Shiv on Learning

Dyslexic students do not gain as much from classroom teaching as their non-dyslexic peers. The reasons for this and degree to which they are affected vary greatly from student to student. Learning in virtual worlds can offer several advantages to dyslexic students. Some common characteristics of dyslexia, how they manifest and how virtual worlds (like Second Life) can help are discussed below. This draws largely on my own experience of dyslexia and my experience of virtual worlds.

Learning Style

Characteristic 1: Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

This style of learning can be accommodated to some extent in the classroom, but hands-on experience, demonstrations, experimentation, observation and visual aids are what virtual worlds are all about.

Consider English City, students learn English by going to restaurants in an English city, ordering food, paying the bill, doing all the things they would do in real life. This is hands on experience of using the language, the restaurant is staffed by a real person so the interaction is natural and the student can experiment by ordering different things or, if they get it wrong, they can watch another student do it and try again or test a different way of asking right away. Visual aids are abundant, in the restaurant example above students would be able to see the entire virtual restaurant, including the menus and food.

Vision, Reading, and Spelling

Characteristic 2: Confused by letters, numbers, words, sequences, or verbal explanations.

Characteristic 3: Reads and rereads with little comprehension.

Characteristic 4: Spells phonetically and inconsistently

Characteristic 5: Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.

Characteristic 6: Complains of feeling or seeing non-existent movement while reading, writing, or copying.

The above five characteristics are commonly dealt with using strategies that involve multi-modal learning. Classroom learning and teaching has a heavy dependence on textbooks, writing on whiteboards and written materials in general, this is often the style of learning material dyslexic students are least suited to. The strategy of multi-modal learning involves creating materials suited to the learning style of the student. These are often audio recording, mind maps, pictures, text in multiple colours and diagrams. The problem of poor writing and spelling is commonly addressed by allowing the student to use a computer.

All these coping strategies that can be applied to classroom are inherent to virtual worlds. Using a virtual world caters to many more learning styles than any other medium.  Linguistic, Musical, Logical-mathematical, Spatial, Kinesthetic, Intrapersonal, Interpersonal or Naturalistic styles can be addressed   much more effectively than can be done in a classroom. More details on learning styles and virtual worlds here.

Because communication in virtual worlds takes place in multiple forms, with multiple streams of information illustrating each point, each of these is mitigated. The learning by doing model described in the restaurant model above minimizes the importance of explanations. Having the text log to refer to later allows the student to go back and understand meaning in their own time.

Dyslexics often have to read something several times before comprehending it. This is problematic when it is necessary to read a large amount of text, as while doing this the student will fall behind the class.  Where text and voice are used in conjunction and only the important points are written there is a lot less to comprehend. Having a smaller amount to read makes it easier to reread several times in a small space of time.

It may seem counterintuitive to say a dyslexic student with bad spelling should use a virtual world where much of the communication is done though typing. The truth is, when typing in real time everyone makes mistakes, and most mistakes are seen as typos rather than poor spelling, so the problem is less embarrassing. As you can see what everybody else is typing you can see the spelling of words that people have already used and copy it. For students who are particularly conscious about their spelling it is possible to type everything into a word processor and copy and paste it into the text box.

General Behaviour

Characteristic 7: Difficulty sustaining attention; seems “hyper” or “daydreamer.”

This can be a big problem in the classroom; in the classroom if a student drifts away, or loses focus they will miss valuable information. When focus returns, they may not be able to follow what is happening because the information they missed was crucial to understanding the topic. If the material they missed is available in printed form or on the white board the student may be able to catch up, but it is very likely that they can’t.  This could happen several times during a class.

Studying in a virtual world reduces the likelihood of the above scenario. Firstly, communication from the teacher is both in the form of voice and text. Using text to reinforce key points creates a history of the class the student can scroll back through to pick up anything they missed.

Lessons in a virtual world involve moving around in a 3D environment. When sitting in one place for an hour it is much easier to not pay attention; having to move your avatar every few minutes to partake in the activity draws your focus back to the class. Failure to do so also alerts the teacher that a student is not engaged.

