasks and activities draw on that international experience and exploit the unique experiences that each student brings from their culture.

9. Build the materials into the immediate SL environment
SL is a wonderfully rich graphic environment. Try to make sure your materials exploit that immediate environment. Get students doing things in different places and moving around. Don’t just try to recreate a classroom in SL, remember the most successful language learning that happens goes on outside the classroom.

10. Make tasks relevant to real life and real SL life
The borders between real life and SL are becoming increasingly blurred. Think about how virtual 3D worlds will become integrated into our everyday lives and the kinds of skills people will need to operate and communicate in them effectively.

11. Exploit the ‘authentic’ SL world
There are lots of interesting and novel things to do and places to go in SL, so why not exploit them and design activities around them? Get students to go out in groups and explore and create reports, plan trips and tours for each other, bring back experiences to share with other class members.

12. Exploit the SL user interface
The SL user interface is an incredibly useful tool and has lots of features that can be used creatively. The snapshot tool can help students to create magazine reports with wonderful graphics or a photo diary of their experiences. The movie tool can help students to create machinima. They can use it to create their own video interviews, advertisements, or record role plays or drama productions.

13. Train learners to exploit the SL user interface / develop good IT literacy / study skills.
The user interface can also be used more or less effectively as a study tool, to take notes make records or to share information. Make sure that you train students to use it effectively, so that it aids rather than obstructs their study.

14. Build in social interaction
Knowledge is socially constructed and language is a social function. Try to design social time and space into your course and your tasks.

15. Create and exploit information gaps
Make sure that you create the need to communicate within your tasks. Creating information gap type activities is relatively easy in SL as you have a lot of control about how and who you give information to.

16. Develop and exploit the students’ relationship to their avatar
The SL avatar that represents your student can become a vehicle for the expression of their personality. Think about how you can involve this relationship between student and avatar in your activities.

The Slanguage 2007 conference was sponsored by The consultants-e
Video and audio transcripts of the presentations can be found on the Edunation Island at: http://slurl.com/secondlife/EduNation/178/40/22/

If you are a teacher and you are interested in developing language teaching materials for Second Life or doing some language teaching there get in touch with The consultants-e as they are now running seminars and training sessions in SL.