The past couple of weeks' blog posts and class discussions about social networks, constructivist learning, teacher responsibility, coupled with my search for a thesis topic set the scene for this week's post.
So finally, I have decided to stick to my initial idea of researching the use of virtual worlds for language learning, specifically for the development of reading and writing skills...which leads to a very overarching, keeping me awake at night question (to be revealed later).
Anyway, before I share this question with you, I thought that I'd highlight some arguments from various sources in favour of using virtual worlds as a learning environment in general.
1) Virtual worlds allow for the building of a community, which not only increases motivational levels, but also allows for collaborative learning experiences.
2) Learners are provided with an opportunity to establish their identities (through the use of avatars).
3) Constant role-play and acting allows for continual communicative principled learning, especially if the tasks are well prepared and focused.
4) A constructivist approach is present in the learning environment, specifically with reference to scaffolding, ZPD, learner-learner interaction, I+1
5) With learning having a strong emphasis on the use of authentic materials, the virtual word allows learners to be immersed in and co-create the authentic materials.
6) Tasks can be designed to create opportunities for reading in contexts.
These are only six advantages noted over and over by several authors. My question still remains....how do these virtual worlds allow for the development of writing skills. The only form of writing that takes place in most virtual worlds are in the form of IM (Instant messaging). How would the constant use of these improve learners' ability to write for a variety of audiences? I am reminded of the social network Ning we discussed in class, and students there also did not participate in writing essays or paragraphs of a more academic nature (granted this specific site was dedicated to very young learners). Perhaps to place my question in another way, if we take Facebook for example, how would allowing students to comment on each other's statuses and occasionally sending each other a message, actively contribute to developing their writing for a variety of purposes? Or is the mere fact that they are engaging with the language and writing (for whatever purpose) enough to allow for the development of the skill of writing for a variety of audiences?
What do you think? I understand that the use of a virtual world or social networks would be supplemented with additional teaching, but do you feel that IM can ultimately develop the learners' writing skill?
I think you bring up a very good question. When I started to think about this question, I didn't really come up with much. I was still stuck in the same place that you are. It's a fact that we cannot stop the growth of technology, social networks, virtual worlds, etc. If we, as teachers, are going to start using these things within the classroom, we must teach our students how to write within the appropriate context. It's something that probably hasn't been taught too much in schools. Essentially we are teaching children to write for a variety audience. It's just a different type of audience and a different context. I think you are write in saying that within a virtual world the writing element is very small, but it doesn't mean that they are not writing. I'm not going to go ahead and say that having the students write within the virtual world is greatly improving their writing skills because I don't have enough experience with it. I do believe that it is good practice. If done properly, it can teach the children to write for a different audience in a different context. I feel it goes along with the 21st centry skills included in the Iowa Core Curriculum. My final answer is no. I do not believe that it will "ultimately develop the learners' writing skill", but I do believe it's a possibilty if accompanied by further instruction.
ReplyDeleteI'm going to say "no" to this also. I don't think that simply IMing others will ultimately give students developmental writing skills. If you think about it (more often than not) people in general, not just students, use abbriviations in their IMs. Examples of this are BRB, TTYL, BTW, IDC, IDK, etc. I'm sure there are plenty more that we don't even know about! When I think about developmental writing skills, it does not usually (if ever) include these types of abbreviations. Even though students can communicate by IMing in the virtual world, I just don't think it's enough to develop the types of writing skills they will need in the future. It should definitely in some way be supplemented by a teacher, along with some other writing activity...which brings us back to your original point. What other writing activities could be done in the virtual world? (Writing this post, I am thinking of SecondLife)
ReplyDeleteSorry I could not be of much help...
No,is also my answer, but my thoughts on it are similar to the stand I took with a student my first year of teaching. This particular student HATED to read. I discovered early on if he could read Dr Suess books to the kindergarten class once a week then he soon began reading books. Teachers were furious that I was letting this fifth grade student,(remember who hated to read) read such low books. I continued to point out the fact not only was he reading, but he was reading well enough to go into another class once a week and read to them.(kindergarten) By the end of the year he had of course read every Dr Suess book and well into reading two other series of books not at that low reading level.
ReplyDeleteI personally do not believe these social networking sites are designed to make distinguished writers out of people that use them. As I stated with the reading incident I do however believe they reach a lot of students who have absolutely no desire to write and feel failure a lot of time before they even start. It is one of those learning tools that is fun and especially children don't even make the connection with the learning created while they are enjoying using it.
With your question it would be interesting to know is there really the type of program that develops the true writing and procedures of a student. There are plenty of programs that help do certain parts of papers, but still not really helping with writing.
GOOD QUESTION! Made me really think.
This is a great post with a thought-provoking question --- everyone did a good job of contributing to the discussion as well! Although it is not an area that I have looked into very much (I don't even have an avitar in Second Life)! My thought was I was too busy in my First Life - why do I need a virtual life??
ReplyDeleteAnyway... back to your question. Like we do in education, we tend to take technologies that were not designed for education and try to fit them to meet our instructional needs (remember Mishra & Koehler?) You can set up a study in Second Life or another virtual world with those goals in mind (developing reading and writing skills), but are you using the "tool" in a manner that it was designed to be used? Or will you set up a situation in that Virtual World that then requires the participants to use those skills for a specific purpose - somewhat like project/problem-based learning. For example, if your goal is to see if "students'" writing abilities would be impacted in a virtual world, you need to set-up the learning experience so that is observed/tracked. Will just "normal" use of that virtual world be enough to have this happen - not sure. But, by setting up a scenario where students would have to use these qualities and skills to solve a task etc. in this virtual world - maybe you could find something interesting and probably related back to the six points you bring up in your post.
Keep thinking about this because we do need research in this area. I can connect you with individuals who have spent some time thinking about this more than me! Just let me know.