Buckling down jalt call - slideshare

JEAN-PAUL DUQUETTE4/7/10

Buckling Down:Initiating an EFL reading circle in a

casual online learning group

Before we get started…

Part of a larger ethnographyAn exemplar of an online class in

Second LifeFocus: Participant adaptation and

interpretationA bookend to Mike McKay’s Saturday

presentation

Table of Contents

I. Introduction to Second LifeII. A Look at Cypris ChatIII. Participants and MethodsIV. Class ObservationsV. From Informal to FormalVI. Class EvaluationsVII. Implications for Cypris and SL

learning/research

Second Life: What is it?

I. Linden Labs’ 3-D (immersive) online virtual space

A. HIVE - “Highly interactive virtual environment” (Aldritch, 2009)

II. Open-endedIII. User-createdIII. Free and freely

accessible A.

http://secondlife.com

Cypris Chat

1. A language learning community in Second Life – “not a school”.

2. Founded by Mike McKay in 2007.

3. Focuses on English teaching, learning and practice using voice chat.

4. Classes/chat sessions daily (schedule at http://cypris.ning.com)

1. Six volunteer instructors and two chat leaders

2. About 300 members3. Members are

typically SL “residents” interested in language learning

4. International – Japan, Korea, China, Australia, Malaysia, Brazil, Russia, Saudi Arabia, Italy, etc.

A typical lesson at the Cypris Chat Ring

I. 10-20 studentsII. Two hoursIII. Warm-up discussionIV. Introduction of theme

or language pointV. Small group workVI. Presentation of small

group opinions to the class

VII. Field tripContent is non-

cumulative and no homework

Impetus for a reading circle: Himiko and SLoodle

Aside: Potential of reading circles

Compared with teacher-led classes, student-led reading circles may lead to “more equitable dialogue” and “increased student talk” leading to more chances for “exploratory talk” (Barnes, 1975; Mercer, 1995; Maloch 2002)

“Just like a real college class…”

7 classes, 6 learnersMandatory attendancePhysical textbookHomeworkGraded

Text and Learner Roles

Discussion Leader

SummarizerConnectorWord MasterCulture

CollectorPassage Person

Initial research concerns

1. How would this unprecedented class function?

2. How would informal learners adapt to a formal class?

3. How would students (and the instructor) evaluate the class?

The LearnersThe Learners Instructors and observersInstructors and observers

Cacy (F, 40-50’s, Japan)Mystie (F, 40’s, Japan)Himiko (F, 30’s, Japan)Christine (F, 20’s,

China)Ann (M, 20’s, Korea)Vamp (M,

20’s,Australia)

Prof. MerrymanDuke (the

researcher)Lora (Poland)Kazy (Japan)

The participants

Data collection

Constructivist framework (Lincoln & Guba, 1985; Hatch, 2002)

Participant observation6 classes observed4/6 classes recorded

using FRAPSSemi-structured

interviews with all participants

Journal, previous research diary and observations of all participants

My role as participant observer and consent

Charter memberEstablished joint role as

teacher/researcherPurposefully disengagedButterfly avatarVerbal consent to record

and interview was given at the first class, written given afterwards

Researcher observations and use of participant quotes subject to participant rebuttal

Class structure: Observations

A virtual studyTeacher-led discussion

of homeworkDiscussion leader

begins and learners cycle through all roles

10 minutes eachFinal teacher-led

evaluation

<video clip>

Class structure: instructor’s perspective

“The actual reading class is – it’s just a regular reading class – it’s a reading discussion. It’s what we do in real life. So it’s nothing out of the ordinary. We sit in a room, we talk about the stories.”

P. Merryman

Class structure: learners’ perspectives

“I just recognize this world is amazing – how they can make this kind of special class in (a) virtual world like this?”

Ann

“I never have had classes like this in real life or, or in (a) virtual world.”

Cacy

“It’s interesting, because it’s not like you’re in real life in a classroom facing a real teacher. And actually the reading circle. Um, I never, I never, experienced a class like that.”

Christine

From informal to formal: Observations

Ann feeling “tense”Mystie’s syllabus

negotiation attemptsHomework formatting

snafusCacy’s audioHimiko’s ‘secret’Learners assisting

learners with hyperlinks

More stressfulMore stressful Obligation to attendObligation to attend

“At the beginning, yes, everyone was tense and didn’t know what to do and…although we haven’t paid any actual money or anything…to join the class…everyone was so nervous…” Mystie

“Because reading circle is my duty, I feel. I should attend every week. So I come by all means.”

Himiko

Different perspectives on the “formal class”

Formality as writing/homeworkFormality as writing/homework

Formality as a set routineFormality as a set routine

“It’s not something I’m used to doing. It’s been a long time since I’ve had to do something like this…It took me a long time to write down a summary of the book. And I managed it, you know when I was finished I was like, ‘Ah wow, done it’.”

Vamp

“I think it is good (for a) beginner…because if…all of the schedule is free, I can’t follow the conversation because I don’t know what should I say.”

Ann


Formality as increased learner autonomyFormality as increased learner autonomy

Formality brings a sense of accomplishmentFormality brings a sense of accomplishment

“The normal Cypris lesson is maybe more casual. And the reading circle one may be more formal. And more spaces for the learners to discover.”

ChristineLess teacher involvement let’s the learners think about the stories for themselves. (Email)


“Free lessons at the chat ring (are) a very good way (from) a different…perspective… but (this) organized lesson is different and I think it’s important, too. That you feel like you are doing something.

Mystie

Evaluation: Learners

Ann’s ‘depression’Mystie’s discussion of

further classesOverall, uniformly

positive feedback from all participants

Cacy: pushing for even more discussion time

Vamp: was hoping for more in-class reading

Other learner comments

“This class (reflects) my philosophy, (and brings) many kind of stuff to my mind, I mean (the) class has changed my mind, because I feel so (interested in) teaching the foreign (people), so I thought, wow, as they do, can I just teach Korean to another (person)? Is there anyone who (wants) to learn Korean?”

Ann

“I like reading circle class style…better for me. Because it (makes) me… study hard(er)”.

Cacy

“It’s a challenge. You can learn something new each week from your role.”

Christine

Evaluation: Instructor

8 ½ (out of 10)Final stories were

boring“Providing them a

time to speak as much as possible, that’s where the 8 ½ comes in, a great time to just talk. I think they got a lot out of it. It just needs to be more interesting.”

“Revolutionary”“I believe that what

we’ve done in the last eight weeks is going to prove that virtual worlds are a definite possibility for education.”

Final thoughts

Deconstructing “formal” – the benefits of a qualitative approach

Revolutionary?Responses (directly or

indirectly) reflect perceived deficiencies in the group as a whole.

Epilogue: Mystie’s Reading Circle

References

Aldritch, C. (2009). Learing Online with Games, Simulations, and Virtual Worlds. San Francisco,

CA: Jossey-Bass.Barnes, D. (1975). From communication to

curriculum. New York: Penguin.Hatch, J. (2002). Doing Qualitative Research in

Education Settings. New York: Suny Press.Lincoln, Y. & Guba, E. (1985). Naturalistic Inquiry.

Beverly Hills, CA: Sage.Maloch, B. (2002). Scaffolding Talk: One Teacher’s

Role in Literature Discussion Groups. Reading Research Quarterly, Vol. 37, No. 1, 94-112.

Mercer, N. (1995). The guided construction of knowledge. Bristol, PA: Multilingual Matters.