•Induction 3D : Designing, creating and making available induction training and activities

Induction 3D Designing, creating and making available

induction training and activities.

ARCHI21 is an EU-‐funded project which aims to get students to use 3D virtual immersive and Web

2.0 environments and to promote the potentialities of these environments in the fields of

architecture and design. By adopting a CLIL (Content and Language Integrated Learning) approach,

ARCHI21 also seeks to facilitate language learning, while accompanying the process of competence

building in architecture and design.

ARCHI21 involves six institutional partners in four countries:

-‐ Coordination : École nationale supérieure d’architecture de Paris Malaquais (ENSA-‐PM, France);

-‐ Centre international d’études pédagogiques (CIEP, France) ;

-‐ The Open University (OP, United Kingdom);

-‐ Univerza v Ljubljani – Fakulteta za Arhitekturo (UL-‐FA, Slovenia);

-‐ Aalbord Universitet (AAU, Denmark) ;

-‐ The University of Southampton (SO, United Kingdom).

Induction 3D Designing, creating and making available induction training and activities.

A document produced by Southampton Education School

Author – Dr John Woollard

Contents Contents _______________________________________________________________________ 5 Summary ________________________________________________________________________________________________________ 5 Definition of terms (personnel): _______________________________________________________________________________ 5 Aim, objectives and approach taken __________________________________________________________________________ 6 Methodology ____________________________________________________________________________________________________ 6 Learning design _________________________________________________________________________________________________ 8 Data capture and method of analysis _________________________________________________________________________ 9 Evaluation ______________________________________________________________________________________________________ 10 Lessons learned ________________________________________________________________________________________________ 10 Challenges ______________________________________________________________________________________________________ 11 CLIL Tips for Mediators _______________________________________________________________________________________ 11 Conclusions ____________________________________________________________________________________________________ 11 Dissemination __________________________________________________________________________________________________ 11

Summary The aim of Work Package 9 is to explore the concept of language mediation under the model of CLIL and the model of cybergogy in the context of architecture teaching through the induction of language specialists into teaching and learning in an in-‐world environment. In this project, ‘Induction’ refers to the three dimensions of teaching and learning in a virtual world environment of: architecture, language and cybergogy – it is bringing CLIL into a virtual world context. The induction processes are facilitated through face-‐to-‐face, online and in-‐world activity. The processes are monitored and reflected upon by participants through evaluation forms. The direct outputs of this process, which will exist for future users, are in the form of presentations and in-‐world structures. There is also a refined description of CLIL based upon in-‐world activity. The evidence base contains evaluations, summaries and reports. The non-‐tangible output of the activity is the training (induction) of 30 UK-‐based language mediators, a further number of EU-‐based mediators, the language development of the mediators, the technological development of mediators, the engagement of mediators, technicians, architects and teachers in the CLIL processes.

Definition of terms (personnel): Teachers – any person leading a teaching activity; some teachers are architecture-‐based, some are virtual world teaching based, some are language teaching based – in all cases, they control the learning activity and the learning environment.

Students – any person participating in an online or in-‐world activity as part of their formal or informal education – they are normally architecture students.

Mediators– any external person trained by Southampton in CLIL and cybergogy within ARCHI21 working to mediate between the students and the teacher acting as external language teachers with particular emphasis upon language acquisition and resolving language difficulties. Some mediators have a technical expertise being well versed in in-‐world teaching techniques and most mediators have language teaching experience.

Aim, objectives and approach taken The aim of Work Package 9 is to explore the concept of language mediation under the model of CLIL and the model of cybergogy in the context of architecture teaching.

The objectives of WP9 were • the development, testing and piloting of the virtual world induction course that includes

aspects of a developing model of CLIL, cybergogy and an understanding of learning in a virtual world and architecture teaching principles;

• the development, testing and piloting of the virtual language mediator induction course which exploits face-‐to-‐face, online and in-‐world activities;

• the design, realisation and implementation of a hub (Discovery Decks) giving access to other subject specific (architecture) experiences and providing the accommodation for teaching and learning;

• the design, realisation and implementation of a training environment that supports 2D/3D interaction;

• the design and implementation of the training sessions for language mediators; • the employment of virtual language mediators (skilled language teachers) to support the

students in their induction and exploration of architecture materials; and • the coordination of the participation of partner groups in the provision of language

mediators.

