SLanguages2008 Chinese School

Quest Design in SL Chinese School MinnSU Koga Dongping Zheng, Ph.D. SLanguages 2008 EduNation II – Seminar Space Chinese School – http://slurl.com/secondlife/Chinese%20School/76.0/160.0

Background ,[object Object],[object Object],[object Object],[object Object]

Background II ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Virtual Worlds and How People Learn ,[object Object],[object Object]

Situated Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]

Current Methods ,[object Object],[object Object],[object Object],[object Object],[object Object]

Visualizing Persistent trails/trajectories can range from: (Loh, 2007) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Get to the point ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A Sample Quest for Beginning Level - I ,[object Object],[object Object],[object Object],At the museum (3 right clues) At the tall building ( 1 good clues , one useless clues ) Behind Beijing hotel ( 2 right clues , 1 false one ) At the 静香亭（ 1 right clue, 2 false clues) Scaffolding the actual process of interaction from moment to moment

Scaffolding interaction through Negotiation for Action ( Zheng, Young, Wagner, & Brewer, forthcoming ) : L anguage is both embodied and dialogical ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

“ Learner’s identity are not ready-made ahead of time, but renegotiated, reconstructed and “updated” in every encounter” (van Lier, 2004)

[object Object],[object Object],[object Object],[object Object],[object Object],Expert-novice AND Symmetrical Relationship

“ Improvisation is the fuel of autonomy in learning” (van Lier, 2004)

Learners’ Organize their own Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Prolepsis: Assume the learners already have the abilities we and they wish to develop (van Lier, 2004) ,[object Object],[object Object]

Fun yet Challenging (listen to 4/18 interview) ,[object Object],[object Object],[object Object]

How do Novices Get there? ,[object Object],[object Object]

From Novice to Expert (From Stumbling to Automatic)

Discussion and Questions ,[object Object]

slanguages.net SLanguages 2008 This presentation was given at SLanguages 2008 The Conference for Language Education in Virtual Worlds

SLanguages2008 Chinese School

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