Tools and guidelines

Tools and guidelines for architectural and language

communication teaching and learning within immersive online

environments

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);

‐ Aalborg Universitet (AAU, Denmark) ;

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

A document produced by Scott C. Chase, Aalborg University, Denmark

Tools and guidelines for architectural and language

communication teaching and learning within immersive online

environments

TableofContentsIntroduction............................................................................................................................................................5

Terminologyusedontheproject..................................................................................................................5

Affordances..............................................................................................................................................................6

ComparisonofTools............................................................................................................................................8

Tips&guidelines.................................................................................................................................................12

Introducingnewmethods&technology............................................................................................12

Teachinginvirtualworlds.........................................................................................................................13

ModelofCybergogy.................................................................................................................................13

CLILandlanguagemediation...................................................................................................................14

TipsforCLILMediators.........................................................................................................................14

LearningObjects.............................................................................................................................................16

RecommendationsforuseinaCLILcontext...............................................................................17

References..............................................................................................................................................................19

Bibliography:Virtualworlds:education,builtenvironment,benchmarking......................19

5

IntroductionThe ARCHI21 project has used a variety of methods and tools in its goal promoting 3D virtual

immersive and Web 2.0 environments in architecture and design teaching, learning and practice, in

conjunction with a CLIL (Content and Language Integrated Learning) approach (Coyle et al. 2010).

Methods and tools described here fall into several categories:

Widely adopted and proven tools, with some used in new contexts for project activities;

Tools and methods developed by project partners;

Other tools (some still in beta testing), used in an experimental manner.

This report contains descriptions and comparisons of affordances, tools, features, methods and

guidelines for all aspects of the project (architectural and language communication teaching and

learning within the virtual world environment) available for educators, learners and design

practitioners. A bibliography of selected papers on the use of virtual worlds in design and education is

included at the end of this report.

TerminologyusedontheprojectTarget language is an additional language for the student (i.e. not their primary language) in which

some teaching and learning will occur. An aim of CLIL in ARCHI21 is for the student to (further)

develop capabilities in the target language through its use in the design curriculum. English, Slovene

and French were the project target languages.

In-house language teacher refers to a member of institutional staff who has experience working with

content teachers and students. In-house language teachers have experience working with students

and in most case experience in working with content teachers.

External language teacher refers to a language teacher that is not a member of the institutional

staff. External language teachers have experience working with students but in most cases not

experience in working with content teachers.

External language mediator refers to a person trained by in CLIL and Cybergogy (Scopes 2009)

during the ARCHI21 project. This person is not a member of the institutional staff and mediates

between the students and the teacher as an external language teacher 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 are language teachers.

External language mediators had no prior understanding of the architectural discipline and were not

involved in planning learning sessions.

Content teacher refers to teachers of architecture or design in partner institutions.

6

Affordances

(adapted from the ARCHI21 report Patterns for the use of CLIL in design and architectural teaching in online media)

The ARCHI21 project used a number of technologies in its activities for teaching, communication and public dissemination. Here they are classified by type, with software

tools used by the project indicated. A more detailed comparison of the individual tools can be found in the table in the section Comparison of Tools.

Interface Pedagogic affordance

Synchronous/ Asynchronous

Advantages Disadvantages

Virtual Worlds

SecondLife, OpenSim, VAcademia

Collaborative building

Collective experience and critiquing of 3D buildings

Virtual world tours

Synchronous 1. Playful environment that allows students to adopt new personas and play with their image.

2. Environment that allows synchronous collaborative building work

3. Virtual worlds such as SecondLife are full of objects and buildings created by others that can be repurposed for new projects but also toured and critically examined for educational purposes

4. In-world tools allow posting of presentations, videos and hyperlinks.

1. Learning to operate and navigate in-world takes practice. Additionally, building work can be done with other established software lessening the motivation to learn a new interface.

2. May pose technical challenges depending on hardware setup.

3. Only recordable from one viewpoint and requires screen-capture software for this.

4. The virtual world environment external to the pedagogic island is outside the control of teachers.

5. Use of in-world tools to set up environments and presentation boards requires knowledge and expertise.

6. Costly to maintain.

Online Conferencing

GoToMeeting, Blackboard, AdobeConnect

Skype

Presentation and discussion of ideas

Critiquing of presented work

Small group collaboration

File sharing

Synchronous with recording possible for asynchronous use

1. Interfaces generally require little practice to use.

2. Can be used at all stages of project development for sharing and critiquing of ideas.

3. Used in real-world practice where distance is an issue.

4. Can be combined with other tools such as SketchUp or Google Earth to provide real-time collaborative experiences.

5. Can link out to websites and present video as well as images and presentations.

1. Interfaces in which use of the microphone has to be passed between users, do not lend themselves to free conversation.

