Virtual Worlds as Learning Platforms

VW’s strengths as learning platforms for English language teaching and training lie in their multinational, multiethnic, and multilingual set-up.  They essentially are a sandbox for highly immersive experiential learning where almost any conceivable educational scenario can be simulated and carried out. In-World students often identify strongly with their alter-ego avatar.  Avatars can manipulate and use objects while socially networking in a 3D environment. With an alter ego buffering the self-conscious hurdle of fluency practice participants are more likely to speak to peers and mentors, join and/or form groups to meet like-minded persons, seek out casual conversations and enjoy educative congregating such as coffee house socializing, fire-pit talks or rezzing in to meet new group members for hang-outs.

Generally, participants experience VW’s as less intimidating places which enable both native and non-native interaction with a potential for community building and Virtual World –> Real World (RW) carryover. Particularly favored features are instantaneous virtual traveling (teleporting) to RW locations in SL, the existence of support groups and forums for formal and informal learning, all of which enable L2 language acquisition through experimental experiences.

Author: drcowinj

As an Assistant Professor & Practicum Coordinator for TESOL and Bilingual Programs at Touro College, Graduate School of Education my focus is on the Responsibility to Touro Students (Teaching), Responsibility to the Discipline (Scholarship), and Responsibility to Touro College and Community (Service). As the Practicum Coordinator, my Teacher Professional Practice identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. In the framework, the complex activity of teaching is divided into the seven New York State Annual Professional Performance Review (APPR) Standards for teacher evaluation that are clustered into four domains of teaching responsibility (as framed in the Teachscape Danielson Rubric approved by New York State). I strive to inspire students to be creative and to model the love of lifelong learning by inculcating the habits and attitudes that create agile mindsets. 21st-century education extends well beyond the classroom and incorporates online learning technologies for L2 language acquisition and current global trends in teaching English as a Second Language. I participate fully in the larger world of TESOL academic discipline as elected Vice President and Chair Elect for the New York State, NYSTESOL organization, for the 2021 conference. Ongoing research, expressed in scholarly contributions to the advancement of knowledge is demonstrated through publications (articles in Education Update), presentations, and participation in academic conferences, blogging, and other scholarly activities, including public performances and exhibitions at conferences and workshops. Of particular interest to me are The Blockchain of Things and its implications for Higher Education; Current Global Trends in TESOL; Developing Materials and Resources in Teaching English; E-learning & Micro-Methodology in TESOL; E-Resources Discovery and Analysis; and Language Acquisition and the Oculus Rift in VR.

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