Language Teaching in 3D Virtual Worlds with Machinima: Reflecting on an Online Machinima Teacher Training Course

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-04-01 DOI:10.4018/IJCALLT.2018040102

Michael Thomas, Christel Schneider

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引用次数: 6

Abstract

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

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基于Machinima的三维虚拟世界语言教学:对《Machinima》在线教师培训课程的思考

本文基于一项为期两年的欧盟大型项目的研究结果，该项目名为“创建Machinima以增强在线语言学习和教学”(CAMELOT)，这是第一个调查Machinima潜力的项目。Machinima是一种虚拟电影制作形式，使用屏幕截图记录沉浸式3D环境中的活动，用于语言教学。本文考察了项目的两个特定阶段的互动:第二人生在线教师培训课程中辅导员与新手教师的互动，以及由此产生的教师对machinima的现场测试。在为期6周的在线教师培训课程(旨在培训新手教师如何制作machinima和评估现场测试)的两次迭代之后，研究了访谈和屏幕记录的定性数据，文章强调了教师遇到的陷阱，并强调了在虚拟世界中为教学目的创造机会意味着教师需要改变他们的观点，以利用所提供的支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Int. J. Comput. Assist. Lang. Learn. Teach.

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