Should a student still get lost it is possible to ask the teacher or their peers for help through direct messages without disrupting the group. Likewise, video or audio clips they missed can be replayed without disrupting the group.

Memory and Cognition

Characteristic 8: Excellent long-term memory for experiences, locations, and faces.

Characteristic 9: Poor memory for sequences, facts and information that has not been experienced.

Characteristic 10: Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

A key strength of Virtual worlds is their ability to immerse users in a world and let them have experience in this space. The example of English City shows how a student can learn English by experiencing being in an English city.  Students form relationships in the city and their plot lines.

This experience is not limited to interactions with other people. What can be built in a virtual world is only limited by your imagination. This mean that when teaching physics for example you can build experiments to demonstrate the effect of gravity on different objects, when teaching history you can recreate ancient sites… the possibilities are endless.

Hearing

Characteristic 11: Has extended hearing; hears things not said or apparently said to others; easily distracted by sounds.

Unlike the real world, in a virtual world you have a lot of control over which sounds you want to hear. In Second Life for example you can individually adjust the volume of background sounds, audio, video, voice and the interface. Further, you can adjust the volume of individual speakers so if the rest of the class is a distraction you can mute them and just listen to the teacher. If you are doing group work and being distracted by the nose of another group you can mute them, or make your group louder.

Summary

It is important to note that a dyslexic student will typically only have a few of the discussed characteristics, and that there are other characteristic that are not discussed here.

However the above does illustrate how virtual worlds could be used for the benefit of dyslexic students. The benefits range from the interface design, to modes of communication, to the way information can be presented and the type of interactions that can take place.  Realizing these benefits is of course dependent on lessons and activities being designed to take advantage them. Simply taking existing lessons plans and delivering them in Second Life will bring little advantage.

The research conducted at Languagelab has not focused on dyslexia. The aim has been to creating more effective ways to learn, practice and improve language for all.  The methodologies we have developed, however, use much of the capability discussed here. Just as speed reading, mind-mapping and designing lessons to match learning styles benefit all students not just dyslexic ones, so can learning in virtual worlds.

List of characteristics extracted from from:

37 Common Characteristics of Dyslexia. Retrieved August 29, 2009 from Davis Dyslexia Association International, Dyslexia the Gift Web site: http://www.dyslexia.com/library/symptoms.htm

Recommended Reading:

• The Gift of Dyslexia: Why Some of the Brightest People Can’t Read and How They Can Learn
• Use Your Head: Innovative Learning and Thinking Techniques to Fulfil Your Potential
• Dyslexia: The Miracle Cure

Online Resources:

• The British Dyslexia Association
• Davis Dyslexia Association International
• Dyslexia Action

With enough imagination most of the tools available to teachers can be applied to their favored teaching methodology. A resource like a phonemic chart can easily and cheaply produced and used in classrooms as a printed chart, on an IWB, on a website or in a virtual world. Here is a simple example we used a couple of years ago at Languagelab to illustrate the power of virtual worlds.

The 4 types of phonemic chart are:

The wall chart

(image from ETAS learning technologies blog)

• It can’t talk, but the teacher can.
• It doesn’t light up but you can point at the squares.
• You can manipulate and change the chart.
• Can be used by whole class.
• Only used in class time.

The web page

(from teachingenglish.org.uk)

• The web page phonetic chart talks to you.
• Can be used with a teacher or self access.
• Gives a reminder of what the sounds are.
• Cannot manipulate or change the web page – static.
• Can be used alone or in pairs.
  

The IWB

(may be slow to load)

(from macmillanenglish.com)

• Just like web page but projected onto a larger screen.
• Students may only use the board during class time.
• Teacher centric activity – IWB is not multi-touch.
• Basically it is an old fashioned wall chart on a large white board.
• Only 1 or 2 students can use the board at a time – a paper chart is more flexible you can cut it up and distribute to the whole class.

