Report:Virtual language training pilot at Aalto University part 1

Transcription

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D1.2.2.1 Virtual language training pilot at Aalto University
Eero Palomäki
BIT Research Centre
Aalto University
2011
Table of Contents
1
2
3
Introduction ............................................................................................................................................... 4
1.1
Objectives of the case study .............................................................................................................. 4
1.2
Existing services ................................................................................................................................. 4
1.3
Goals of virtual language training...................................................................................................... 5
1.4
Virtual world technology ................................................................................................................... 5
1.5
Implementation theory ..................................................................................................................... 5
1.6
Production process for a 3D virtual world course ............................................................................. 6
1.7
Project team ...................................................................................................................................... 7
Case Description ........................................................................................................................................ 7
2.1
LabLife3D – a virtual chemistry laboratory ....................................................................................... 8
2.2
How the teachers were chosen? ....................................................................................................... 8
2.3
How the students were chosen? ....................................................................................................... 9
Timeline of the virtual language training course....................................................................................... 9
3.1
Session 1: Intro session...................................................................................................................... 9
3.1.1
Dates .......................................................................................................................................... 9
3.1.2
Description............................................................................................................................... 10
3.1.3
Materials .................................................................................................................................. 10
3.1.4
Setup ........................................................................................................................................ 10
3.1.5
Notes and ideas ....................................................................................................................... 10
3.2
Session 2 – Travelling around the virtual world and writing a travel diary ..................................... 11
3.2.1
Dates ........................................................................................................................................ 11
3.2.2
Description............................................................................................................................... 11
3.2.3
Material used ........................................................................................................................... 11
3.2.4
Setup ........................................................................................................................................ 11
3.2.5
Notes and ideas ....................................................................................................................... 11
3.3
Vocabulary list to study ................................................................................................................... 11
3.4
Session 3 – Small group conversation role play .............................................................................. 11
3.4.1
Dates ........................................................................................................................................ 11
3.4.2
Description............................................................................................................................... 11
3.4.3
Materials .................................................................................................................................. 12
3.4.4
Setup ........................................................................................................................................ 12
3.4.5
Questionnaire .......................................................................................................................... 14
3.4.6
Notes and ideas ....................................................................................................................... 14
3.5
3.5.1
Dates ........................................................................................................................................ 14
3.5.2
Description............................................................................................................................... 14
3.5.3
Materials .................................................................................................................................. 14
3.5.4
Setup ........................................................................................................................................ 15
3.5.5
Notes and ideas ....................................................................................................................... 15
3.6
4
5
Session 4 – Microbiology scenario: Virus identification (Identifiera ett virus) ............................... 14
Vocabulary exam and a feedback questionnaire ............................................................................ 15
Virtual language learning pilot analysis and conclusions ........................................................................ 15
4.1
Activating students .......................................................................................................................... 15
4.2
Learning results of the students ...................................................................................................... 15
4.3
Simulating authentic work tasks...................................................................................................... 16
4.4
Summary of student feedback ........................................................................................................ 16
4.5
Roles in the implementation team .................................................................................................. 17
4.6
Process ............................................................................................................................................. 19
4.7
Organizational implementation experiences .................................................................................. 19
4.8
Main challenges ............................................................................................................................... 21
4.9
Creating cooperation and pushing virtual worlds forward ............................................................. 21
References ............................................................................................................................................... 22
Appendix A
Vocabulary list for the students .............................................................................................. 23
Appendix B
Session 1 instructions .............................................................................................................. 25
Appendix C
Session 2 instructions – Resande i Second Life ....................................................................... 27
Appendix D
Appendix E
Laboratory equipment list ....................................................................................................... 31
Appendix F
Appendix G
Immersion questionnaire after session 3 ................................................................................ 38
Appendix H
Student questionnaire after the course .................................................................................. 40
1 Introduction
Globally distributed language training taking place in a virtual environment offers a real workplace kind of
setting for learning and incorporates playfulness, social interaction and exploration. Best practices and
experiences from designing and implementing language training are gathered from a case study from
language training in Aalto University. The study provides answers how to support relevant language
learning in authentic work situations and familiar work environments. The use of simulated work
environments and a variety of culture settings might offer new kind of value creation and business
possibilities for language training.
Based on the state-of-art report (Federlay et al., 2010) about education trends, there are issues supporting
the use of virtual worlds in training. The use of new tools and technologies, collaboration, and problem
solving skills are gaining foothold. Virtual worlds support their development. Virtual worlds support the
socio-constructivism and community of inquiry models, who have gained foothold as standard approaches.
The work life of today is continuous learning and needs on-hand task information. Key trends are open
content, collaboration, co-building, personalization, and informal learning.
1.1 Objectives of the case study
The objective of this task is to explore a new way of providing virtual language training using a 3D virtual
world environment. One aim is to find out what expectations and needs customers and language trainers
have for virtual language training. Other areas of interest are to explore how playfulness, social interaction
and exploration can be included in virtual language training. If the implementation carries good results, it
could be found out that using this method foreign language usage in authentic work tasks inside a virtual
environment can be trained.
Especially interesting focus questions:
-How to activate learners with playfulness, social interaction, and exploration in virtual language training?
-What kind of planning and implementation process is needed to train foreign language usage in authentic
work tasks inside a simulated work environment?
-What expectations and needs exist for virtual language training? What learning results and student
opinions emerge?
The case report has been divided into two parts; this is the first report that includes description of the case,
and student feedback, the other part discusses the teacher interviews.
1.2 Existing services
There are some existing services using virtual worlds for language training. These services can be
benchmarked or used as proof-of-concept examples. One of them is English City by UK school called
Language Lab. It uses the virtual world Second Life as a platform for teaching English. Their basic idea is the
availability of native English speakers anytime. Virtual worlds provide a good environment for contextappropriate situations such as restaurants and city streets. This same thinking can be applied to work-based
contexts as well. There are potential seen in this kind of thinking, what is proved by an 1 million dollar
investment funding awarded to Language Lab to develop English City by Avonmore Developments, Stephen
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Bullock, and Huda Associates. Language Lab claims 1000 paid student subscribers and 50 000 users in over
70 countries.
Link: http://www.languagelab.com/
1.3 Goals of virtual language training
The environments used in virtual language training are highly graphical. This can be used to activate the
students and their vocabulary around a certain subject by providing visual representations of the words.
The words can also be used in student tasks and activities.
As the virtual worlds are multi-user environments, and they provide a way to build quite realistic scenes,
they can be used to do emergency scenario training. These scenarios can also act as a platform or tool for
language training, as the participants need to be active and use the language to escape or act right in the
emergency situation. Other situations that could be useful would be normal work-life events like meetings,
presentations or job interviews in a foreign language.
Being online the virtual environments are also a tool for distributed training. This means that the
participants can “be present” from around the world and different corporate locations. Also, native
speakers of the foreign language can be brought in, or the action can be taken to interactive events or
communities of native speakers inside the virtual world. Social networking, teaching processes and
operational applications are also possible activities for virtual language training.
1.4 Virtual world technology
The choice of virtual world in this case study was pretty straightforward. The language teachers had some
experience about Second Life virtual world, and the chemistry lab environment was available in Second
Life. Afterwards there were some thoughts from the teachers, that if the environment could run several
copies of the laboratory, it could help in some course situations. For example, if a lot of students are to
enter the same virtual premises at the same time. This could be achieved by copying the environment in
Second Life to several areas, or by running several simulations of the same environment in a virtual world
that supports it. Such open source worlds are for example OpenSim and realXtend. This would add some
administrative costs to the process.
Links:
Benchmark of 3D virtual environments by Ahma-aho, Surakka, & Haapamäki, 2011):
https://blogs.aalto.fi/allthingsvirtual/2011/06/09/benchmark-report/
OpenSim: http://opensimulator.org/
realXtend: http://realxtend.wordpress.com/
Unity 3D: http://unity3d.com/
Technical comparison of OpenSim, Second Life and Unity 3D:
http://www.feedingedge.co.uk/blog/2010/05/19/opensimsecond-life-vs-unity3d/
http://rezzable.com/technology
1.5 Implementation theory
The process of implementing a new technology in organization is not trivial. Often decisions, changes, time,
and actors are needed to make the step. There are models for organizational and individual
implementation processes. Here, the one organizational implementation process with six phases is
described. It is later used to give structure to the case analysis. It is not discussed here, but for a more indepth discussion of the model, see Stigzelius (2011) or the original article (Cooper & Zmud , 1990, pp. 124-
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125). The Zmud and Colleagues’ implementation process model is shown in Figure 1. Rogers (2003) notes
that the adoption by an organization is more complicated than adoption by a single user.