2. Teaching sessions in this medium can become tutor-centric particularly if participants do not all know one another.

3. Unless combined with other tools these media only allow working and presentation in 2D.

7

Interface Pedagogic affordance

Synchronous/ Asynchronous

Advantages Disadvantages

Online Presentation

Knovio, Vimeo, SlideShare

Presentation of ideas

Asynchronous 1. Allows students to present their work online. 2. Knovio allows webcam video recording plus

PowerPoint presentation.

1. One way presentational tool, discussion has to take place in another medium e.g. email or one of the online conferencing interfaces.

Online Studio

Open Design Studio, Flickr

Presentation of ideas, creations and research

Asynchronous 1. Allows students to develop an online portfolio of work and found objects as a discussion point with other students.

2. Allows dialogue around visual artefacts. 3. Online studio interface with video and audio

capability allows oral interaction, rehearsal and correction of language as well as textual communication.

4. Video upload capability allows students to make and remake presentations utilising target language.

5. Static images, video, audio and textual communication combined in one interface.

1. Asynchronous nature of interface means feedback is not immediate.

2. In some online studio interfaces, discussion may be artefact based rather than thematic.

8

ComparisonofToolsThe technologies described in the section Affordances are elaborate here with a comparison of the various software tools used on the ARCHI21 project.

Descriptionoffeatures

Video: video can be displayed

Audio: audio can be played

Text chat: synchronous text-based chat

Audio chat: synchronous audio conversations

Text msg: asynchronous text messaging

Audio msg: asynchronous audio messaging

Presentation: provides presentation capabilities within the environment

Avatar: user has an avatar representation in the environment

URL Features Software Cost Notes

ARCHI21

project use Vid

eo

Au

dio

Tex

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Au

dio

ch

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Tex

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sg

Au

dio

msg

Pre

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Ava

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3D immersive environments

(virtual worlds)

Second Life secondlife.com

project activity

* x x x x x * x download free & paid

subscriptions Best known VW, well

established, variety of uses

Open Sim opensimulator.org off project * x x x x x * x download open source Based on SL platform;

most open

9


ARCHI21

project use Vid

eo

Au

dio

Tex

t ch

at

Au

dio

ch

at

Tex

t m

sg

Au

dio

msg

Pre

sen

tati

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Ava

tar

VAcademia vacademia.com investigated * x x x x x * x download free & paid

subscriptions

Education focus; 3D session recording; integrated teaching & collaborative learning tools

Active Worlds activeworlds.com - * x x x x x * x browser + downloads

free & paid subscriptions

Oldest commercial VW environment

Cloud Party cloudparty.com investigated * x x x x browser based free New

Unity 3D (development

platform) unity3d.com investigated

viewer: browser; developer: software

player free, developer licensed

(limited free development

version)

Game development engine supporting mobile devices;

some VW shift to this platform

online VLEs

Moodle moodle.org

project activity x - x x - Open source

General virtual learning environment

Open Design Studio

http://bit.ly/16XG4RY

project activity

x x

1 2

Asynchronous collaborative design environment

Online conferencing

systems

Adobe Connect

http://adobe.ly/bZJ2mn

project activity

x x x x

x

Enterprise & individual

subscriptions; 30 day trial

Audio/video conferencing

1 Comments 2 Audio & video comments

10


ARCHI21

project use Vid

eo

Au

dio

Tex

t ch

at

Au

dio

ch

at

Tex

t m

sg

Au

dio

msg

Pre

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GoToMeeting gotomeeting.com

project activity

x x x x

x

Subscription; 30 day trial

Audio/video conferencing

Skype skype.com

project activity

x x x x x x x

free & premium packages

Audio/video chat/conferencing

Online presentation

systems

Knovio knovio.com

project activity

x x

x

browser

PowerPoint video presentations

Ustream ustream.com

project activity

x x x

x

viewer: browser; producer:

browser+download


Live video streaming

LiveStream livestream.com

project activity

x x x

x

Viewer; browser; producer;browser

+download


Live video streaming

Vimeo vimeo.com

project activity

x

Error! Bookmark not

defined.

free & paid

subscriptions Video archive

11


ARCHI21

project use Vid

eo

Au

dio

Tex

t ch

at

Au

dio

ch

at

Tex

t m

sg

Au

dio

msg

Pre

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Ava

tar

Flickr flickr.com

project activity

x

Error! Bookmark not

defined.

x

free Photo/video archive

12

Tips&guidelines

The guidelines, recommendations, suggestions and tips in this section arose in great part from the

knowledge acquired by project participants over the course of the project; some appear in greater

detail in other project reports.