The Virtual World

[Pictures from Languagelab.com 2007]

• Students physically move, jump or fly to the symbols
• Learn the meaningful distance between symbols and the relationships to one another.
• Student centered.
• Access anytime.
• Whole class can partcipate at the same time.
• Engaging, stimulating and fun

To sum it up, there is a not a great deal of difference between an old fashioned wall chart, a web page or an IWB. You can do all the same activities and the activities are generally teacher centric. Underhill’s reminders “Make Phonology Tangible; Find Phonology Everywhere; Phonology Supports Everything” ^[1], succinctly describe what virtual world phonetic charts do, they are tangible; they can be replicated and displayed at appropriate times and embedded in the environment and consistently support learning. Having a physical location where students know they can always focus on phonetics is a great tool for students. They also allow for maximum group participating – making the activity much more student centric.

By Jessica Driscoll

Reference:

1. Adrian Underhill
University of Oxford Seminar for English Language Teachers 2007
Course: Successful pronunciation learning Making pronunciation physical

Virtual Paintball has been in our library of classes for two years now and is an extremely valuable learning tool for the students involved.

Here are some buzzwords and phrases commonly used by the great and good of our industry:

interactivity, co-construction of knowledge, learner engagement, learner’s voice, relevance, teachers enabling students, socially mediated, communicative, inter-cultural, needs-driven, community-based, learner-directed, maximized learning opportunities, peer learning….

(the list could go on)

Our paintball class shows an example of how many of these principles can be applied in a virtual world.

A game of Paintball can take many forms; we use variations of capture the flag.

• Step 1- Divide all your players into two equal teams.
• Step 2- Set up two home bases. Place a flag in the center of each home base.
• Step 3- Determine a length for the game. Length should depend on the learning outcomes and the amount of players. Bigger areas and more players need more time, but you shouldn’t allow too much time. Short games put the pressure on for action and are generally more exciting. Make sure everyone knows how the game is to be started and stopped.
• Step 4- Position yourselves at your home bases. (see location of bases)
• Step 5- Begin the game.Each team must devise its own strategy to try to reach the other team’s flag and return it to home base without the team’s own flag being taken.
• Step 6- Hit other players with your paintballs to make them “out.” These players will be frozen for 10 seconds before they can resume.
• Step 7- Capture the opposing team’s flag and hang it in your own base before time runs out.
• Step 8- Switch home bases each game.

Friday’s game took place in a hotel in English City. This allowed players to learn the language required to describe all areas of the hotel. The two bases were positioned so teams would have to navigate through most of the hotel to reach their opponents flag. They would need to be able to, describe, understand and follow routes through the buildings.

Sample dialogue students were using during the game:

“The flag is in the red room on the first floor, it’s on the left”

“They’re hiding behind the reception desk”

“Stay on the second landing and make sure nobody comes out of the bedrooms on the left”

“Go down one flight of stairs, through the lobby into the dining room. Go on to the balcony of the dining room, jump off the west side, use the swimming pool for cover and fire on everyone in the gym”

As you can see, the students describe the environment while playing the game and giving detailed instructions. In a warm up game- played outside- students were talking about trees, concrete, walls, plants and grass. It is a very effective way to get them to learn and use the vocabulary of a location.

This is where the communication takes place. Students have the task of capturing the opposing team’s flag while defending their own. The teams need to devise a strategy, convince their team mates of it, ensure everyone understands the plan and also that they are able to execute it while under enemy fire. They are in a private voice channel with their team mates during the game, so they are in constant contact. Of course, players get shot, plans don’t work, teams have to react to the opposition’s strategy. This all means a lot of the strategy has to happen in real time. Students need to constantly articulate their current status, location and the location and status of the enemy to the rest of their team to be successful.

The game is designed so that team work is required for a team to succeed, no single player could do it independently. Last week’s game involved 12 players and 2 instructors (1 per team). If the team doesn’t work well together it will fail, regardless of how good any individual player is. Working together requires frequent and effective communication.

Teams are usually organized so that none of the players have a common language other than English.