Initiation
Adoption
Adaption
Acceptance
Routinization
Infusion
Figure 1: Zmud and Colleagues’ implementation process (Cooper & Zmud 1990, pp. 124-125).
In the initiation phase there comes through a scanning of organizational problems/opportunities and IT
solutions a pressure to change. Also a match is found between a problem and a solution. So the language
trainers need to find a reason or a problem to use the system, and come a across the virtual worlds in some
way. Then they need to come up ideas how to use the system to solve the problems or shortcomings that
they have. If they are new to the technology, they probably use their old course structure and tools as a
starting point, but sometimes planning completely new way to use the tool or new implementation of the
course could bring better results. However, this is hard as the implementation process is a long one, and it
includes a lot of processing and experience collecting by the teachers. Here, the help of an outside expert
would quicken the process and produce better results already early on.
According to Wong (2008) in the implementation of new training technology the relevant sides are
technology, social interaction, and pedagogy. Often too much time is spent on training hardware and
software, and not the pedagogical practices and ways to interact using the new tool (Hague & Williamson,
2009). These practices could develop unassisted, but it will take time. Better results could be achieved if the
teachers would receive support also to these sides of the implementation. Especially in social
constructivism based teaching where the teacher often is a facilitator of students and learning experiences,
the social interaction side needs attention.
An implementation process for a teacher can take up to three years (Hall, 2010). To find new routines in
teaching the teacher need to have enough support, official or then peer-based. They must but effort and
work, base new practices on the old ones, then change and improve them, and survive in the organization.
1.6 Production process for a 3D virtual world course
Palomäki (2009) adapted a production process model for virtual training course from Pesonen, Pilli-Sihvola,
& Tiihonen (2000). The six-phased model describes actions that should be done during the course planning
and implementation. Figure 2 presents the phases included.
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Synopis
Planning
Implementation
Preparation
Course
execution and
monitoring
Follow-up
Figure 2: Phases of a production process for a course using 3D virtual worlds. Adapted from Pesonen, Pilli-Sihvola, & Tiihonen
(2000) by Palomäki (2009).
1.7 Project team
Palomäki (2009) presents a description of different roles or hats used in a production process of a course
using 3D virtual worlds. The roles discussed are:
Project coordinator
Content expert
Instructor
Web didactic expert
Www-producer
IT support
Graphical designer
Developer
Course secretary
Marketing responsible
For more in-depth discussion about the roles, please see the original thesis. This model is used in analyzing
the case under study.
2 Case Description
Virtual language training was piloted in two implementation of a language course in Aalto University. The
course is aimed for B1-B2-level students. In both groups there were around twenty participants. The
courses were mandatory Swedish courses for the Finnish students, and they included basic Swedish
grammar and technical vocabulary. The virtual world Second Life was used to activate the vocabulary of the
students in a realistic and relevant environment and at authentic tasks. Four virtual world sessions were
planned for both groups:
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Session 1 (~20 students)
• Software training in a foreign language
Session 2 (2 students)
• Group exploration and diary reporting of faraway places
Session 3 (3-4 students)
• Introduction to a virtual laboratory - Roleplay: new employee orientation
Session 4 (3-4 students)
• Activity in a work setting - performing a microbiology laboratory
experiment
The vocabulary learning results of the groups were measured and compared to a similar level course that
used traditional learning methods. Some of the virtual sessions were video recorded using screen-capture
software. There were two questionnaires to students, one about immersion after the session 3, and one
asking general feedback after the course. Teachers of both groups were interviewed after the course. Their
interview is reported in the Part 2 report. First virtual sessions took place 14.2.2011, and other sessions
were held between February and April 2011.
2.1 LabLife3D – a virtual chemistry laboratory
LabLife3D is a virtual chemistry laboratory housed in the Aalto Archipelago in Second Life virtual world and
is freely accessible for visitors. The virtual laboratory LabLife3D has one section dedicated to cleanroom
facilities and the other to chemistry. The students can discuss and reflect their work in the lobby. So far two
laboratory “practicals” have been designed, one for microbiology (working with viruses in a cleanroom
facility) and one for chemistry, focusing on safety in the laboratory. Piloting of these “practicals” took place
in September and October 2010 with students from two courses participating.
This laboratory is used as a work environment in the language course. There are laboratory equipment
modeled from real-life photographs, and the rooms and layout is planned with the help of subject experts.
The practicals implemented give a good overview to real-life work tasks, and thus work as a simulation for
the students. The students use the simulation as a context to use the foreign language.
Though here the participants are students, the environment and tasks are comparable to work life
challenges and work life language training.
Link to project (includes material and guides to enter): http://bit.ly/lablife
Link to virtual world site: http://maps.secondlife.com/secondlife/Aalto%20University%202/2/150/23
2.2 How the teachers were chosen?
The teachers, who participated in this virtual language training case, were having problems with almost
graduated students, who had only one Swedish course left. So they are already part of work life, and they
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should come to the campus for two hours of Swedish. That’s a problem, and the teachers wanted to test
new distance learning solutions tin addition to the old ones they were already using. Another problem they
have, are shy students, who find it difficult to give a presentation in front of other people. Third issue is that
they are going to have subject division in the groups in autumn 2011, so they were wondering how to more
efficiently teach subject vocabulary and conversations. Those are the reasons why they had started to
introduce themselves to virtual worlds. Through their own interested they had contacted some people
from Aalto University Second Life virtual world group; because they felt they needed some help to
implement the courses. From that interested, this case emerged. The need and excitement came from the
teachers.
2.3 How the students were chosen?
The cooperation from the language center was found already when the Swedish courses had begun. Thus,
this time the students in the courses didn’t know that there was a four time virtual training part included,
when the chose to participate to the course. Both courses included work-at-home sessions, where the
students would work at home doing exercises. The virtual training part replaced some of those sessions.
The other course told the students that these sessions are mandatory (course 1), and the other supported
the students to take part in virtual training (course 2).
3 Timeline of the virtual language training course
Intro sesssion
•1: 14.2.
•2: 25.2.
Travelling & diary
Role playing in lab
•1: 15.2.-15.3.
•2: 15.2.-15.3.
•1: 16.3.
•2: 18. & 30.3.
Virus identification
task
•1: 21. & 30.3.
•2: NA
Figure 3: Schedules of courses 1 and 2.
The planned structure of the virtual training part was four different virtual sessions, first as a group, second
independently in pairs, and two final sessions in small groups from 2-4 students. The course 1 held all these
sessions, and course 2 skipped the session 4, the virus identification task. The dates of the sessions in both
courses are seen in Figure 3.
3.1 Session 1: Intro session
3.1.1 Dates
Course 1: 14.2.
Course 2: 25.2.
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3.1.2 Description
Prerequisites: The students were asked to register an account to the virtual world before the session. If a
student had not done so, they could take this step in the class. No previous virtual world experience was
required.
Goal: After the session the students have created an avatar character inside the virtual world Second Life,
and have mastered the basic movement and communication skills needed to operate inside the virtual
world.
First, the students were presented a general description of the virtual language training part of the course.
Then, some of the basic skills were demonstrated by the teacher from the data projector. After the
demonstration the students started to go through the exercises independently (they actually did meet
inside the virtual world) and the teacher walked around available for help the students.
3.1.3
Materials
A pre-made guide was used as the material for the students to learn the usage of the software. SLopas AVO-hanke
http://www.kansalaisfoorumi.fi/attachments/843_SL_perustaidot_viewer2_AVO.pdf
Student exercise paper created for the session (in Swedish) (Appendix B)
3.1.4 Setup
Classroom: A computer class room with modern computers for 25 students. The teacher can show her
screen using a data projector.
3.1.5 Notes and ideas
Independent exercises made the class to go more smoothly, because there were differences in the speed
that the students did the exercises. While walking around the classroom, the teacher could easily see if
someone had problems and help. The fact that the students were at the same time inside the virtual world
in a common place supported to make the world more social and fun. Otherwise the world could present
itself quite boring, creating a bad first impression for the students. Most of the students had created their
accounts before the class. There was lots of laugher and action going on in the classroom, and the students
enjoyed the atmosphere. The students used the in-world chat tool to communicate with other students
around them in the world. They were asked to use Swedish, which they did. In addition to the teacher that
was talking to the students in Swedish inside the classroom, there were two support persons that took care
of Second Life questions and issues. One of them used Swedish to talk to the students while guiding his
avatar in the virtual world (and showing on the data projector).
