Social interaction through videowebcommunication and virtual worlds: An added value for education.
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Jauregi et al presented NIFLAR experiences at Online Educa Berlin on December the 3rd 2010
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Social interaction through videowebcommunication and virtual worlds: An added value for education.
- 1. Social interaction through video-webcommunication and virtual worlds: An added value for education Kristi Jauregi, Silvia Canto, Rick de Graaff, Utrecht University and partners Online Educa Berlin 2010
- 6. How? Interaction Telecollaboration Learner centeredness ICC Authenticity of learning
- 8. Second Life Open Sim Adobe connect (Surfnet)
- 10. Task design criteria for:
- 14. Example Second Life
- 18. Results: Significant impact on motivation Like speaking to native speakers Perceived competence Get nervous talking in the TL 5 point Lykard scale
Hinweis der Redaktion
- Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.