1. Experiences with NIFLAR’s
3D virtual worlds
Ton Koenraad & Silvia Canto

2. Structure
• NIFLAR 3D worlds
• Recordings of university student activities

3. Sense of presence: social interaction

4. Settings for functional
dialogues

5. Flexible, adaptable

6. NIFLAR requirements
from first ideas to realisation

7. Design principles for NIFLAR 3D-VLE
• Objectives for L2 learners & (student) teachers
• Pedagogical principles:
– Pedagogy re ICC-training & assessment
– Blended approach
– Teacher Ed.:
Experiential learning (competence development)
• Analysis of good practice (Warburton, 2009; Molka-
Danielsen & Deutchmann, 2009; Sweeney, 2009; Jauregi et al., 2009;
2010)
• Scalable, sustainable

8. NIFLAR’s 3D Learning Enviroments:
Second Life
Open Simulator

9. SL for adult students:
Access to authentic places &
interaction (chance meetings)

10. NIFLAR @ Second Life
Launchroom

11. Instant scenes for tasks

12. Open Sim NIFLAR for
secondary pupils & student teachers

13. NIFLAR OS MegaSim:
Four (4) voice-enabled Regions
• Reception Region
• Spanish Region
• Asterix Village Region
+ Projectlandia

14. Reception SIM
Project Home, International Meeting Area (tandem learning)

15. Spain / Valencia city (culturally specific settings)

16. Asterix village:
Curriculum support for:
historical topics, roleplay + perspective change

17. Projectlandia:
default scenario & facilities
for ad hoc projects

18. •Projectlandia: Regions for future target groups, e.g.
ChinaVillage

19. Tasks & activities for
secondary learners
- Treasure Hunt: find hidden cultural artefacts and
discuss use/origin
- Guided tour:
Guide partner and provide cultural information

20. Object based activities (Self Access)
Comics Puzzler (Info Gap: problem solving)

21. Object based activities
(2)
Talking Lottery Balls (Communicative Game)