Notes from the First group (Teacher 1, 14.2. 10.15-11.45)
Half way through the session about half of the computers in the classroom received a blue screen error,
and had to be rebooted, some several times. The blue screen took place while the students were
teleporting to a certain place inside the virtual world. Maybe the large amount of people at the same place
caused the problem? Another possibility was the old client version used in the computers. That might have
caused some incompatibility issues. The session continued despite the troubles. In the end of the session
after finishing all the pre-given exercises, the students explored other places still learning how to use the
virtual world. Some of the girls were shopping dresses for their avatars, and the boys were playing a zombie
shooter arcade game. While these activities were not pre-given, they supported the session goals and kept
the moral of the students up, so they were allowed to continue.
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Notes from the Second group (Teacher 2, 25.2. 12.30-14.00)
This group was quieter while working on the exercises as the first one. But the exercises got completed. The
native speaker that was helping also with the first group, facilitated the conversation inside the virtual
world more this time, and this made the conversation a little deeper than just a small talk. The client
version had been updated from the first group session, and no blue screen errors were present this time.
3.2 Session 2 – Travelling around the virtual world and writing a travel diary
3.2.1 Dates
Course 1: 15.2.-15.3.
Course 2: 15.2.-15.3.
3.2.2 Description
The second session was to be done in a small group of 2-3 students. They could choose when to do the
task, and they could use the university computers or their own. The students needed not to be in a same
physical space while doing the task. Instead they would meet inside the virtual world, and communicate
using the chat tool in the virtual world program. Their task was to travel to three different places, and
discuss about them in the virtual world. If they met other people, they could interact with them as well.
3.2.3
Material used
Task description (Appendix C)
Outputs: Saved chat logs from the students. Travel diary entries from the visited destinations.
3.2.4 Setup
The students could use their own computers or come to university computer classroom.
At some point of the task period the client version of the software on the university computers was too old,
and the access to the virtual world was blocked. There had been several updates to the software with short
intervals, and the centralized upkeep didn’t keep up with that pace. If there is a major update to the
software, the access with the older versions of the client might be blocked. As the version updates are
controlled by the company running the virtual world, the updates cannot be controlled.
3.3 Vocabulary list to study
After session 2 the students were given a vocabulary list to study and use in session 3 and session 4. The list
is shown in Appendix A. They could use this vocabulary in the following exercises, and the words would be
tested after the course.
3.4 Session 3 – Small group conversation role play
3.4.1
Dates
Teacher 1: 16.3.
Teacher 2: 18.3. and 30.3.
3.4.2 Description
Students come to the session in groups of three. Each group has been given a 40-minute time slot. The
members of the group did not necessary know each other before the session, only what they have
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interacted during the beginning of the course. The students were given a small brief about the exercise,
given materials, and divided into three different rooms with computers and headsets. The brief included
description of the task, and the students divided the roles for the role playing exercise. After the division it
was make sure in each room that the student completed sign-in to the virtual world, and they were guided
to the Aalto University archipelago and to the laboratory premises that were the location of the exercise.
After this guidance the students were left alone in the rooms. The students were given around half an hour
for the task, depending on how much time was used for the brief.
3.4.3 Materials
The students were given the instructions of the task in written form, but they didn’t have much time to
familiarize themselves with the instructions. The instruction described the task and situation, and gave
some conversation hooks for the basis of the conversation. The hooks were chosen so that the students
would use the vocabulary given them for studying. In addition, the students were given chemistry
equipment glossary in graphical form, so that they could identify some of the instruments inside the virtual
laboratory. Some of the equipment and words used were quite specific vocabulary. The students were also
given the same vocabulary as a list, to support the conversation. The students were told that this exercise
would not be graded, and it acts only as their own exercise of conversations and vocabulary training.
3.4.4 Setup
The first group used the voice conversation tool of the Second Life client for conversations. There were
quite bad disturbances in the voice during the sessions, as echo was present and the voice was almost
unusable. There could have been bad data connections or then the screen capturing setup used created the
problems. One of the small groups started to communicate using the chat tool, as the voice was so lousy.
For the second group the voice conversation tool was changed to be Skype. A Skype call was already open
between the computers used for the exercise when the students came in. This guaranteed a good quality
voice connection, but the students lost the ability to see the avatar talking inside the virtual world.
However there were only three avatars present, so the students could quickly identify the different voices
with different avatars. Also the location and action of the avatar creates context for the voice, helping to
identify who is talking.
The students used laptop computers, with Second Life installed. In the first session one of the students
used a table computer, in order to make a screen capture of the students view. In other sessions there was
a fourth avatar present in-world to capture the role play exercise. The computers were connected to
internet using a non-encrypted wireless connection. It was probable that all the computers used the same
wireless router. The students were using headsets with microphones that could be located in front of
mouth.
The setup required four persons, one for each student to help starting the exercise, and a fourth person to
do the recording on the fourth computer. The recording was done for this research, and not for the course
purposes.
Recording
There were two separate recordings made from the session three. The tasks of all groups were recorded
using a fourth computer and a fourth in-world avatar. The vision of the avatar was zoomed following the
actions of the students; their actions and voice was recorded using screen capture software. Also public
chat messages were captured in this way. The actions of the first three-person group were also recorded
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from one of the computers of the group member, so that the actions of that member can be inspected. This
recording way was not used in the later sessions, as it was detected to cause major disturbances to the
voice chat of the students. The one screen capture gave information how the student used the software
during the session.
Two different piece of software were used to make the screen capturing, partly because the research group
wanted to test for a good solution. In the first session the actions of the particular students on his
computer were recorded using the program FRAPS, that gave uncompressed video material. The fourth
avatar used the program ZDSoft to make the recording, as the software made real time encrypted video
files, saving a lot of space and afterward compression and combining of the video files. The FRAPS program
created 4 gigabyte avi-files, several per session, that had to be compressed and combined after the session.
A program called virtual dub as used for this, and this took time 2-3 h for one session.
The specification of the laptop used to capture the general view with the screen capture software is:
Dell D830, 4 GB, 2.6 Ghz , NVIDIA Quadro NSV140M 256 MB. The settings used in the capture are shown in
Figure 4 and Figure 5.
Figure 4: Screen recording settings (Video).
Figure 5: Screen recording settings (Audio).
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One important setting when recording, especially on laptop computers, is called stereomix. If the setting is
not enabled, the computer records either the line in from the microphone or then the voices from the
software run, but not both. Some recording software like Camstasia will bypass this setting, but with the
software used here, the sound settings of the Windows operating system had to be checked for several
times, to enable recording both the microphone and the sound from the software. This stereomix setting
might be the reason why there was echo in the student conversations when the computer of one student
was used to record the task. The switch to use only outside recorder made things simpler, because it
recorded only sound from the software (others) and not the sound from the fourth computer microphone.
3.4.5 Questionnaire
After the session the experiences of the students were asked verbally, to make it possible to adjust for
coming groups. In addition, they were asked to fill a short questionnaire about immersion during the
exercise. The questionnaire was related to another study, and is not reported here.
It might be difficult for the students to come up a conversation in a foreign language. When the task
includes a detailed description of the situation, pre-given roles, and some conversation topics (hooks), it
helps the students to create a conversation. Another opportunity might be to make the situation to be
some kind surprising and such, that actions and interactions are demanded from the students. An example
of this kind of situation in microbiology laboratory might be an emergency such as a fire.
If the premises have several groups at the same time, it is possible to use the Second Life feature called
group voice call to have several private conversations in the same premises at the same time. This would
enable more than one student group in the same laboratory at the same time.
3.5 Session 4 – Microbiology scenario: Virus identification (Identifiera ett virus)
3.5.1 Dates
Teacher 1:
21.3. and 30.3. 9.30-12.00
3.5.2 Description
In this session the students perform a microbiology practical work inside a virtual environment as a group
following the instructions in Swedish. Also all the conversation between the students was in Swedish. The
students didn’t have any special background in chemistry or microbiology, but the instructions were
planned to be simple enough to be followed. The instructions are available in Appendix F. The students
came to one physical classroom as a group of three, and one of the groups logged in to Second Life using
his account. Then the students navigated to the chemistry laboratory, and instructor familiar with the
chemistry laboratory procedure and technical usage showed them how to start the experiment. They were
also told what is the purpose of the practical work (to identify if a sample contains a virus), and what are
the steps necessary to achieve the wanted result. This instruction was done in their mother language,
Finnish. The students were told that if they have any problems with the scenario they could ask the
instructor. The instructor had to help the students with the technical side a couple of times per group.
