Hellas Alive : An e-learning platform

Transcription

1 Hellas Alive : An e-learning platform Dimitris Tolias, George Exadaktylos, Vassiliki Kourbani Hellenic American Union, Athens, Greece dtolias@hau.gr Hellenic American Union, Athens, Greece gexadaktilos@hau.gr Hellenic American Union, Athens, Greece vkourbani@hau.gr Abstract Since 2000, the Hellenic American Union (Greece) and the Academy of Electronic Media at Rensselaer Polytechnic Institute (USA) have been involved in the development of Hellas Alive, an on line language and culture learning program for Greek as a Foreign or Second Language. Users of Hellas Alive work in a virtual environment, which supports autonomous exploration, simulation, representation and collaboration, and are provided with multiple opportunities for learning in the form of an immersive 3D world, rich multimedia content, synchronous and asynchronous learning tools, and interactive cultural playspaces. The conceptual framework of the project is that of simulated learning and the pedagogical framework follows the communicative approach to foreign language learning. Thus, there is emphasis on real communication through the use of authentic tasks in a variety of language exercises presented and performed on line. The learning material is highly interactive with the integration of all four language skills enhanced by a variety of media such as pictures, sound files and videos. The innovative nature of Hellas Alive is not so much the particular components of the on line learning system, nor the interactive 3D learning environment per se, but rather the integration of a broad and highly varied range of webdelivered, feedback rich, interactive language-learning and cultural awareness components within a highly stimulating learning environment. Both partners are currently involved in the process of selecting the platform that will support the administration of the Hellas Alive application. 1. Introduction Hellas Alive is the result of ongoing research cooperation between the Hellenic American Union (HAU) in Greece and the Academy of Electronic Media at Rensselaer Polytechnic Institute (RPI) in the U.S.A. The research team consists of five programmers and media experts from RPI and of six content developers and language experts from the HAU. Hellas Alive is an on line Greek language and culture learning program. Its primary intended audience is Greek-Americans who wish to improve their Greek or learn the language, but it also targets all prospective learners of Greek as a Foreign or Second Language. Its users work in a virtual environment, which supports autonomous exploration, simulation representation and collaboration, and are provided with multiple opportunities for learning in the form of an immersive Virtual City, rich multimedia content, synchronous and asynchronous learning tools, and interactive cultural playspaces. By the end of 2004 the Hellas Alive learning platform will include: 2 levels of competency (Basic and Intermediate) 30 thematic units (15 units per level) 120 lessons (4 lessons per unit) 360 hours of instruction (approximately) 400 grammar references a corpus of 4,000 words/phrases 2,500 images 200 videos 1,200 audio files 18 (generic) different language and communication exercises and activities The XML-driven content of Hellas Alive allows not only for insertion of new material and updating of existing one, but also for complete adaptation to cater for the learning of other languages. Therefore,

2 in terms of its design and flexibility, it can be considered as a language-free, language e-learning platform. 2. Components 2.1 Virtual City It is a virtual, three-dimensional, interactive representation of an urban cityscape that recreates the images and colors of a modern Greek city. It is equipped with a fully functional navigation tool and 46 hotspots (present phase) associated with audio, whereby users can hear in Greek, names of stores and businesses. Rollovers on buildings indicate same names in Greek, and eight hotspots provide respective access to the cultural playspaces. While visiting the Virtual City, learners may also contact their tutor or communicate with other users through the in-built contact-tutor and chat features, respectively. virtual_city.jpg 2.2 Cultural playspaces In the Hellas Alive context, the word has been re-invented to mean more than areas of play. These eight applications, which have been integrated into the platform, but can also be provided autonomously, have two purposes: On the one hand, they promote language learning in a variety of realistic contexts. On the other hand, they raise the user s cultural awareness. Thus, the playspaces address a broad audience that encompasses not only ordinary language learners, but also those who are intrigued by the idea of cultural information and contact. Both objectives are implemented with a very high degree of interactivity, as described by Villiers (1999) and Sims (1998). Eight types of playspaces have been developed so far: How To, Art Exploration, Documentary, Maps and Directions, Meet the Parea, Word Games, Dialogue: Interaction with Software, and Scavenger Hunt. playspaces.jpg 2.3 Virtual School Workspace It is a multiple-screens area where interactive and communicative (Sims, 1998 and Villiers, 1999) language teaching and learning take place, and it provides Hellas Alive users with all the tools necessary for effective language learning. Such tools include unlimited options to read text, to listen to audio, to watch video or image, to record, to submit audio and text files, to perform eighteen different types of exercises with instant automated error feedback, and to access grammar and vocabulary indexes. workspace.jpg Grammar in Context It is a multiple-screens area with grammar explanations, additional information, translation, examples, options to watch related video, and links to other related grammatical or vocabulary items. Users are directed to the grammar index by clicking on any unfamiliar highlighted grammatical item in the workspace. grammar.jpg Vocabulary in Context It is a multiple-screens area with vocabulary definitions, additional information, translation, examples, options to hear related audio or to watch related video, and links to other related vocabulary or grammatical items. Users are directed to the vocabulary index by clicking on any unknown highlighted word in the workspace. vocabulary.jpg