Introducingnewmethods&technology

Much of the following may seem obvious, but, based on the experience of the ARCHI21 project, it

bears repeating, particularly when it comes to the use of technology.

Support from teaching staff (and students) is essential. Introduction of new methods into a curriculum

without support from one’s colleagues could make things very difficult. Presentations to peers as well

as Trial runs, Teach the teachers and Induction courses help pave the way.

Integration into the curriculum is also essential. New methods and technology may be introduced

in Trial runs, but the overall aim is to have this become an integral part of the curriculum, so that

teachers and students a) see its value; b) don’t see it as a (significant) disruption to teaching &

learning; and b) will adopt it beyond the lifetime of the teaching activity in which it is introduced.

Trial runs can be very important and useful. Try to plan your development and introduction to allow

the piloting of new methods/technology, preferably with a small group of students.

Teach the teachers. If more than one person is involved with the teaching (including support), allow

adequate time to instruct them (with possible trial runs) before the primary teaching exercise. Having

knowledgeable instructors who can lead teaching is essential. See Induction courses.

Induction courses (for teachers and students) can provide an introduction to the methodology or

technology, enough to provide the learners the ability to independently continue knowledge and skills

acquisition.

Use a ‘belt-and-braces’ approach to dissemination and communication, i.e. multiple ways for

instructors to present and communicate with students (Chase and Scopes, 2012). This is essential if

there is a possibility of one method/technology failing (particularly during a teaching session). The

ability to switch modes of presentation or communication requires additional preparation and practice,

but will allow teaching to continue with minimal interruption, and (depending on setup) allow students

to choose a method of communication and accessing content (possibly dependent upon resources at

hand and a student’s ability). Example: ARCHI21 building classes in Second Life provided multiple

ways of viewing the lecture slides and being present in the class (e.g. in-world, web based screen

sharing, web streaming and whiteboard sharing). Several communication channels were available,

including SL voice and text chat, with Skype as a voice fallback.

Timing. Plan sessions carefully, particularly when using technology. Always allow more time than you

initially believe necessary for setup and takedown.

13

Use lesson plans. For any teaching session that involves more than one activity/mode of delivery,

draw up a lesson plan (as detailed as you are willing to make it). Ensure there is flexibility in the plan,

so that activities can change according to unanticipated needs (either before or during the session,

e.g. technology failures, more time than anticipated for discussion or Q&A). See belt and braces.

Chase & Scopes (2012) illustrate the use of a detailed lesson plan for teaching in Second Life, based

on a model of cybergogy for virtual worlds (Scopes 2009).

Collaborative teaching activities with partners outside one’s department or university requires

careful coordination, due to variations amongst partners of a)resources and support (e.g. technology,

teaching and technical staff); b) curricula; c) timetables; d) students’ backgrounds. Misalignment of

any one of these can make such an exercise difficult, so upfront agreement is paramount.

Try to standardise as much as possible. The trend towards distributed working environments can

make this difficult. Central computer labs are disappearing, and (depending on institution) most

students tend to work on their own laptops, often from home. Speed and reliability of internet and LAN

connections are important when using computing intensive software, such as 3D virtual worlds, which

generally require good graphics processors and fast internet connections. If one can standardise as

much as possible that can help. For example, Second Life and similar virtual worlds support a number

of different client browsers. For teaching, it can be helpful to insist that all learners use the same

browser, so as to avoid differences in user interfaces.

Note: in multi-lingual teaching environments, such as experienced in ARCHI21, participants may have

the same software installed in different languages. This can be viewed either as a challenge or an

opportunity for content teachers and language mediators, e.g. as a way of introducing technical

terminology in the target language of the student. If teaching includes software instruction or

assistance, it’s a good idea to check this before commencing teaching activities, possibly by

surveying participants beforehand.

Surveys before or at the commencement of teaching activities are very helpful, as they aid in

assessing students’ backgrounds, e.g. language capabilities in target languages, experience with the

technology to be used, This can mitigate any surprises and allow time for any adjustments to teaching

if necessary.

Teachinginvirtualworlds

ModelofCybergogy

The pedagogic model Cybergogy of Learning Archetypes and Learning Domains was developed by

Scopes (2009) as a means to structure teaching and learning in 3D immersive virtual worlds. The

rationale for the model of Cybergogy is to equip educators with appropriate strategies for teaching

within 3DiVW’s that do not seek to replicate orthodox classroom methods or standard web-based

eLearning techniques, but to take advantage of the affordances of such a 3D immersive environment.