3.5.3 Materials
The students were given the step-by-step instructions for the scenario in Swedish and in English (for
backup), but they rarely used the English version. Also, a list with images of the most unfamiliar chemistry
equipment was given, and this proved to be very useful for the students, as they were not chemistry
majors.
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3.5.4 Setup
The session was recorded using a HD video camera. The camera was filming the computer screen to collect
material on the usage of the Second Life client and chemistry scenario, and the camera microphone
recorded the conversation of the participants at the same time.
Some of the students had familiarized themselves with the instructions beforehand.
If you use the graphical word list, do you learn the words in Finnish? Should you measure the images or the
Finnish counterparts of the words in the vocabulary test?
The conversation of the students was mainly about the instructions, not a free flowing conversation about
the topic. If there would have been a teacher familiar with the chemistry subject and the language learned
she could have asked questions from the students to help keeping the conversation flowing.
Current setup enabled only three students to be in the lab at the same time. The language course would
need a way to bring a class full of students to the scene at the same time. The virtual property should be
easily copied to several locations enabling more concurrent users. The restrictions were the current coding
and implementation way of the microbiology laboratory. In addition there would be a lot of voices if too
many students are in the same virtual room using voice chat. In this setup, the students didn’t use voice
chat, though. Still, we should remember that social interaction makes virtual worlds fun and engaging. A
balance should be found for each specific task.
To improve this class a native facilitator would have been needed to keep up the conversation. A small
group enables the conversation, but as the topic is hard, an external facilitator would have been helpful.
The facilitator should know the details and functionality of the virtual environment to be able to help the
students. The facilitator could be present using a remote connection.
3.6 Vocabulary exam and a feedback questionnaire
After session 3 and 4, the students where held a vocabulary exam from the word list they were given
before the sessions 3 and 4. The exam was held for both of the groups, and a comparison group.
4 Virtual language learning pilot analysis and conclusions
4.1 Activating students
The course succeeded to activate the students. They had interaction inside the virtual world using tools
familiar to them, such as chat and Skype. This way the interaction in foreign language was of a more natural
type, when compared to class room situation. However, it helped to provide them with ideas, vocabulary,
places to visit, and arranging interactive situations and tasks. In addition they could have been hooked to
interact with native speakers. Based on the feedback the students felt immersed in the environment and
felt more open and free to communicate than in traditional classroom. The students made jokes and
laughed a lot during the classes, and the atmosphere were relaxed. Most found this way of studying
interesting, but some didn’t like it.
4.2 Learning results of the students
In this research the method to test the students was vocabulary test. The starting level was assumed to be
uniform, because of the quite highly specific vocabulary. The list of the words to be learned was given to
15
the students at the beginning of the virtual training part of the course. They were not specifically told that
there was a test coming. The test results are shown in Table 1.
Table 1: Vocabulary test results
Average score (out of 10)
Standard deviation
Group 1 (n=12)
5.8
2.5
Group 2 (n=20)
3.5
2.0
Control group (n=20)
3.5
2.0
We can see from the results that group 1 got better results than the control group, and group 2 got exactly
similar result. Based on this really limited sample, it could not be argued that virtual training provides
better results.
However, despite the fact this being a simple way to test the learning results, it should be asked whether it
is the right way to measure all the learning that took place. The students might have improved in having adhoc discussions, small talk, gained some courage to have discussion in a foreign language, and to identify
and connect vocabulary with real-looking objects of the laboratory. A simple vocabulary test does not
notice this learning, but can only indicate that some learning has taken place. Minogue, Gail Jones,
Broadwell, & Oppewall (2006) challenge paper and pencil as a method of evaluation and call for
development of evaluation methods for interaction with EVEs.
If some evaluation would take place already at the time of the task, it could be thought to be a goal-based
scenario. There he students would advance together towards a shared goal, and the speed or end product
could be evaluated. The students could also make a self-evaluation or a diary-type report.
4.3 Simulating authentic work tasks
Through the course and the feedback, it could be said that the exercise sessions held show that it is
possible to train foreign language in authentic work tasks in a simulated environment. The students
engaged themselves in social situations and work-based vocabulary and instructions. They used foreign
language in small talk situations and in tasks based communication.
4.4 Summary of student feedback
After the course feedback was gathered from the students. Table 2 shows a short summary of the
comments divided by some general categories.
Table 2: Student feedback summary.
Category
Expectations and general
Playfulness
Freedom/exploration
Future and technical
Summarized student comments
-A refreshing way to practice Swedish
-I had some negative expectations, but I was
positively surprised
-More playful, more relaxed
-Students liked the free exercise, where they could
adventure freely and chat with their friends
-Would need some [technical] improvements before
could adapted, but in the future most likely used
-I don’t believe it is used in the future
-The program is not good enough
16
Ideas
-The classes could have been presented in the
environment, so that I wouldn’t need to come to the
university at all
-SL could be used in a conversation course
-Only useful if used to have conversations with real
natives
-I was more interactive in the virtual environment
-The interaction was different when compared to
class room teaching
-The talking atmosphere was more genuine than in a
classroom
-Suits very well to improve conversation skills
-Improved my chat conversation skills, but not
verbal
-I learned to be more active in conversations
-What did you learn in the SL sessions? ”Swedish”
Activation and interaction
What I learned
The overall attitude towards virtual teaching from the students was positive. They liked the freedom in the
adventure exercise and they found that the tasks were good practice of conversation skills. The chemistry
environment didn’t have mentions, but on the other hand they felt more interactive and engaged, and felt
that the talking atmosphere was more genuine than in a classroom. It still should that the students liked
the exploration, text chat, and diaries of the existing locations inside the virtual world. Thus, it might not be
necessary to create any places to the virtual world if existing places suit the planned learning tasks. Most of
the students would recommend the course for their peers, and think that in some for the virtual worlds are
in use in the future in language training. However, they felt that it was a nice variety for traditional teaching
and especially a good way to practice conversation skills, but no one said it should replace traditional
classroom teaching completely.
4.5 Roles in the implementation team
The model of implementation roles from Section 1.7 is used here to analyze the roles used in the
implementation process of this virtual language training course. The different roles and related description
is present in Table 3.
Table 3: Roles in the course implementation process.
Role
Project
coordinator
Content
expert
Person
Teacher
Teacher,
Virtual
world
training
Description
“Project coordinator manages the general view. Project coordinator
represents the client/publisher and has the main responsibility of the
production process. Tasks include contract negotiations, copyright issues,
guiding meetings, team communication, schedules, budgeting, and project
monitoring. Project coordinator can raise issues for the content expert, if
needed.”
In this case one of the course teacher acted as the project coordinator. It was
natural, as she knew the requirements, goals, students, and had the contacts
needed for the teaching.
“Content expert provides the team with her opinion, experience, and expertise
about the topic of the course. She works as a content scriptwriter, i.e.,
produces the learning material, exercises, and the syllabus. The content
writing includes making teaching solutions and planning the studying
17
expert
Instructor
Web
didactic
expert
Wwwproducer
IT support
Graphical
designer
Developer
Teacher,
Virtual
world
training
expert,
Researcher
(native
speaker)
Teacher,
Virtual
world
training
expert
Only
existing
resources
were used
Virtual
world
training
expert
Existing
resources
Existing
resources
processes of the students. She needs to know how students work with the
material provided, and how the instructor is acting inside the virtual world.
The content expert does not need to focus on how the implementation is
done, but instead must describe the learning goals, activities, and
interactions.”
Here, the planning of the topic and course content was planned together with
the teacher and a virtual world training expert. This was natural, as the expert
had information from the places and activities available inside the virtual
environment. The language teacher provided her opinion in the planning of
the learning activities inside these virtual locations.
“Based on experiences the person in the role of the content expert is the best
choice for the course instructor, i.e., the teacher. This is because the course is
planned according to her educational views. The instructor needs earlier
teaching or instruction experience and desire to guide the students inside a
virtual world. Earlier experience about virtual worlds is not needed, but then
more time and energy for planning and instruction tasks are required.”