The innovative aspects will be the in-‐world orientation, navigation and dexterity training units.

The key phrases in this workpackage are raising awareness and in-‐world capability.

The approach taken was to exploit the affordances of blended (face-‐to-‐face and in-‐world) activities with synchronous and asynchronous activity enabling participants to interact even though they were in different places and at different times. The sessions were structured upon presentations (available as downloadable files) and guides sessions in the in-‐world hub specifically designed for the work. The Discovery Decks are an important product of this activity.

Methodology The methodology was to exploit the affordances of blended (face-‐to-‐face and in-‐world) activities with synchronous and asynchronous activity enabling participants to interact even though they were in different places and at different times. The sessions were structured upon presentations (available as downloadable files) and guides sessions in the in-‐world hub specifically designed for the work. The Discovery Decks are an important product of this activity.

The keyword of the activity is ‘Induction’. It refers to the three dimensions of teaching and learning in a virtual world environment of architecture, language and cybergogy – it is bringing CLIL into a virtual world context.

Architecture + Language + Cybergogy

The induction processes involved 30 language specialists based in a UK university and a number of other mediators based across the EU including the UK, Denmark, France and Slovenia.

The induction process was facilitated through face-‐to-‐face, online and in-‐world activity including 6 face-‐to-‐face sessions and 4 in-‐world sessions attended by: language mediators being inducted into the processes of architecture and cybergogy; language teachers and technical teachers being inducted into the processes of architecture (content and concepts) and project managers/monitors collecting data.

The processes are monitored and reflected upon by participants through evaluation forms. In total some 60 evaluation forms were collected and processed. The direct outputs of this process, which will exist for future users, are in the form of presentations and in-‐world structures. There is also a refined description of CLIL based upon in-‐world activity. The evidence base contains evaluations, summaries and reports.

This is a project that will enable a better understanding of the concept of

content and language integrated learning and this understanding will change

in the light of our experiences during these activities.

A tangible output was a refined definition of CLIL that reflects the novel context of in-‐world teaching and learning. The original briefing of CLIL for mediators stated: Content and language integrated learning is founded on educational approaches where the curriculum content and language learning are fully integrated. Within ARCHI21, it is the development of multi-‐literacy enabling learning in virtual worlds. The challenge is to ensure that the pursuit of language learning aims does not compromise the pursuit of curriculum aims. The aspects of the curriculum to be taught through CLIL methods should be those that are enhanced by materials in the language. The aspects of language learning that are focussed upon are those that are authentic and most relevant to the curriculum and the immediate needs of the students.

A number of models of CLIL were considered:

• L CLIL (language – LAP focus) • PARTIAL CLIL (content – focus in L2) • ADJUNCT-‐CLIL • (Dual-‐focus) CLIL types (CLIL Compendium up to 2002)

http://www.clilcompendium.com/cliltypes.htm • CLIL Cascade Network (2007 onwards) http://www.ccn-‐clil.eu • LANQUA (2007-‐2010) http://www.lanqua.eu/theme • PARTIAL CLIL LSP/Discipline-‐based LT http://www.lanqua.eu/theme/content-‐language-‐

integrated-‐learning-‐clil

CLIL in the context of European Higher Education was considered. At present, CLIL‐type approaches are frequently becoming adopted in European higher education in the fields of law, business, economics, engineering, medicine and humanities. Predominantly they appear at MA level, often as degree programmes which are either fully delivered in a foreign/target language (most frequently English) or contain extensive modules delivered in the target language. At BA and postgraduate levels, students may take ‘content’ modules or individual lectures in a foreign language. Language support is delivered both as direct contact teaching and using blended approaches with e‐learning methodology / distance‐learning. As CLIL requires new kinds of collaboration between subject specialists and language specialists it is important to acknowledge that new kinds of pedagogical practices are also required and that interdisciplinary meanings have to be negotiated for the role of language in knowledge construction and sharing. In principle, the language learning outcomes in CLIL are considered from a functional and communicative viewpoint, which is in line with the descriptors of the Common European Framework of Reference for Languages (CEF). This implies interactive pedagogical approaches and carefully designed learning tasks, as well as institutional support systems for both students and teachers. (LANQUA, 2010)

The non-‐tangible outputs of the activity is the training (induction) of 30 UK-‐based language mediators, a further number of EU-‐based mediators, the language development of the mediators, the technological development of mediators, the engagement of mediators, technicians, architects and teachers in the CLIL processes.

