Task Design for Language Learning in an Embodied Environment

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Author(s): Paul Sweeney (Independent Consultant in E-Learning, UK), Cristina Palomeque (University of Barcelona, Spain), Dafne González (Universidad Simón Bolívar, Venezuela), Chris Speck (Languagelab.com, UK), Douglas W. Canfield (University of Tennessee, USA), Suzanne Guerrero (Richmond Publishing, Mexico)and Pete MacKichan (Freelance Consultant in E-Learning, Greece)
Copyright: 2011
Pages: 24
Source title: Teaching through Multi-User Virtual Environments: Applying Dynamic Elements to the Modern Classroom
Source Author(s)/Editor(s): Giovanni Vincenti (Towson University, USA)and James Braman (Towson University, USA)
DOI: 10.4018/978-1-61692-822-3.ch015

Keywords: Education / Educational Technologies / Information Science Reference / Virtual Learning Environments

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Abstract

3D voice-enabled MUVEs are increasingly being used in education and in the area of language learning, and teaching is no exception. In this chapter, the authors will examine the affordances that MUVEs offer in this field, starting with a brief overview of the various theoretical frameworks underpinning successful teaching and learning of languages in general and how they apply to MUVEs. The authors then highlight a range of issues arising from a team’s extensive practical experience in material design in the embodied environment of Second Life. These considerations include many possible avenues for follow up by researchers. Finally, they provide some examples of task design to bring these issues into focus.

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Task Design for Language Learning in an Embodied Environment

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