Instruction was done by the course teacher, virtual world training expert, and
a researcher, who was a native speaker. In the first session the teacher
needed some technical expertise to make everything go smoothly. The
instructions for the second session were given by the teacher. The third and
fourth sessions were held by the virtual world training expert in special
premises, because of the data collection that took place at the same time.
“Web didactic expert works in the role of production scriptwriter. She has
expertise in guiding educational activities in Internet and virtual world. She
needs to be familiar with the tools and learning processes.”
This was done in cooperation with the teachers and the virtual world training
expert.
“The www-producer builds the www and virtual world solutions with the
developer according to the production script. She plans the visual layout and
chooses the final implementation solution for the tools and environment. The
www-producer orders the technical solutions needed from the developer. She
takes part in the meetings discussing the structure and functional
requirements of the course. She also is responsible for the needed updates
and changes to the learning environment during the course.”
In this course implementation only existing virtual resources were used, so no
virtual environment content production was needed.
“IT support gives technical support during the course.”
As the university didn’t offer any support for the virtual world usage, the
virtual world training expert worked as a support.
“Graphical designer implements the visual layout and creates the graphics
used.”
graphical designer was needed.
“Developer plans and implements the needed solutions for used tools and user
management issues. The functional parts of the course should be clearly
18
planned, so that developer can just easily implement them. She usually
cooperates with the www-producer and the graphical designer.”
Course
secretary
Marketing
responsible
Teacher
Teacher
virtual world solution development was needed.
“The course secretary gives information about the course, processes the
course participation applications, manages user access rights, announces
course news and issues, and exports the course credit records to databases.”
The teacher managed the course communication and processes as usual in
the more traditional courses.
“Has responsibility of the course marketing. She creates the advertisement
and brochures.”
The teacher managed the course marketing as usual in the more traditional
courses.
4.6 Process
The process in this spring implementation of the virtual language training was adapted from Palomäki
(2009) also shown in Section 1.6. Notable mention from the process is the group planning meetings held
with the teachers in the planning phase. If the process would be adapted to be more independent for the
teachers, an intervention by outside expert could be inserted in the beginning of the planning phase. Also,
the process would then have prerequisite skill level for the teachers, so that they would be adequate
enough with the virtual world training. This could be arranged as training before they plan to use the virtual
worlds in their own language training.
4.7 Organizational implementation experiences
Here the Aalto University case is analyzed using the model of the Zmud et al. (1990) implementation
process described Section 1.5 to gain some insight of the whole process of implementing new tools and
educational practices for the teachers. The first step in the organizational implementation process of new
technology is Initiation. There the management has done some decision to implement the new technology.
In Aalto University there has not been such a solid decision that the software can be used. It was once
installed on the centrally managed computers for streaming the opening ceremony of Aalto University to
Internet, but has been removed since then. It took almost two months to get it installed again even in one
classroom. If there had been a more solid decision about the software usage, some authority issues that
appeared later in the process could have been avoided. Also keeping the software up-to-date might have
been easier. Of course, it is difficult to give good reasons for software usage, if there currently is no use for
it. Additional problems were, that it was not clear whose responsibility it is to choose and allow the
software available.
The second phase is the Adaptation, where the new technology is installed and training given to users. In
this organization the environment was installed after the problems described earlier, but no formal training
was given to the teachers. They had been on one seminar trip to Germany for one day the previous year,
were they had learned some basic usage of the software. After then, they had explored the software
themselves. The training would be necessary especially for people who need help to come up with
pedagogical ideas for the training. The complexity of the virtual world client program is at least moderate,
so some formal training would help to get the teachers going. Currently, training is needed for students as
19
well. As the students are unfamiliar with the software and it is not used in so many courses, the training
needs to be included as a part of the course. In this case, the training session was planned to include also
some language training.
The third phase, the Acceptance, the new technology is used in the training for first time. The instructor
learns still about the environment and its preferred usage, this time with informal learning. After the virtual
language training course implemented, Aalto University could be seen to be at this phase. So the teachers
have the first experience of using the system in their work. It still would probably take two or three more
implementation times for the advance to the Routinization phase, were the instructor has become
extensively familiarized with the innovation, and it to be integrated as part of the normal tool set. It could
be argued, that only after this phase in the Infusion phase, the new “wow-effect” would disappear, and the
technology has made education more effective.
Based on this model it could be argued, that it takes a lot of effort before the teaching with new technology
finds the best way to use it and make education more effective. It is important to keep going, and
document the lessons learned while making constant improvements to the course implementation.
The Aalto University as an environment for a course using 3D virtual worlds was analyzed during the
course. There exist many interests groups and issues in the environment where the course was held. Table
4 shows environment sides and their current status in the spring 2011 in Aalto University.
Table 4: Aalto University as an environment.
Environment factor
Teacher support (training, process and IT)
Student support (training and IT)
Virtual world resources
Classroom computers
Attitudes and atmosphere towards virtual world
training
Usage skills
Status
Red
Red
Green
Yellow
Red
Yellow
Currently there is no virtual world software or teaching process training for teachers in Aalto University.
The teachers involved had participated in one day Second Life training in a seminar, but they it was
problematic for them to get the funding to participate into the training. This environment factor is red
when thought in the form of traffic lights. Similarly, there is no current support for students. The software
is not trained for them outside of the courses that use it, and in the beginning of the spring it was hard for
them to find computers that could run the software smoothly. This receives the red status light as well.
The virtual worlds need some IT resources. Second Life is centrally managed by the company called Linden
Labs, so no servers are needed in the university. Linden Labs sells areas inside the virtual world, where
users can create content. Aalto University has own area in Second Life, and there is LabLife3D, existing
laboratory that was used as a language training environment. Other locations were used in the course as
well, and they are listed in the Appendix C. This receives a green traffic light.
The classrooms are used for students during the course to perform some of the tasks. Some of the tasks
were such, that the classroom had to be reserved completely, and some could be done individually by the
20
students. There are at least 2-3 classrooms that were suitable, but the software had from time to time
problems as it wasn’t always up-to-date. From this reason the light is not green, but yellow instead.
Next environment factor is attitudes and atmosphere toward virtual world training. This includes attitudes
of peer teachers, IT support, organization, and students. The attitude this spring was quite difficult to
organize the course. The teachers’ peers were a little bit against everything new, the IT support contacted
responded in a negative way about installation and update emails of the software. There is a lot to improve
in this sector. It received a red light.
Last environment factor is usage skills. The teachers had independently acquired the basic usage skills. It
was very rare for the students that they had used the software. But the students were quick to learn, as
their basic computer usage skills are quite high, and the software reminds them of other software and
games they have used before. Things in this category could be better, but the situation is not hopeless. It
receives a yellow light.
4.8 Main challenges
There were two main challenges in the course implementation: the problems with technical support in a
centrally managed IT environment, and the lack of pedagogic support for the teachers. The Second Life
software needs quite frequent updates in order for the students to be able to log in the virtual world. It was
required for the course personnel to check periodically if there are new updates, and then ask for the IT
support to install them on the centrally managed class room computers. Otherwise the students might not
be able to log in. In the first session of one course the software was not the newest version, but still
worked. It might have caused the blue screen errors and rebooting of the computers during the lessons. It
was a little bit disturbing when half of the computers in the classroom had to be rebooted. The students
were quite understanding.
Another challenge was the lack of experience of the teachers to plan and implement a course that utilizes
3D virtual worlds. The teachers hoped to have some support from the university or peer group that could
give them ideas for training planning. They reported to have liked the possibility to plan the course
together with their peer teacher, and the virtual world expert available in this case. As such person is often
not present in a university environment, maybe the teachers could have 1-2 sessions for example in a group
with more experienced virtual world expert. This would make them understand better what kind of
activities could and should be used in a virtual world. There is more analysis about this topic in the part 2 of
this case study. The teachers also reported that at first it was hard to find work time for the extra planning
the usage of virtual worlds requires. But now when they have planned a course, they can use the structure
again in the future courses.
4.9 Creating cooperation and pushing virtual worlds forward
One of important side results of the project was to create cooperation inside Aalto University and push the
educational use of virtual worlds forward in the university. There was collaboration created between the
language center of Aalto University School of Science and Technology and the ProViWo (Professional
Collaboration and Productivity in Virtual Worlds) research group, and also between the language center
and the LabLife3D project, which provided help to use their virtual laboratory in the language training. As
we have seen in the report, it takes time for the experience of using virtual worlds in training to mature,
and this process received a good forward momentum through this case in Aalto University. The use of
virtual worlds is going forward with more students participating than before.