The model seeks to impose validity and authenticity to teaching and learning conducted within a

14

virtual environment. It serves as a planning tool encouraging educators to examine course content,

produce detailed lesson plans, and develop teaching and learning resources against a measure of

efficacy to ensure that virtual worlds, despite their novelty, are not used gratuitously, that course

content is meaningful, pertinent and achievable, and that the educator (who is not necessarily a

technology expert) is able to operate.

This model of Cybergogy was used for some teaching activities on the ARCHI21 project

(Chase & Scopes 2012). Further information on the model and its use can be viewed at

http://www.cybergogy.co.uk.

Given some of the affordances of virtual worlds for teaching and learning, learning activities can

include any of the following, most of which are synchronous group activities. Examples are presented

in Chase & Scopes (2012) and Hunter et. al (2011):

1. Social aspects (Q&A, discussion);

2. Live design and building demonstrations, e.g. in an immersive lighting test chamber;

3. Packaging of ‘toolkits’ of learning resources, which could include traditional materials such as

links to web-based resources, but also links to in-world resources (e.g. tools, sites of interest)

and 3D interactive objects for students to work with, play with and modify;

4. Collaborative design and building exercises;

5. ‘Show & tell’ that could involve a field trip in the virtual world.

CLILandlanguagemediation

The ARCHI21 project developed a Mediator Induction Course for external language mediators

observing and assisting design students who are using target languages in their learning. Mediator

communication with students was typically internet-based (i.e. Web 2.0 and virtual world

technologies) and the course was developed to reflect this.

An important product of the process of developing and implementing the Induction Course was the in-

world resource that explains the principles of good CLIL practice based upon a comprehensive view

of the subject (Coyle et al. 2010). To help communicate meanings and derivations to mediators, an

expanded form was located in a specifically designed Mediator Induction Course called Archi21

Moodle.

TipsforCLILMediators1. Ask students to describe / explain / summarise / compare / differentiate / interpret / evaluate or

critique architectural content in the target language.

Note that these skills (describing; explaining; summarising; comparing; differentiating; interpreting; evaluating and critiquing) are listed in order of difficulty. Only a relatively low level of linguistic competence is necessary to ‘describe’ whereas a much higher level is needed to ‘evaluate’ or ‘critique’.

15

You should judge what the student is capable of in each case and once you have established their ‘comfort zone’ help to move them to a higher level by asking them to perform a more difficult task.

2. Encourage meaningful interaction in an authentic context.

Use aspects of the architectural context ( e.g. in Second Life) and the students’ area of interest and study as a base for interaction. This will help ensure that any interaction is meaningful and relevant for the students.

3. Focus on language as the 'tool' for communication not the object itself.

Avoid getting into long discussions about theoretical issues ( e.g. rules for using a particular tense in a target language). The CLIL approach works best where language is integrated with (architectural) content, and not treated in isolation. In other words, language is not the main but secondary focus to the content itself.

4. Note and log the particular language that students need to perform various linguistic functions.

Because mediation mainly takes place in synchronous communication context (i.e. Second Life) the emphasis is therefore likely to be on the spoken or text chat mode of communication. You should keep a log of relevant functional language, as it comes up, which might serve the students in their architectural context. This can then be referred to and introduced later when needed. Functional language includes useful phrases that express ‘how to’ linguistic operations, e.g. how to ask for clarification: ‘Could you explain that again please?’; ‘I didn’t understand the part about…’

5. Find opportunities to feed in the language that students need in context so that they have an appropriate model for correct use

Look for ways to prompt and support students linguistically, e.g. via text chat in Second life during a group spoken interaction.

6. Encourage higher order thinking where possible to challenge students.

Find opportunities to move students from linguistically simple operations e.g. describing to a slightly more challenging one e.g. explaining. Try to take them slowly out of their ‘comfort zone’ to enable them to practise skills at a higher level.

7. Listen, prompt, and encourage students to ask questions.

Don’t spend lots of time talking yourself or ‘lecturing’ students. They will retain and learn more if they are active and not passive. Your role is to be a responsive listener and facilitator, guiding but not directing. By taking a less forceful role yourself can help encourage students to speak.

8. Ask students to engage in problem-solving activities around architectural content.

Try to identify knowledge gaps or question solving activities around architectural content that can help stimulate meaningful interaction.

9. Make language learning active and context-focused.

To maximise learning students need to be actively engaged in language interaction opportunities and focus their language use on relevant content relevant to their area of interest and study.

