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  • 1.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Panichi, Luisa
    University of Pisa, Italy.
    Towards Models for Designing Language Learning in Virtual Worlds2013In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 4, no 2, p. 65-84Article in journal (Refereed)
    Abstract [en]

    This paper presents some of the overall frameworks and models for language learning that were used under Avalon (Access to Virtual and Action Learning live ONline), an EU co-funded project aimed at developing language-learning scenarios in virtual worlds. The introduction and background summarize some of the theories that constitute the starting points for the designs and are followed by a discussion of how the affordances of virtual worlds support the communicative language-learning model used in the project. The authors’ main focus then turns to pedagogic design, where the authors present the methods used during the project and some generic aspects of course designs that were developed. The article ends with a more specific look at examples of task design from the courses given under the project framework.

  • 2.
    Wang, Airong
    et al.
    Mittuniversitetet.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Deutschmann, Mats
    Umeå University, Faculty of Arts, Department of language studies.
    Who owns the floor?: Examining participation in a collaborative learning scenario between student teachers and active professionals in second life2014In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 5, no 1, p. 34-53Article in journal (Refereed)
    Abstract [en]

    This study investigates the effects of unequal power relations on participation in a group of student teachers and invited professionals in two collaborative workshops in Second Life. The data includes recordings, group reflections, and individual questionnaires. Participation was examined from the aspects of floor space, turn length, and utterance functions and complemented with student reflections. The results show that at a general level, the differences of floor space and turn length between the invited professionals and the students were small. Moreover, the invited professionals did more conversational management than the students, while the students performed more supportive speech acts. There were, however, individual variations.

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