21
5 References
Ahma-aho, S., Surakka, T., Haapamäki, J. (2011) Benchmark of 3D virtual environments Retrieved from
https://blogs.aalto.fi/allthingsvirtual/2011/06/09/benchmark-report/
Cooper, Zmud. (1990). Information Technology Implementation Research: A Technological Diffusion
Approach. Management Science, 36(2), 123-139.
Hague, C. and Williamson, B. (2009). Digital Participation, digital literacy, and school subjects. A review of
the policies, literature and evidence. Retrieved from
http://www2.futurelab.org.uk/resources/documents/lit_reviews/DigitalParticipation.pdf
Hall, G., (2010). Technology’s Achilles Heel: Achieving High-Quality Implementation. Journal of Research on
Technology in Education, 42(3), 231-253.
Minogue, James, Gail Jones, M., Broadwell, Bethany, Oppewall, Tom, (2006). The impact of haptic
augmentation on middle school students’ conceptions of the animal cell. Virtual Reality 10(3). 293-305.
Palomäki, E. (2009). Applying 3D Virtual Worlds to Higher Education. TKK Master's thesis. Retrieved from
http://lib.tkk.fi/Dipl/2009/urn100120.pdf
Rogers, E. (2003). Diffusion of Innovation, 5th Edition. New York, The United States of America, The Free
Press.
Federley, M., Grenman, K., Kuula, T., Siltanen, S., Palomäki, E., Stigzelius, E., Vartiainen, M. (2010). State of
the art – Overview of new applications, practices and concepts in utilizing technology in education, their
use in work context, global/local aspects for multichannel online services. Retrieved from
http://virtual.vtt.fi/virtual/nextmedia/Deliverables-2010/D1.2.1.2%20MuMuMeSe_state-of-theart_Learning_models.pdf
Stigzelius, E., (2011). User adoption of an online learning environment. Master’s thesis. 2011. Retrieved
from http://lib.tkk.fi/Dipl/2011/urn100437.pdf
Wong, E.M.L., Li, S.S.C., Choi, T. and Lee, T. (2008). Insights into Innovative Practices with ICT: identifying
the Impetus for Change, Educational Technology & Society, 11, 248-265.
22
Appendix A
Vocabulary list for the students
Sanasto voi olla pidempikin, mutta vain osa sanoista testataan. Tällöin sanastoa ei tarvitse jakaa mitenkään
"testattaviin" ja "ei-testattaviin." Sanaston tulisi mahdollistaa sanojen aktivointi keskusteluissa seuraavissa
harjoituksissa luontevalla tavalla.
Sanastoa myös esim: http://www.solunetti.fi
Sanat jaettu substantiiveihin, verbeihin ja adjektiiveihin, järjestyksessä huomioitu mahdollinen tehtävissä
eteen tuleva järjestys, pohjautuen labran pohjapiirrustukseen ja esineiden sijaintiin.
Substantiv:
Aalto-yliopisto = Aalto-universitetet
saaristo = en arkipelag, -en, -erna 3, en skärgård, -en, -ar, -na 2
laboratorio = ett laboratorium 3[laboratoriet,laboratorier,laboratorierna]
tutkimus = en undersökning 2 [-en,-ar,-arna] / en forskning 2[-en,-ar,-arna]
laboratoriotyö = ett laboratoriearbete 4 [-t,-n,-na]
laboratoriokoe = ett laboratorieprov 5 [-et,=,-en]
aula = en hall 2 [-en,-ar,-arna] / en tambur 3 [-en,-er,-erna]
sohva = en soffa 1 [-an,-or,-orna]
käytävä = en gång 2[-en,-ar,-arna]/ en korridor 3[-en,-er,-erna]
kyltti = en skylt 2 [-en,-ar,-arna]
ovi = en dörr 2[-en,-ar,-arna]
ikkuna = ett fönster 5 [fönstret,=,fönstren/-na]
palosammutin = en brandsläckare 5 [-n/-släckarn,=,-släckarna]
hätäsuihku = en nöddusch 2 [-en,-ar,-arna]
turvallisuus = säkerhet [-en,-er,-erna]
ensiapu = första hjälp [-en,-,-]
onnettomuus = en olycka 1 [-an,-or,-orna]
naulakko = en garderob 3 [-en,-er,-erna]
työtakki = en arbetsrock 2 [-en,-ar,-arna]
suojahansikkaat = skyddshandskar [-arna]
suojalasit = skyddsglasögon [-en]
vesihana = en vattenkran 2 [-en,-ar,-arna]
roskakori = en skräpkorg 2[-en,-ar,-arna] / en papperskorg 2 [-en,-ar,-arna]
tietokone = en dator 3 [-n,-er,-erna]
työtaso = en arbetsyta 1 [-an,-or,-orna]
mikroskooppi = ett mikroskop 5 [-et,=,-en]
soluviljelyputki =en cellodlingstub 3 [-en,-er,-erna]
virus = ett virus 5 [-et,=,-en]
näyte = ett prov 5 [-et,=/-er,-en/-erna]
lämpökaappi = ett värmeskåp 5 [-et,=,-en] (kemia: inkubator 3 [-n,-er,-erna] (lääk)
vetokaappi = ett dragskåp 5 [-et,=,-en]
laminaarikaappi = ett laminarskåp 5 [-et, =, -en]
jääkaappi = ett kylskåp 5 [-et,=,-en]
pakastin = en frys 2 [-en,-ar,-arna]
ilmalukko = ett luftlås 5 [-et,=,-en]
23
penkki = en bänk 2 [-en,-ar,-arna]
puhdastila = ett renrum 5 [-met,=,-men]
Verb:
istuutua = sätta (ep.) sig (sätter, satte, satt)
nousta ylös = stiga IV upp (stiger, steg, stigit)
juoda kahvia = dricka [-er,drack,druckit] kaffe, fika I, fikar, fikade, fikat
kävellä = gå [-r,gick,gått]
kiertää = gå omkring
näyttää = visa I [visar, visade, visat]
pukea päälle = klä III (klär, klädde, klätt) på sig
pukea/laittaa päälle = ta IV (tar, tog, tagit) på sig
riisua/ottaa pois päältä = ta IV av (tar, tog, tagit)
avata = öppna I (öppnar, öppnade, öppnat)
sulkea = stänga IIa (stänger, stängde, stängt)
laittaa = sätta (ep.), sätter, satte, satt
laittaa virta päälle = sätta på (ep.), sätter, satte, satt
sammuttaa virta = stänga IIa av (stänger, stängde, stängt)
siirtää = flytta I [-ar,-ade,-at]
tunnistaa = känna igen [-er,-kände,känt] / identifiera I [-ar,-ade,-at]
Adjektiv:
vaarallinen = farlig, -t, -a
24
Appendix B
Session 1 instructions
1. Teleportera dig till ’second house of sweden’. Skriv ‘Second house of Sweden’ i sökrutan.
2. Öva att röra på dig med din avatar. Prova att använda knapparna
a,s,w,d, piltangenterna och menyn.
3. Du borde se ett hus. Gå till huset och flyg upp till taket på huset.
F = flyga
E = uppåt
C = neråt
eller
page up = uppåt
page down = neråt
4. Uppe på taket finns det en restaurang. Ta ett glas saft eller vin och
någonting att äta. Tryck på ett glas vin och välj. Öppna sedan menyn>inventory->recent-> red wine tryck med högra knappen och wear.
Det här måste man alltid göra när man ska använda saker i Second
Life.
5. Prova att skriva någonting på svenska i din chatruta. Obs! Det du skriver i chatrutan kommer alla att
se som är nära dig.
6. Spara din chat konversation.
7. Lägg
till
en vän som
du chattar med
vid
Högerklicka på en
taket.
person
->
add friend
8. Prova att
zooma
genom att trycka
på ’Alt’ och
röra på musen
9. Teleporta dig till ’Aalto University 2’ med denna länk:
http://maps.secondlife.com/secondlife/Aalto%20University%202/2/150/23
25
10. Märk det här stället som ett landmärke. Härifrån kan
du lät ta dig till ställen som vi använder i övningarna 3
och 4 i den här kursen.