10. Devise ways to promote group work and pair work to stimulate dialogue.

16

If you are dealing with more than one student, find ways to maximise opportunities for everyone to be involved in interaction/ practise communication skills.

11. Integrate language with the context that students are operating in.

Remember you are operating in a CLIL teaching and learning environment i.e. content and language integrated approach.

12. Aim to help learners bridge the cognitive-linguistic divide.

Mediating effectively also means helping students to do cognitively challenging tasks through the expressive medium of the target language. Therefore as a mediator you should be aiming to improve the students’ ability to do these in parallel.

13. Scaffold and support students' language activity rather than always leading it.

As a mediator, be prepared to take a backseat and let students do more of the speaking. Support unobtrusively where possible, e.g. through help given in text chat in Second Life.

14. Be flexible and able to change your own role and the activity to aid students' learning.

Be adaptable to the learning situation that the students are in which will have content rather than language as its lead focus.

15. Design communicative tasks that build on what students have already done and consolidate

learning.

Think ahead to further sessions with students and create opportunities to consolidate and build on linguistic activity and support already introduced/practised.

16. Find ways to consolidate verbal language interactions in a written form (e.g. through encouraging

glossary additions or note sharing among students).

While oral /aural skills are key ones in the CLIL approach, opportunities for developing content‐driven writing and reading skills should not be neglected. For example, student blogs can help with consolidating writing.

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.

LearningObjects

In ARCHI21 Learning Objects (LOs) were created as direct outputs from teaching and learning

events/actions that took place through the various media of new technologies, specifically, Second

Life, Knovio, Vimeo, UStream, Open Design Studio, GoToMeeting, as part of the project work

packages. Learning Objects can be defined as self-contained small units of online learning material,

usually combining content with interactive tasks. These Learning Objects take the form of additional

17

interactive learning resources for students, which can be used asynchronously in a support or

bridging role. In other words, they can be used to link classroom teaching and immersive world

learning experience/ learning taking place through other new technologies.

The 19 LOs developed collaboratively for this project are learning resources for a specific CLIL

context, here mapping onto the taught areas of architecture and design programmes and additional

languages that were taught. All learning object outputs are now available as OER (open educational

resources) under an attribution/ non-commercial / no derivatives Creative Common license. CLIL

practitioners in architecture and design, and those working in other discipline areas, may view or use

the learning object outputs from the ARCHI21 project. They can be found (and linked to) on the

following websites:

http://www.archi21.eu

http://www.elanguages.ac.uk/archi21.php

They have also been uploaded to repositories of open content such as www.languagebox.ac.uk for

wider dissemination.

The process of collaborating at distance with Architecture and Design experts to produce

content for Learning Objects production was successful. Previous experience in cross-disciplinary

Learning Object collaboration by the lead WP14 team had helped evolve an approach to working

collaboratively across discipline in one institution, the challenge of working with other disciplines

based in widely dispersed institutions on this project added a further level of complexity to the

collaborations. A broad model for working collaboratively to produce content was implemented:

1. collection and storage of audio-visual output from various work package actions

2. identification of relevant and useful CLIL topics around which the LOs, as teaching and learning resources, could be built

3. identification of suitable content from work package actions matching these needs

4. collaborative planning of LO teaching and learning content around identified work package content ( a shareable planning template was especially developed for this purpose)

5. creation of a draft LO by the University of Southampton team, based on planning sheet, which was then shared with collaborating partner(s)

6. review of output by subject expert and implementation of any changes needed

7. piloting with students and European teachers external to the project

8. refreshment and translation as needed

RecommendationsforuseinaCLILcontext

1. These Learning Objects take the form of additional interactive learning resources for students, which can be used asynchronously, or potentially synchronously, in a support or bridging role in CLIL contexts.

2. As support resources, they can be used within a taught curriculum to link classroom teaching and immersive world learning experience. For this purpose, they can be hosted or linked to in a conventional VLE such as Moodle or Blackboard, or linked to from within an immersive virtual world.

18

3. They can operate as integrated self-access resources for students to prepare for content- and language-related lessons, or to consolidate such lessons where applicable.

4. Alternatively, they can provide optional self-access learning resources for independent learning or which broadly map with a taught curriculum.

5. They can be integrated with taught lessons and blended with classroom teaching using an activity based approach to such teaching.

6. They can be embedded in an immersive world learning environment in the form of links to interactive webpages.

7. Finally, they can provide a model or exemplars for the development of other CLIL resources focusing on other subjects and other languages.

19

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Hunter M, Chase S, Kligerman B, Zupancic T, 2011, "ARCHI21: Architectural and Design based

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