The classroom is dead -

long live the classroom

Paul Sweeney, paul@eduworlds.org
http://www.eduworlds.org
SLanguages 2009
http://www.slanguages.net

Overview
Value of recreating the 'traditional' classroom in
a MUVE
Different phases of 'classroom deconstruction
over 18 months in Languagelab
Role of the teacher / guide / instructor / facilitator
in supporting semi formal and informal learning
Changing student expectations
Guidelines for good practice
Reality check 1
Teaching / learning spaces
The classroom space
The city space
The suggestive space
The functional space
The thematic functional suggestive space
The fun and leisure space
The game space
The simulation space
The Classroom Space
What?
Business English course
Language input +Soft skills+
Fieldtrips + team
building
Where:
Classroom
The City Space
What?
Exploration of different city
locations for themed
classes
Where?
School, sports field, theatre,
cinema, restaurant, art
gallery ..
The Suggestive Space
What?
General English adults.
Most material developed CEF B1, B2
Conversation class aimed to build on student
reactions to a particular space whatever
discussion arose depending on student
experiences, culture, perception etc. Very open
ended and non prescriptive. e.g. life
experiences, art

Where?
Garden, beach,
riverbank, hotel, art
gallery, campfire, park
The Functional Space
What?
Material based on CEF ALTE Social &
Tourism descriptors approx 2 x 90 minute
lessons per descriptor per level. Most
material developed B1, B2
Main focus on oral + listening skills.
Where?
Airport, hotel,
dry cleaners,
restaurant, bar,
post office, bank,
martian temple,
residences
The Fun & Leisure Space
What?
programme of:
talks by invited artists & students
TV style language quiz show
obstacle course style
game show format
TV interview format
Where?
Theatre / TV studio
Quiz, obstacle course, ice
rink
The Thematic Functional / Suggestive
Space
What?
General English adult, B1 & B2
Functional / tasked based within a classroom
paradigm
Narrative-structured syllabus e.g. Holidays took
students from holiday planning to catching the
plane, arrival, checking in & sightseeing @ 2 X 90
min classes per week) material per level
Broader range of skill and language input
Where?
Garden, beach, riverbank, hotel, art
gallery, campfire, park, airport, hotel, dry
cleaners, restaurant, bar, post office, bank,
martian temple
The Game Space
What?
Teacher co-ordinated but
not teacher led sequence of
tasks related to an ALTE
CEF descriptor drawing on
game-based principles.
Where?
Tourist office (&
tours), bank

The Simulation Space
What?
Classes are reporting teams
for English City newspaper.
Decide on choice of /
approach to articles.
Prepare collaboratively.
Where?
City News offices, other
admin spaces
All SL for research
The Formal & Informal Space
What?
Undisguised input, skills
work, preparation, support,
feedback
Where?
What?
Location informed tasks
using simulation & role play
Where?

Reality check 2
Reflection 1: Warburtons typology of 3-D
virtual worlds (adapted McKeown, 2007)
What Flexible narrative Social world Simulation Workspace
Defn.
Games
(MMPORGs) and
serious games
Social platforms,
3-D chat rooms
and virtual world
generators
Simulations or
reflections of the
real
3-D realisation of
Computer Supported
Collaborative
Workspaces-CSCWS
e.g,
World of Warcraft
NeverWinter Nights
Ardcalloch
Rivercity project
Second Life
Metaplace
Habbo Hotel
Sims Online
Distributed
Observer
Network
Google Earth
ProjectWonderland
Olive
Open Croquet
.. a setting where
your story or
narrative unfolds
within constraints
of the rules / goals
set by designers.
.. elements of
both a fictional and
physical world.
Exists mainly as a
place for social
interactions to
occur
.. a close
representation
of the physical
world +
governed by the
same rules.
.. provides a virtual
workplace setting for
collaborative activity
& often includes the
necessary tools.
You
are ..
. a character in a
role with a defined
purpose.
.an extension of
yourself.
. yourself. . yourself.
Reflection 2: a checklist of success
factors for teaching & learning
Language learning as a social event
Communication & interaction
Real audience - establishing contexts for
the use of language with genuine
interlocutors who have a real need to
interpret what is being communicated and
react to it
Meaningful learning via authentic tasks
Varied input
References
Warburton,S. 2009 Second Life in higher education: Assessing the potential for and the barriers to
deploying virtual worlds in learning and teaching, British Journal of Educational Technology Vol 40
No 3 2009 414426 doi:10.1111/j.1467-8535.2009.00952.x 2009

Canfield, Gonzlez, Guerrero, MacKichan, Palomeque, Speck, Sweeney, - in preparation - Task
design for Language Learning in an Embodied Environment, Teaching through Multi-User Virtual
Environments - IGI Global

Common European Framework
http://www.coe.int/T/DG4/Linguistic/CADRE_EN.asp

http://www.eduworlds.org paul@eduworlds.org