Webinar Barbara McQueen

April 2018

Presenter: Barbara MCQueen
How to get here from there?
Date: Thursday, April 19th  2018
Time:
21:00:00 CEST UTC+2 hours

12:00:00 PDT  UTC-7 hours
19:00:00 UTC (GMT) hours
Venue: The webinar will be provided in Second Life (SL) on Babara’s sky platform on EduNation http://maps.secondlife.com/secondlife/EduNation/191/131/1000 
For those who are unable to connect with SL the webinar will be streamed via the Guinevere Adobe Connect Channel: http://connect.uclan.ac.uk/webinarmcqueen/

Recording of the session: http://connect.uclan.ac.uk/p5iuwjsfo93/

How to get here from there?

Photo: C. Schneider on EduNation in Second Life – Barbara McQueen’s plot

Barbara McQueen is based in the USA and has decades of experience mentoring fellow teachers one-on-one, through in-services, as an ESL teacher trainer for Oxford Seminars, and as a conference presenter for TESOL EVO, and VWBPE.   She is currently developing and delivering online ESL courses at SLESL.net that make use of situational role-playing, games, mysteries, and machinimas, and has won multiple machinima awards.  For examples of her work, go to her YouTube Channel.

According to Barbara McQueen, teachers are often unnerved by how much they need to learn to best use virtual worlds as a part of their technology arsenal. So they don’t use virtual worlds or only use them in a very limited way. Barbara’s presentation will detail:

  • The most important virtual world skills to learn and fun ways to teach them
  • Simple to complex games and roleplays that deeply immerse students
  • Tasks for blogs, Moodle, Skype, machinima, social media, online conference rooms, and other educational software and devices.

Webinar Chris M. MCGuirk, University of Central Lancashire

MAY 2018
Presenter: Chris McGuirk, University of Central Lancashire
The Quest for Learning: discussing learner motivation paradigms in an online gaming space.

Date: 11 May 2018
Time: 1pm – 2pm UK time
Venue: http://connect.uclan.ac.uk/mcguirk/.

Recording of the session: http://connect.uclan.ac.uk/p2dfeky2k4e/

There has been considerable research into what motivates learners to participate within an online gaming space, with a number of those studies reporting heightened levels of motivation. However, the source of such motivation is arguably the source of controversy. Some theorists argue that students are motivated by a desire to integrate, which fits models of learner identity proposed by researchers such as Dörnyei (2009) and Kramsch (2009), whereas others propose an almost Thorndikian, behaviourist notion of motivation, possibly inspired more than a little by Skinner’s (2016) notions of reinforcement.

  The underpinnings of the author’s doctoral study going forward, this presentation attempts to move away from defining motivation towards gaming in terms of the regularly quoted constructs, looking more at why gamers game, and how language learning fits into those reasons for gaming. Delving back into earlier theories about how learners are motivated, aligning them with recent hypotheses about the average gamer’s mind set, the author proposes that language learning within a gaming space may be highly implicit, by proxy, and strongly connected to other key factors driving players to succeed within the game.

Chris McGuirk is a lecturer in ESOL/EFL at the University of Central Lancashire. A teacher of EFL/ESOL/EAP since 2002, his research interests mainly lie in the field of CALL, applied linguistics and educational psychology, currently focusing on gamification, online identity development, virtual worlds and ambient learning. He has recently started a PhD at the University of York, looking at serious gaming and its impacts on a learner sense of self.