Learning design The methodology taken in regard to mediators is fully described in the presentations and notes associated with the mediator induction course. As stated above, both the pedagogy of in-‐world teaching and learning (cybergogy) and CLIL were fully explained to mediators. In addition, there was extensive induction into in-‐world activity (with extra sessions being prepared in response to mediators’ requests). In terms of data capture, the methodology was enhanced by the provision of systematic recording sheets. Towards the end of the process a form of discourse or mis-‐cue analysis was established. However, this was not fully developed and only working drafts are available at present.

The modus operandi of language mediators was to act as support for the in-‐world teacher responding both to the teacher requests and also responding to the in-‐world learners. A second role developed as observer/critic giving asynchronous feedback on learner outputs. Language mediator feedback was provided to several ENSAPM students asynchronously by email following viewing of their presentations on Novio. Comments focussed specifically on students’ language use and presentational skills.

The development of the in-‐world induction environment (dexterity) was based upon the theoretical construct of cybergogy which identifies the different facet of epistemology that are pertinent to teaching and learning virtual worlds.

The presentation of cybergogy in the hub was structured as a ‘walk-‐through experience with space playing an important role in the way in which the training of mediators was carried out.

Similarly, the dexterity area was an environment that was explored as the mediators in their induction developed the skills of being and teaching in a virtual world.

Another aspect of the work package was the development of a learning object: Introduction to Cybergogy. The Model of Cybergogy is a social constructivist tool for educators teaching in a virtual world environment such as Second Life. The construct is composed of Learning Archetypes or methods: Role play Simulation Peregrination Meshed Assessment/Evaluation. There are four Learning Domains within the model: Cognitive Emotional Dextrous Social.

“Virtual worlds are engaging, stimulating spaces where students can meet online for normal class activities, including lectures, discussions, case studies, projects, papers, exams, and labs. Classes are a mix of synchronous and asynchronous activity. A virtual world class differs from a traditional course management system, such as Blackboard or Moodle, due to the three-‐dimensional (3D) graphical setting, the use of avatars to represent the class participants, and the sense of presence that puts the learner within the scene.” Cynthia M. Calongne, Professor of Computer Science at Colorado Technical University, EDUCAUSE Review, vol. 43, no. 5 (September/October 2008)

Cybergogy is the theory of teaching in virtual worlds; it is the pedagogy associated with this in-‐world activity relating to avatars, 3D graphics, dexterity and immersion. Scopes, L. (2009). Learning archetypes as tools of Cybergogy for a 3D educational landscape: a structure for eTeaching in Second Life http://eprints.soton.ac.uk/66169

Data capture and method of analysis An important aspect of the induction and work of language mediators was the evaluation process. The evaluations have been analysed and they play an important part in developing the conclusion for the project. The evaluation sheet was based upon a well-‐developed strategy for evaluating real-‐world teaching and learning which included reference to: profession attributes, professional knowledge and understanding and professional skills. The Q numbers refer to the Professional Standards of UK Teachers (2007-‐2012).

Professional Attributes

Demonstrates high expectations of learners (Q1); good relationship with individuals and group (Q1, 2); effective communication with learners (Q4) ; good role model (Q2); uses in-‐world policies & practices (Q3b); can reflect on and improve practice (Q7a, 29); has acted on advice (Q9).

Professional Knowledge and Understanding

Knows the subject well and is committed to continued learning of it (Q14); is developing good professional knowledge e.g. of class management strategies, of in-‐world strategies/policies (Q14, 15); of key assessment issues (Q11); understands what they are teaching and why (Q14).

Professional Skills – Planning

Evidence of effective planning: clear structure and sequence; suitably challenging learning objectives; appropriate resources prepared (Q10, 22, 25); takes account of the diverse needs of learners (SEN, EAL.) (Q19, 25); lit/numeracy/ICT opportunities have been explored (Q23); includes relevant out-‐of-‐class learning e.g. hwk (Q24).