11. Om du ännu har vinglaset/saftglaset i handen så släng bort dem. Tryck på vinglaset med högra
musknappen och välj ’detach’
12. Sätt på dig Aaltos t-skjorta
13. Prova att ändra ditt utseende. Tryck på högra mus knappen på din avatar och välj ’edit my shape’
26
Appendix C
Session 2 instructions – Resande i Second Life
Besök följande destinationer tillsammans med din grupp.
1) Aalto University, Lablife 3D
http://slurl.com/secondlife/Lablife%203D%2C%20Aalto%20University%202/15/52/25/
Ni kommer att jobba här de följande två gångerna ?
2) Energy Island
http://secondlife.com/destinations/science
3) Deep Down Virtual Mine
http://slurl.com/secondlife/Deep%20Down%20Virtual%20Mine/128/221/63/
4) Tech Museum of Innovation
http://slurl.com/secondlife/Tech%20Museum/197/159/38/
5) Välj fritt en intressant destination på
http://secondlife.com/destinations/
6) Kultur i Skandinavien. Besök båda destinationerna.
a) House of Sweden in Second Life (Svenska institutet, SI)
http://slurl.com/secondlife/Swedish%20Institute/71/213/29/
Kolla vad som finns inne i huset!
b) Bryggen (Bergen, Norway)
http://slurl.com/secondlife/Bryggen%2C%20Vest/212/95/22/
7) Dresden Gallery
http://slurl.com/secondlife/Dresden%20Gallery/120/128/26/
Uppgifter:
1)
Använd chat eller voice för att diskutera PÅ SVENSKA !!
Tallenna chat-keskustelut Second Lifessa ja lisäksi ota kopio kolmen kohteen keskusteluista ja liitä se Worddokumenttiin ja palaute opettajalle sähköisessä muodossa. Keskusteluja ei arvostella missään vaiheessa ?
27
2)
Skriv en rapport på minst 200 ord över det som ni har sett på de ovannämnda destinationerna.
Skriv rapporten på svenska och returnera den på Moodle
Nedan finns instruktioner på engelska för hur man kan kommunicera med andra i Second Life
How do I start a conversation with a group of avatars near me?
If your avatar is standing on voice-enabled land and other avatars also have voice enabled in their Viewers,
you should be able to strike up conversation with them. Just walk up and start talking.
Why you might be unable to hear avatars near you:
•
They don't have voice enabled.
•
They're currently in a private or group voice call, which disconnects them from the public channel.
•
They may be standing on a different parcel or Region that does not share the same voice channel as
the land you're standing on. Parcels can choose to use their own private voice channels and Regions of
differing maturities may not share the same voice channel.
How do I start a direct call with just one other person?
To start a voice conversation with one other person:
1.
Click the Communicate button at the bottom of the viewer window.
2.
The Communicate window opens with the Friends tab open.
3.
Click on the person's name in your Friends list and click the IM/Call button.
4.
A new tab opens.
5.
Click the Call button at the top of the window to begin the call with your friend.
When your conversation is finished, click End Call to... well, end the call.
28
Appendix D
Tehtäväohjeet:
Tehtävää ei arvostella, vaan sen tarkoituksena on aktivoida jaettua sanastoa keskustelun kautta.
Tehtävä kannustaa keskustelun harjoitteluun opiskelukavereiden kanssa luontevassa yhteydessä
ja ympäristössä, joka tukee sanaston oppimista. Suoritus nauhoitetaan Second Life -maailman
sisällä. Suorittamisen jälkeen teille jaetaan lyhyet kyselykaavakkeet, mutta sanasto testataan vasta
neljännen kerran jälkeen (ei kuitenkaan heti). Aikaa tehtävän suorittamiselle on 30 minuuttia.
1. Kirjaudu Second Lifeen omalla tunnuksellasi.
2. Teleporttaa itsesi Aalto-yliopiston saaristoon, tapaat kaverisi teleport-alueella.
3. Teistä on valittu jo yksi henkilö, joka toimii uutena työntekijänä. Kaksi muuta ovat olleet töissä
laboratoriossa ja kierrättävät nyt uutta työntekijää ympäri laboratoriota esitellen paikkoja ja
työtapoja. Uusi työntekijä kommentoi ja kyselee matkan varrella. Aloittakaa harjoitus siten, että
vanhat työntekijät menevät laboratoriolle, ja uusi työntekijä saapuu teleport-alueelta paikalle.
Toinen vanhoista työntekijöistä odottaa sohvalla ja toinen on pihalla vastassa. Alla on esitelty
ideoita keskustelulle, sekä lyhyet esittelyt eri laboratorion tiloista. Erillisellä paperilla on jaettu listaa
laboratorion esineistä kuvineen.
Ideoita keskusteluun:
-esittelyt
-tervetuliaistoivotus
-aulan ja muiden tilojen esittely
-laboratoriotilojen esittely
-laitteiden esittely
-turvavarusteiden esittely
-hätäpoistumistiet
-työsuhteen alkamisesta sopiminen
-hyvästelyt
29
Ingång
Tässä on sisäänkäynti laboratoriorakennukseen.
Hall
Aulassa on tarjolla kahvia ja sohvia keskustelua ja odottelua varten. Aula toimii myös
työntekijöiden kahvihuoneena.
Kemilaboratoriet
Kemianlaboratoriossa on normaali laboratoriovarustus. Täällä puhtauden kanssa ei ole niin
tarkkaa.
Luflås
Ilmalukossa vaihdetaan vaatteet ja kengät kun astutaan puhdastilapuolelle punaisen viivan yli.
Tätä kautta on pääsy puhdastilalaboratorioon.
Renrum
Puhdastilalaboratoriossa on korkea hygieniataso. Täällä voidaan suorittaa kokeita myös tarttuvilla
viruksilla.
30
Appendix E
Laboratory equipment list
A Freezer and a fridge
Jääkaappi ja pakastin
ett kylskåp 5 [-et,=,-en]
en frys 2 [-en,-ar,-arna]
Protective gloves
Suojahansikkaat
skyddshandskar [-arna]
31
An infection danger incubator (on left)
An incubator (on right)
Infektiovaarallinen lämpökaappi (vasen) ja
lämpökaappi (oikea)
inkubator 3 [-n,-er,-erna]/(ett värmeskåp 5 [-et,=,en])
A laminar flow cupboard
Laminaarikaappi
ett laminarskåp 5 [-et,=,-en]
32
A microscope
Mikroskooppi
ett mikroskop 5 [-et,=,-en]
A hatch for trash to autoclave
Luukku roskille autoklaaviin
33
Virucide bottles (disinfection substance)
Virucide-pulloja (desinfiointiaine)
34
Appendix F
Scenario MIK2: Identifiera ett virus
Läs igenom instruktionerna på ”scenario sidan” för att få på "heads up display" (HUD) innan du börjar med
uppgiften. Du startar scenariot genom att trycka på knappen i HUD:en. Kom ihåg att läsa instruktionerna i
chat rutan under uppgiften. Du ser dina tillbehör i HUD:en.
Forskningens mål är att odla en cellodling som möjligtvis innehåller ett virus. Efter några dagar kan man
jämföra cellodlingen med en frisk cell och se om provet innehåller ett virus.
1. Börja scenariot genom att trycka på start knappen i HUD:en. Gå efter det till dörren märkt på kartan och
vänsterklicka på en av laboratorierockarna som hänger på krokarna. Klä på dig rocken, du hittar den i din
’inventory’.
2. Gå in i laboratoriet och gå rakt igenom kemilaboratoriet mot renrummet.
3. Du kommer fram till luftlåset.
35
4. I den riktiga världen skulle du byta skor här och stiga over gränsen som är målad på golvet och som visar
att du nu är i den rena zonen. Du behöver inte använda gasmasken denna övning under.
5. Gå in i renrummet.
6. Sätt på dig skyddshandskarna, du hittar dem på bordet i en låda.
7. Nu är du färdig att börja med experimentet.
8. Torka av laminarskåpet med Viruciden som står på bordet.
9. Ta provröret från kylskåpet.
10. Ta cellodlingsröret från inkubatorn (/kuvösen).
11. Sätt cellodlingsröret och provröret in i laminarskåpet.
12. Tillsätt provrörets innehåll i cellodlingen dvs. kombinera de två rören.
13. Placera cellodlingsröret som innehäller virus och cellodlingen i odlingskåpet för infektionsfarliga
provmaterial dvs. ’infection danger inkubatorn’.