Webinar Brant Knutzen, University of Hong KOng

June 2018
Presenter: Brant Knutzen, University of Hong Kong

Date: 29 June 2018
Time: 1:30pm – 2:30pm UK time
Venue:
 https://meet615974094.adobeconnect.com/brant

Please  use the following link to get started: http://participativelearning.org/enrol/index.php?id=9
The enrolment key: “ISTE”
A description of roles in the game: https://docs.google.com/document/d/1JYMrsxat1Kk0yYkfVjP4Fa4ZkLIvBhOuG-ZWmxVY8kg/edit

Recording of the session: https://meet615974094.adobeconnect.com/pn9eznw85msd/
A Walk Through Virtual Venice in Second Life with Brant Knutzen

Please  use the following link to get started: http://participativelearning.org/enrol/index.php?id=9
The enrolment key: “ISTE”
A description of roles in the game: https://docs.google.com/document/d/1JYMrsxat1Kk0yYkfVjP4Fa4ZkLIvBhOuG-ZWmxVY8kg/edit

Photo provided by Brant Knutzen

Educational Researcher / Consultant: Brant Knutzen

Brant has been doing research on the use of the Second Life virtual world for education since 2008, and is currently investigating the roles of virtual identity and social constructivism as they impact on learning outcomes using virtual worlds. Brant developed and manages three full regions in Second Life: HKU Medicine Island, HKU Education Island, and Lingnan University Drama Island.  In 2015 Brant developed The Medieval Quest as a gamified self-learning exercise for training students in the basic user interface skills for Second Life.  He is currently beta testing “The Agency” as a more focused gamification of education to examine group collaboration for problem-based learning in the virtual world.  This game is integrated with conditional activities in the Moodle LMS to control access and create a multi-level gamified environment.

Game description: “The Agency”
Someone has been changing the timeline, and players have been “recruited” to join the Agency, a group of people who are trying to stop the diversion of the timeline and restore the original path.   In mission #1, players must teleport back to Venice, Italy in the year 1600 and man the “Black Pearl” pirate ship to stop an invasion and sacking of the Republic!  This game is designed to develop camera controls and requires a team strategy to win.  In Mission #2, players join the Masked Carnival of Venice to meet with the Duke and stop the people plotting a coup to overthrow the elected government.  This game is designed to develop team communication and collaboration to solve an ambiguous social problem.

 


Webinar Laura Pihkala-Posti, University of Tampere:

July 2018

Presenter: Laura Pihkala-Posti, University of Tampere
Date: 26 July 2018
Time: 6:00pm – 7:00pm UK time
Venue: 
http://connect.uclan.ac.uk/minelaura/

Recording > here

Laura Pihkala-Posti, University of Tampere:

Using Minecraft in Language Classroom for Creating Authentic  Communication Occasions Minecraft is one of the most popular informal computer games through  the history. It can also be implemented in formal classroom settings allowing a wide spectrum of learner-centredness and creativity, as well as an authentic communication context. For foreign language learning purposes, the user interface can be switched to the target language and almost every communication situation can be realized in this virtual environment. This webinar aims at presenting concrete didactic examples of using the computer game Minecraft in foreign language classrooms. The given examples cover different language skill level and age groups as well as intercultural learning settings.

Picture copyright Laura Pihkala- Posti und DaG

LAURA PIHKALA-POSTI: M.A., doctoral student. Studies in German language and culture, Scandinavian languages, Pedagogy and Interactive media at the University of Tampere. Teacher in German language, pedagogical designer, and researcher for digital interactive learning environments.  Author of a series of schoolbooks for German as a  foreign language “ Kurz und gut” courses 1-8,  Otava Publishing (1999-2008), Expert and In-Service Trainer in Foreign language  E-Learning Pedagogy. Research interests: E-learning, teaching and learning of oral media cultural changes in learning, intercultural communication, learner autonomy, agency, and collaboration, language teaching curricula, tempora contrastive in German, Swedish, and Finnish. 
More, e.g http://www.uta.fi/ltl/yhteystiedot/henkilokunta/pihkala_posti.html or
https://laurappaktuelles.wordpress.com/


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Abstract Chris McGuirk

THE CONNECTION OF SELVES: EXPLORING IDENTITY
DEVELOPMENT IN A TRANSNATIONAL ONLINE DISCOURSE
COMMUNITY
C.T. McGuirk
University of Central Lancashire (UNITED KINGDOM)
ctmcguirk@uclan.ac.uk

There has been considerable research to suggest that learners develop an alternate identity to interact more easily within an online space (Kim, Lee and Kang, 2012; Peachey and Childs, 2012;
Brown, 2011). In addition, it could be inferred from a number of the studies that an everexpanding, global, virtual discourse space may be helping learners to participate with reduced
anxiety and increased self-efficacy. However, questions remain surrounding how to categorise the identity learners create, which is arguably an identity fashioned purposely for online integration, and how a practitioner may harness this identity to improve the language learning experience for their students. In terms of the first question, there is scope to suggest that they are two global schools of thought. Perhaps more common is a realisation in line with Kramsch’s (2009) concept of the second language ‘virtual self’ – a facet of a learner’s perceived ideal ‘self’ (as explained by Dörnyei, 2005), activated when inside an online space, but always at the learner’s disposal, because it is simply one aspect of an holistic learner identity. The counter-argument to Kramsch’s (2009) paradigm, referred to as the ‘multilingual subject’, is the theory often mooted in gaming research (Yee, 2009; Peterson, 2006; Bessière, Seay and Kessler, 2007), that the identity development is a form of escapism. Put in the simplest of terms, students seem to see the ability to integrate under an assumed identity as a crucial affordance of joining a virtual space.
Both theories share similarities, but it may be necessary to highlight the key difference. Essentially, both Kramsch (2009) and the gaming theorists agree that a new persona is created.
However, the former’s portrayal of the identity as one element of a language learner’s ideal character implies that any interaction or learning taking place within the online space could be
harnessed in the traditional classroom. Yee (2009), certainly, would appear to be claiming the opposite, that the virtual and real world may be entirely distinct conceptions of reality.
This paper evaluates the validity of both the abovementioned paradigms, on the understanding that they both may have missed something in their assertions. This is informed partly by studies
on using technology (Greenhow and Robelia, 2009; Lee, Srinivasan, Trail, Lewis and Lopez, 2011) which appeared to conclude that students needed signposting to when learning online was
taking place, suggesting that the identity development may not be a conscious process. The paper looks at a relatively new concept – the distinction between the second language
connected self (L2C) and the second language offline self (L2O), as well as discussing the results of an initial qualitative study to ascertain student perceptions on virtual spaces. By exploring the
concept and its implications for students and practitioners, the author reasons that online identities may not be a facet of a learner self, but rather a compartmentalised reality that a learner can
simply activate or deactivate. Were this to be the case, then it is possible there may be a whole additional language learner, with different levels of language learning potential, with whom many
teachers may still have yet to engage.

Keywords: identity development, virtual worlds, discourse, transnational, engagement, self, L2
virtual self, multilingual subject


An introduction to Club Minecraft Mini Games

An introduction to Club Minecraft Mini Games
Date: 02 February 2018 
Time: 7:30 pm – 8:30 pm GMT
Recording of the session 

Speaker: Matthew Ward, Founder of Club Minecraft

We are happy to present our first Guinevere Project Webinar with Matthew Ward, founder of Club Minecraft. 
Club Minecraft hosts Minecraft LAN parties each month on Saturdays from 10am-4pm and is a great place for kids to meet and play with each other and learn from one another. Club Minecraft follows an open creative policy and allows kids to gain extensive modification and powerful control in game, along with a multi-world feature where players can choose from different worlds, and game types, to play in depending on what they want to do. Players are free to build, play, and explore in custom maps no player will ever see online. Featuring unique structures, tasks and mini-games built by the staff.

Puzzles – test your memory with our mazes
Creative – take part in one of our build challenges
Parkour – be challenged by jumping puzzles
Redstone – programmable tiles allow for myriad possibilities.

We are happy to present our first Guinevere Project Webinar with Matthew Ward, founder of Club Minecraft. 
Club Minecraft hosts Minecraft LAN parties each month on Saturdays from 10am-4pm and is a great place for kids to meet and play with each other and learn from one another. Club Minecraft follows an open creative policy and allows kids to gain extensive modification and powerful control in game, along with a multi-world feature where players can choose from different worlds, and game types, to play in depending on what they want to do. Players are free to build, play, and explore in custom maps no player will ever see online. Featuring unique structures, tasks and mini-games built by the staff.

Puzzles – test your memory with our mazes
Creative – take part in one of our build challenges
Parkour – be challenged by jumping puzzles
Redstone – programmable tiles allow for myriad possibilities.


TPACK with Machinima

Infusing Digital Literacies into World Language Teacher Education TPACK with Machinima
Date: 10 March 2018

Time: 2 pm – 2:40 pm GMT/UTC
Recording of the session

Speaker: Dr Alina Horlescu, Dublin City University Contact: alina.horlescu2@mail.dcu.ie

The webinar is organized by SIG Virtual worlds & Serious Games Eurocall/Calico in cooperation with the University of Lancashire on behalf of the Guinevere Project.

Content:

Studies indicate that many language teachers have a tendency to view language as an abstract linguistic system and are, therefore, hesitant to acknowledge new dimensions of literacy and that learning a language in the digital age involves new communicative competencies including the ability to construct knowledge collaboratively and create and interpret texts that combine various resources made available by digital technologies.

This presentation reports on a recently completed PhD study conducted to investigate the Technological Pedagogical Content Knowledge (TPACK) of language teachers engaged in the digital literacy practice of producing a multimodal ensemble with machinima with a view to proposing an updated TPACK model for integration of digital literacies into language teacher education. To this end, language teachers participated in a course specifically designed to train them to make machinima videos as well as prompt them to reflect on the affordances of the tool and their transformative effect on the concepts of language and literacy.

This presentation discusses the main findings of the study and introduces a reconceptualised TPACK model for integration of digital literacies into language teacher education. The model includes ecological perspectives on language and language learning and teaching and a metalanguage that would enable teachers to discuss and explain the creation of various mode relationships enabled by digital tools.


Using Minecraft in Storytelling

Webinar revisited
This webinar was held by Chris Bailey, Sheffield University, UK on behalf of the CAMELOT Project
13th March, 10.30 – 11.30 am GMT

To watch the recording follow this link

Abstract: Storying in and around a Minecraft Community

Recent work around the use of Virtual Worlds in educational contexts has conceptualised literacies as communal processes, whilst considering complex notions of collaboration through participants’ multiplicity of presence. Screen-based virtual worlds can also be viewed as multimodal texts, constructed by multiple players. Shaped by these ideas, this presentation draws upon data collected during an extra-curricular Minecraft club for ten and eleven year old children, exploring the ways in which the players take up the narrative opportunities offered by the game, as they collaborate to build a ‘virtual community’.

With a focus on the literacy events and artefacts generated in and around a virtual space, this presentation describes how this established, self-directed group of children used this environment to compose and create improvised stories. It explores how the literacies constructed through their interactions were influenced by resources drawn from their wider experiences, shaped by their experiments with in-game multimodal creation. The children’s interactions enabled them to form their own individual and collective textual landscapes, through a set of emotionally charged manifestations of literacy, played out in the hybrid virtual/material worlds.

 
For Chris’ PhD research material on Minecraft being used with a year 6 afterschool club see http://mrchrisjbailey.co.uk/ 

Biography

Chris Bailey is a PhD student at Sheffield Hallam University. His PhD study is titled: ‘Investigating the Lived Experience of a Virtual World After School Club’. This research stems from his previous work as a primary school teacher, where he taught across the primary age ranges. His research explores the ways in which children make meaning in and around digital environments, with a particular interest in the informal learning opportunities offered by social, digitally mediated gaming. He runs the Children and Video Games multidisciplinary discussion group at Sheffield Hallam University and blogs regularly about his work