3 3. Framework 3.1 Simulated learning In the past, simulated learning was a primary means of learning (McGee, 1994). Now, the overall aim is towards real and authentic frameworks in which teachers maintain portfolios and learners are asked to perform genuine tasks that require the acquired skills. The fundamental and innovative nature of the Hellas Alive learning platform is the integration of a broad and varied range of web-delivered, feedback rich, interactive language-learning and cultural awareness components within a highly stimulating learning environment. Learners are introduced to real world contexts and interactions with the use of authentic texts and a variety of exercises and activities presented and executed on line. Learners are also immersed in a contemporary Greek and Greek-American cultural context, enhanced by a variety of media. 3.2 Communicative approach According to contemporary teaching methodology, learners should be able to transfer knowledge and skills developed in the rather artificial environment of the classroom [in the particular case of Hellas Alive, the digital on line environment can be considered a classroom ] to new contexts and situations in the world outside (Nunan, 1988). Labeled as communicative, such methodology indicates a cluster of approaches, all of which characterize language learning as the development of communication skills (Nunan, 1988). To this end, truly communicative activities focus on authentic tasks, set within a realistic context and situated in discourse. Finally, they follow course objectives and are sources of comprehensible input in a recursive and sequential manner. In the Hellas Alive learning platform, lessons are: Task-oriented Needs-based Learning-centered Contextualized and aligned with instructional objectives Authentic Situated in discourse Including sources of comprehensible input Recursive Sequenced 3.3 Community of learners According to Chickering et al (1987), the ideal learning environment encourages student-tutor contact, promotes cooperation among students, supports active learning, provides prompt feedback, emphasizes time on task, communicates high expectations and respects diverse talents and ways of learning. Learning is not a result of development; learning is development. It requires invention and selforganization by the learners. Learning a language may require the undoing of earlier conceptions. Therefore, disequilibrium facilitates learning. To this effect, learners in the Hellas Alive virtual communities benefit from challenging, open-ended investigations in realistic and meaningful contexts seeking to organize and synthesize their experiences. Consequently, dialogue within a community engenders further learning. Technology helps to this direction, since it is the most expedient vehicle for change. Technology embraces distance learning to allow flexibility in meeting learners time constraints and not only. Time is viewed as a resource and emphasis is placed on learners performance and activities. Learners have thus the opportunity to learn from and teach one another (Angelo, 1997). Hellas Alive helps build communities that enable teamwork and interpersonal involvement. The on line community that Hellas Alive develops, promotes a culture of inquiry and evidence, with explicit, broadly shared goals for learning outcomes. This is a culture that encourages cooperative and collaborative methods for individual advancement, resulting in a more effective and reinforcing community. Through participation and involvement, learners apply relevant knowledge to improve practice. 3.4 Cultural awareness Hellas Alive attempts to raise the cultural awareness of the learner community it addresses. The Greek-American community intended users of Hellas Alive is characterized by an interesting