Computer games are more engaging for students than classrooms. Active experiences, undertaken by the student’s own volition, are more engaging than top-down, passive experiences (i.e. ‘the sage on the stage’). The students are less distracted, enjoy the experience more, and as a result learn more. To an uninformed onlooker, a child completely engrossed in a video game can appear unhealthy. As a matter of fact it can be an ideal mental state for learning.

Students are excited with attacking, nervous when they sense danger, surprised when something unexpected happens, puzzled when they are lost, jubilant whey win, disappointed when they lose. A competitive game of Paintball is a roller coaster of emotionand we all know the effect of emotion on memory (i.e. positive).

The grammar structures, vocabulary and functional language mentioned above were all used in the paintball game. The students did not have time to think about what language to use when they were playing - if they did this they would have hesitated and been knocked out. The urgency and pace of the game required them to use the language naturally, and the ability to send IMs (instant messages) to each other and the team leaders (both instructors) allowed the game to progress quickly and give the students an authentic risk-free FPS experience.

At Languagelab paintball sessions typically last 2 hours. 1.5 hours of this is spent playing the game. Each round lasts 10 – 20 minutes. The 2 hour time limit is an artificial one, imposed to give our instructors a breather. Any gamer (or parent of gamer) will know that a game like this can be comfortably played for hours at a time.

No.

In a computer game players get defeated, lose, and are unsuccessful most of the time. Yet they are not discouraged, do not lose their motivation and keep going until they are successful. For more on this see learner gaming and motivation.

Grammar:

Imperatives - Go, Run, Hide, Jump, Shoot, Help, Stay, Crouch …

Directions - Left, right, up, down, north, south, east, west ….

Prepositions - Above, below, behind, next to …

Verb tenses:

Present continuous - I am running, She is walking. He is shooting.

Past simple - He ran over there. She followed him.

Past continuous - She was following him and got shot. I was shooting him until I fell.

Future with will - I’ll shoot him now! She’ll shoot me if I walk out there!

Future with going to - Planning/strategy - Ok, you’re going to take the left side and you’re going to cover Ling, ok?

Vocabulary:

to invade

to retreat

to defend

to defeat

to occupy

to surrender

a treaty

an ambush

a target

a gun

to shoot

energy

team

to cover

to attack

to flank

to surround

to rout

to hold

to bolster

to melee (gaming)

to pwn (gaming)

Vocabulary of the Arena (in this case hotel)

reception

lobby

main entrance

room

bathroom

stairs

ball room

dining room

pond

swimming pool

garden

You would need a completely different set of tasks to teach this language without a virtual world. You couldn’t play Paintball in a real hotel or office space. Even Paintball in a field or other arena would not be the same as the teams would not be able to communicate as effectively. Private voice channels in virtual worlds mean team members are in constant contact. This can’t be done in the real world because the opposing team will hear you, you will be exhausted from running around and your team members may be too far away.

A classroom would require a variety of different scenarios: you could, for example, play a miming game for the prepositions or refer to pictures, primarily as many adult students don’t really enjoy TPR, and the thought of jumping onto a chair or hiding under a table would fill them with horror!

For the verb tenses a combination of presentations, games and activities using the tenses and role-play can be used. Timelines are a good tool, but the paintball game is a great way to use the tenses in a context that the students all understand and that is common to them at that moment in time as they have all experienced it.

The war and battle vocabulary could be taught using historical examples or with a strategy game, like Dungeons and Dragons, but you would not get the immediacy of the paintball game. Moreover, teaching vocabulary like this could be rather dry.

As Prensky said at IATEFL 2009,”Before you can take advantage of the technology, you have to change the pedagogy”. Fortunately for us virtual worlds are very well suited for community based learning, co-construction of language, instructor mediated learning, etc. In fact if you analyze the behaviour and learning that has always taken place in multiplayer 3D computer games, you will find that they have always leveraged these techniques - consciously or otherwise.

Paintball is a very effective way for students to learn the language above. Far from the old transmission models of language teaching, it allows students to co-construct language while partaking in an engaging activity. As you can see, what is often considered a frivolousness game is an opportunity for rich, natural language practice of a kind that cannot easily be reproduced in another medium.

I have attended quite a few conferences and events this year and spoken at a few as well. Virtual worlds based events are much better in many ways. In the not too distant future I can see the majority of events taking place in virtual worlds.

The obvious reasons:

Convenience – you can attend them from anywhere. No need to waste time travelling. Importantly if the conference is not so good you can still take advantage of the speakers content and network but multi-task at the same time.

Accessibility - a lot more people can attend, not just those that can get to the location.

Cost – for all involved the costs, in both time and money, are a lot less.

The not-so-obvious reasons:

Better presentations
From a presenter’s perspective you can give a much better presentation in a virtual world. In the real world a presenter’s tool kit involves themselves and a data projector. There are only a limited amount you can do with these things. I was recently asked to give a presentation I had given in the real world in a virtual world. The presentation was transformed from one where I interacted with the audience in front of some slides to one where dragons appeared, pigs fell from the sky, giant iphones and facebook pages appeared to demonstrate what I was talking about. All these things make the presentation much more engaging and make it much easier to illustrate my point.

Greater interactivity during presentations
I encourage the audience to ask questions during my presentations. In a virtual world this can be done without disrupting the flow of the presentation. Usually, I will be talking using voice and people will be commenting and asking questions using text. This allows me to address their points at a suitable time without disrupting the flow of the presentation, it also allows other audience members to answer the question or add a comment without disrupting the presentation itself. The presentation becomes a much more interactive experience.vThis can’t be done in the real world. The tech community have been using online chat and micro -blogging services to discuss presentations for a couple of years now but the entire audience is not privy to the discussion, nor is the speaker.

In physical presentations people often feel too shy to ask questions and in virtual worlds the atmosphere is more conducive to question asking and answering.

It’s easier to give presentations

A real world presentation requires much more preparation. In a virtual world you can search though your inventory and pull things out without the audience noticing. This allows me to change the presentation on the fly to better suit the audience. I have added slides from previous presentations, pulled out objects and used them for activities, taken people to web pages and so on. The possibilities are endless.

If you were to rummage through the files on your computer to find the right video or slide during the presentation the audience would notice. Everything needs to be prepared beforehand and the kind of props you can use is very limited.

It is easier to network
Just right click on someone and add them to your friends list, send them a message, or open up their profile add them to another social network. You can have IM conversations with many people at once – something you cant do in real life.

I can see virtual worlds becoming the main venue for conferences, presentations and business events in the coming years. The challenge for organizers will be monetizing them. But if I where given a choice of attending a conference in a virtual world or one in central London (where I live), I would choses the virtual world.

If you don’ t know what a virtual world is or how it can be used, this is for you.

Virtual worlds are just online meeting places

Like online chartrooms, skype or msn messenger they let people in different locations communicate in real-time over the Internet. As with the above, communication can be 1:1 or in groups.

In a virtual world you can communicate by typing or talking. In addition to this you can create a representation of yourself using a 3D character known as an avatar.

Think of the film ‘The Matrix’, where people are plugged in to a computer system which allowed them to exist in a computer generated world. Virtual worlds are similar to The Matrix, your avatar exists in a computer generated world and is controlled by you. Instead of connecting the computer directly to your central nervous system you control your avatar using your keyboard and mouse.

Your avatar can walk, talk, change its appearance, fly and do a range of other things.

Every avatar is controlled by a real person

Unlike The Matrix there are no computer controlled characters. There are no robots, no voice recognition software and no artificial intelligence. Every avatar you meet is controlled by a real person sitting at a computer just like you are. These people can be anywhere in the world. Remember to be polite when you first meet people, virtual worlds are not like computer games and social norms still apply.

Now you have a basic understanding of what a Virtual World is and how it works, all you need to figure out is how to use it. For a friendly welcome an help setting up register on the Languagelab site and meet one of our helpers.