14. Du bär ännu på det oanvändbara provet, kasta det i skräpkorgen.
15. Torka av laminarskåpet med Viruciden.
16. Kasta handskarna i skräpkorgen och sätt på dig ett par nya.
17. Det räcker vanligtvis fem dagar för att ett virus skall bildas. Skjut fram tiden med ett dygn genom att
trycka på ’advance time’ i HUD:en. Du kan granska odlingen efter en dag eller sen kan du hoppa framåt fem
dagar direkt.
36
18. Ta cellodlingen och gå till mikroskopet.
19. Titta på cellodlingen med mikroskopet. Du kan jämföra din cellodling med ett kontrollprov. Använd
mikroskopet genom att trycka på det och välj ett prov som du vill undersöka.
20. Sätt tillbaka cellodlingen i inkubatorn. Du kan ta provet och dölja mikroskopbilden genom att klicka på
den. Hoppa tillbaka till steg 16.
21. Efter att du märkt en möjlig förändring i cellodlingen kan du kasta den i skräpkorgen.
22. Kasta handskarna i skräpkorgen.
23. Tejpa fast skräppåsen och märk på påsen att den har farligt innehåll.
24. Ta skräpkorgen till autoklaven.
25. Gå tillbaka till luftlåset.
26. Klä av dig laboratorierocken. (You can do this by choosing outfits (t-shirt icon) from the right-hand
panel, right clicking on a outfit, and choosing 'Replace current outfit'. In a real laboratory here you would
also sit on the bench and change your shoes. You are done!)
37
Appendix G
Immersion questionnaire after session 3
RUOTSIA SECOND LIFESSÄ - KYSELYLOMAKE
Hyvä vastaaja,
Tällä kyselyllä kerätään tietoa koskien juuri suorittamaasi ruotsinkielen harjoitusta Second Lifessä.
Vastauksesi ovat täysin luottamuksellisia ja niitä käsittelevät ainoastaan vmWork-projektin tutkijat Aaltoyliopiston BIT-tutkimuskeskuksessa. Tietoja, jotka paljastaisivat henkilöllisyyttäsi, ei julkaista missään
raportissa tai artikkelissa.
Tarvitsemme nimeäsi eri paikoista saatavan tiedon yhdistämiseen. Nimitietosi hävitetään heti tietojen
yhdistämisen jälkeen.
Nimi: _____________________________________________________
Ympyröi seuraavissa mielipidettäsi vastaavan vastausvaihtoehdon numero
A) Kuinka hyvin tunnet muut ryhmäsi jäsenet entuudestaan?
1.
2.
3.
4.
En lainkaan
Melko huonosti
Melko hyvin
Erittäin hyvin
B) Kuinka paljon olette tehneet yhteistyötä ryhmäsi jäsenten kanssa ennen tätä kurssia?
1.
2.
3.
4.
Emme lainkaan
Melko vähän
Melko paljon
Erittäin paljon
C) Kuinka paljon kokemusta 3D virtuaaliympäristöjen käytöstä (esim. WoW) sinulla oli ennen tätä kurssia?
1.
2.
3.
4.
Ei lainkaan
Melko vähän
Melko paljon
Erittäin paljon
D) Kuinka paljon kokemusta Second Lifestä sinulla oli ennen tätä kurssia?
1.
2.
3.
4.
Ei lainkaan
Melko vähän
Melko paljon
Erittäin paljon
38
E) Ota kantaa seuraaviin väittämiin, jotka koskevat äskeisiä kokemuksiasi Second Lifestä
virtuaaliympäristönä.
Ei
lainkaan
Erittain
paljon
a. Kuinka osallistava kokemus oli?
1
2
3
4
5
b. Kuinka intensiivinen kokemus oli?
1
2
3
4
5
c. Missä määrin tunsit, että olit sisällä Second Lifessä?
1
2
3
4
5
d. Missä määrin tunsit uppoutuneesi Second Lifeen?
1
2
3
4
5
e. Missä määrin tunsit, että Second Life ympäröi sinua?
1
2
3
4
5
F) Ota kantaa seuraaviin väittämiin, jotka koskevat äskeisiä kokemuksiasi ryhmäsi muista jäsenistä Second
Lifessä.
Täysin eri
mieltä
Täysin
samaa
mieltä
a. Minusta tuntui, että ryhmäni muut jäsenet olivat tietoisia
minusta.
1
2
3
4
5
b. Koin olevani samassa tilassa muiden ryhmän jäsenten kanssa.
1
2
3
4
5
c. Minusta tuntui, että muut ryhmän jäsenet olivat
vastaanottavaisia toiminnalleni.
1
2
3
4
5
G) Ota kantaa seuraaviin väittämiin, jotka koskevat äskeisiä kokemuksiasi vuorovaikutuksesta Second
Lifessä
Täysin eri
mieltä
Täysin
samaa
mieltä
a. Vuorovaikutus oli miellyttävää.
1
2
3
4
5
b. Kaikilla oli yhtäläiset mahdollisuudet ottaa osaa
vuorovaikutukseen.
1
2
3
4
5
39
Appendix H
Student questionnaire after the course
Second Life –kysely, Kie-98.5110, Kevät 2011
Nimi: _________________________________________
1. Olitko käyttänyt Second Lifeä tai vastaavia ympäristöjä ennen kurssin alkua?
2. Oliko Second Life ohjelman käytön perehdytys riittävää? Mitä olisi voinut tehdä toisin?
3. Kuinka paljon käytit aikaa Avattaren muokkaamiseen?
4. Käytitkö Second Lifeä kurssiin liittyvien kertojen lisäksi kurssin aikana?
5. Kävikö harjoittelemassa kurssiin liittyviä tehtäviä tai sanastoa yksin tai kaverin kanssa kemian
laboratoriossa Aallon saaristossa?
6. Mitä olisi voinut tehdä toisin kurssin SL-järjestylyissä ja toteutuksessa, jotta se olisi tukenut oppimistasi
paremmin? Onko sinulla muita ehdotuksia?
7. Suosittelisitko kaverillesi kielen kurssia, jossa käytetään second lifeä apuna? Miksi? Miksi et?
8. Kohtasitko ongelmia Second Life -osuuden aikana? Muuta kriittistä palautetta?
9. Mitä koit oppineesi SL-harjoituksilla?
10. Olitko aktiivisempi kuin perinteisessä luokkahuoneopetuksessa?
11. Mihin mieluiten käyttäisit Second Lifeä kielten oppimisessa? Keskusteluissa/ihmisten
tapaamisessa/sanaston oppimisessa/muu, mikä?
12. Olisitko halunnut harjoitella kieltä muissa tiloja kemian laboratorion lisäksi? Esimerkiksi omaan alaasi
sopivia? Millaisia?
13. Miten vertaisit SL-harjoituksia perinteiseen luokkahuoneopetukseen?
14. Mitä odotuksia sinulla oli virtuaaliopetusta kohtaan?
15. Oliko tilanne leikkisämpi kuin luokkahuoneessa? Olitko vapautuneempi vai jännittyneempi?
16. Oliko virtuaaliopetuksessa enemmän vai vähemmän sosiaalista vuorovaikutusta kuin perinteisessä
opetuksessa?
17. Mitä pidit omatoimisesta matkailusta ja sen raportoinnista verrattuna valmiiksi annettuun ympäristöön
ja tehtävään (kemian laboratoriossa harjoittelu)?
18. Uskotko tämän opetustavan tulevaisuudessa käytössä vai uskotko tämän jäävän vain kokeilun tasolle?
19. Koitko Second Lifen/virtuaalimaailmojen käytön oppimisen hyödyllisenä kokemuksena työelämää
ajatellen?
20. Mitä etua sinulle on tai on ollut ruotsin kielen taidosta tämän kurssin ulkopuolella?
40
21. Missä tilanteissa uskot tarvitsevasi ruotsin kieltä tulevaisuudessa?
22. Haluaisitko osallistua Second Lifen käyttöä koskevaan haastatteluun leffalippupalkalla? Mikäli kyllä, jätä
tähän yhteystietosi. Eero ottaa osaan valittuihin opiskelijoihin yhteyttä haastattelun tiimoilta. Haastattelun
kesto noin 15-30 min.
41

Report:Virtual language training pilot at Aalto University part 1

Transcription

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