Professional Skills – Teaching/AfL

Range of teaching strategies (Q10); clarity of explanations; questioning; managing groups and modes of working; developing learning (building on prior knowledge, teaching of new processes/concepts); personalising learning (Q19, 25); monitoring understanding; giving feedback; promotion of learner self-‐evaluation, peer evaluation, independent working; plenaries (Q26, 27, 28)

Professional Skills – Management of Learning Environment/Team Working

Maintains a purposeful & safe learning environment; manages learner behaviour (Q1, 30, 31); manages pace and use of time; achieves a clear start and end of lesson (Q25); manages transitions; work with adults, e.g. LSA (where appropriate) (Q33)The resulting record sheet covered important aspects of teaching and learning: professional attributes of the teacher, the professional skills of planning learning activities, the professional skills of teaching and the professional skills of management of resources and environment.

Evaluation The mediators’ reflections upon their role and the conduct of the in-‐world teaching sessions provide some insights to the motivations, preparedness and abilities of the learners. In some cases there are measures of language acquisition, commentary on social engagement and levels of motivation.

These conclusions are drawn from cross-‐analysis of the report sheets, coding and the development of themes (categories). (See Lichtman, M. (2006) Qualitative Research in Education: A User’s Guide. California: Sage Publications p168.)

Three C’s of Data Analysis: Codes, Categories and Concepts (Lichtman, 2006)

The steps in conducting data analysis as proposed by Lichtman (2006, p. 168) is depicted in the following table.

Steps Details

Step 1 Initial coding. Going from the responses to some central idea of the responses.

Step 2 Revising initial coding.

Step 3 Developing an initial list of categories or central ideas.

Step 4 Modifying your initial list based on additional rereading.

Step 5 Revisiting your categories and subcategories.

Step 6 Moving from categories into concepts (themes).

Lessons learned The affordances of the technologies for learning were identified as:

• providing opportunities for teaching and learning not limited by geographical location of the participants;

• providing opportunities for teaching and learning outside the normal working hours of the participants;

• providing different means of communicating feedback to learners;

• integrating conventional pedagogies with cybergogy;

Challenges Concerning the challenges, a characteristic of most reports and a characteristic of most events are the technological issues. In the main they are challenges and problems; in some cases they are affordances. This study is both haunted and enhanced by technology.

Lessons learned were identified as the need to:

• keep it simple (technologically);

• keep it simple (language demands);

• keep it simple (within the cybergogy range)

CLIL Tips for Mediators An important product of the process was the in-‐world resource that explains the principles of good CLIL practice based upon Coyle, D., Hood P. and Marsh, D. (2010) CLIL Cambridge, UK: CUP. To help communicate meanings and derivations to mediators, an expanded form was located in a specifically designed Mediator Induction Course called Archi21 Moodle.

Conclusions The value of the models of CLIL and cybergogy cannot be underestimated in ensuring that mediators were well informed of the processes that they were undertaking.

The technological challenges, for some respondents, were greater that the benefits of the activity but for others teaching and learning in a virtual world proved to be liberating and exciting.

Dissemination SO partners and language mediators were involved in two dissemination events based on WP5 (and some WP4 content): poster presentations were given at the LLAS eLearning Symposium and the 10th Interactive Multimedia Conference, both held at the University of Southampton in January 2012. These posters focussed on teaching and learning in a Virtual World: Integrating in-‐world activities, language instruction and architecture and design teaching in Second Life. A further SO dissemination was made at the Eurocall 2012 conference in Gothenburg, Sweden in August 2012. The evaluation sheets were further developed to accommodate the changing professional standards in the UK.

The dissemination opportunity afforded by the ARCHI21 website with full Google registration and recognition has yet to be exploited.

A major element of the dissemination is the enrichment of teaching and learning in virtual world programmes in the University of Southampton which celebrates the findings:

• the affordances of cybergogy to explain teaching and learning;

• the values of CLIL as an integrated approach;

• the features of the Discovery Decks to structure and manage teaching activities in-‐world;

and

• the nature of the dexterity area to motivate and give confidence to in-‐world novices.

Dr John Woollard March 2013

•Induction 3D : Designing, creating and making available induction training and activities

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