4 dichotomy, common to all such immigrant-originating groups: On the one hand, they have a certain level of awareness of Greek culture, and, on the other hand, they are aware of their own cultural uniqueness amidst the U.S. melting pot of ethnicities. Regarding the first aspect of awareness, Hanvey (1976) recognizes four levels of cross-cultural awareness: The first level involves using information about the other culture to create superficial stereotypes about it. The second level involves having a better knowledge of the other culture, focusing on its differences this presents. In the third level, there is acceptance of the other culture at an intellectual level and an attempt to understand it. At the fourth level, there is empathy of the 'other' culture through direct experience with it. Hellas Alive aims at covering levels three and four, by presenting Modern Greek contemporary usage in a variety of areas - the media, politics, youth, education, language, family, employment, and social behavior - and by allowing contact with a tutor stationed in Greece. Also, it strengthens the cultural uniqueness of its users by enabling them to communicate with each other and engage in sociolinguistic activities Playspaces and cultural awareness The playspaces, as well, meet levels three and four: Contemporary language is used in a variety of areas such as the Arts, geopolitics, everyday activities, pop culture, the media, politics, youth, education, language, family, employment, and, in general, every aspect of social behaviour. The high degree of interactivity, in combination with the attractive and multiple interfaces, enhance learners interest in actively engaging with the scenarios presented and in realistically experiencing contemporary culture. Certain playspaces encourage direct communication with an assigned Hellas Alive tutor, responsible for the playspaces, thus providing learners with immediate feedback to their input. All playspaces strengthen learners cultural characteristics by transforming them into a community of learners and by enabling them to communicate with one another and engage in sociolinguistic activities: The XML-driven content of the playspaces allows them to contribute their own material (media and/or text), which can be inserted into any of the playspace types and shared by others. 4. Integration in Hellas Alive 4.1 Components In each of the five main learning interfaces, there are multiple screens serving the same single purpose, which is to educate users linguistically and culturally. Also, in each of the interfaces, there is consistent linkage between their components and individual parts. Last, throughout the platform, toolbar buttons provide vertical and horizontal access to interfaces. Interestingly enough, HCI theory supports such integration, when applied for educational purposes. In the case of Hellas Alive, sensing, rendering, and simulation (Stappers et al., 2003) are integrated in order to create the impression of regular classroom learning situation. 4.2 Users Viewed from an educational and pedagogical perspective, the synchronous and asynchronous communication tools (available in the workspace and virtual city interfaces) enhance communication among users, making them an integral part of Hellas Alive and making the platform a common point of reference and communication for its users. 4.3 Users and platform The platform is characterized by enhanced accessibility (loosely used as synonymous to usability ). Even though the platform is not accessible to disabled users, it is accessible to and caters for users from outside [the] industry who may not understand industry jargon or acronyms and by nature users whose first language is not English and who may not be able to comprehend complicated language (Moss, 2004). In the case of instructions provided, this is made possible through the use of simple and

5 repetitive language and bilingual text and, in the case of dialogues text, through the consistent linking of potentially unknown vocabulary or grammatical items with their respective areas. 5. Conclusion Upon completion, Hellas Alive will comprise the following: 5 levels of language learning 75 thematic units 300 lessons 900 hours of instruction (approximately) 1000 grammar references a corpus of 10,000 words/phrases 7,000 images 500 videos 3,000 audio files At a later phase, the project and its components will be modified so as to accommodate for other languages, as well. Hellas Alive is estimated to be available on line, upon completion of the user testing currently in progress.

6 References Angelo, T.A. (1997). The Campus as a Learning Community: Seven promising Shifts and Seven Powerful Levers. American Association for Higher Education Bulletin. 49(9), 3-6. Bruffee, K.A. (1994). The Challenge of Collaborative Learning: Creating Bridges between Communities-Collaborative Learning: Higher Education, Inter-Dependence, and the Authority of Knowledge. Washington, D.C.: Heldref Publications. Campbell, K. (1999). The Web: Design for Active Learning. Retrieved April 12, 2000, from the World Wide Web: Hanvey, R. (1976). An Attainable Global Perspective. Denver: The Center for Teaching International Relations, University of Denver. Moss, Trenton. (2004). What Is Web Accessibility? A List Apart, 179. Retrieved July 19, 2004, from the World Wide Web: Nunan, D. (1988). The Learner-Centered Curriculum. U.K.: Cambridge University Press. Sims, R. (1998). Interactivity for effective educational communication and engagement during technology based and online learning. In C. McBeath and R. Atkinson (Eds), Planning for Progress, Partnership and Profit. Proceedings EdTech'98. Perth: Australian Society for Educational Technology. Retrieved February 7, 2004, from the World Wide Web: Stappers, P. J., Overbeeke, K., & Gaver, W. (2003). Beyond the Limits of Real-Time Realism: Moving from Stimulation Correspondence to Information Correspondence. In L. J. Hettinger & M. W. Haas (Eds.), Virtual and Adaptive Environments. (pp ). New Jersey, U.S.A.: Lawrence Erlbaum Associates, Inc. Villiers, de G. (1999). Criteria for Evaluating the Quality of Interaction in Educational Programs or Web Sites. Retrieved July 23, 2004, from the World Wide Web: