The Universal City

THE UNIVERSAL CITY Constructing “the Universal City” Through Computer­Mediated Communication: Tele­collaboration and Language/Cultural Exchange Between Spanish and Korean 6th Graders

Technology­enhanced project based language learning Travelling teachers: Laura Álvarez, Sandra Creus, María Jael, Cristina Soteras, Mireia Vilà, & John Lee

Overview of the Project

This project intends to construct “the Universal City” in a virtual world through four­week tele­collaboration between Spanish and Korean 6th graders employing Computer­Mediated Communication (CMC) in traditional classroom settings. The participants from both countries will get involved in the following activities: 1) For the first two weeks, Spanish students will learn the major facilities (i.e. transportation, entertainment, the arts, and park & nature) of Barcelona while Koreans learn those of Seoul through a teacher­led lecture, individual study, group discussion, and a field­trip; 2) On the third week, the students on both sides will exchange the findings about their city facility with the counterpart group through Skype; and 3) On the last week, the students will analyze the similarities and contrasts on the facilities of Barcelona and Seoul, discuss the strengths and weaknesses of their own city and the partner’s city, and synthesize the ideas and insights from both groups into designing an ideal place – “Universal City” – which take into account the social, cultural, environmental, and human (gender & racial) value.

Statement of Problem

Government initiatives from both Spain and South Korea emphasize on curriculum and instruction that will best equip the students at K­12 level with fluent English proficiency and inter­cultural competence against the global competiveness in the future social­cultural worlds. In this regard, public­private companies in both English as Foreign Language (EFL) nations tend to recruit the young leaders who have competent English and trans­cultural capacities in the age of globalization and rapid technology development. Unfortunately, however, there are several challenges to implement the practice of Communicative Language Teaching (CLT) in the traditional classrooms of EFL context for the following aspects: Test­oriented curriculum, students’ motivation, less exposure and use of English, large class size, teacher belief, and lack of resource. The primary impetus of this project is to overcome this dilemma and narrow the gap between the discourse of top­down approach and low­bottom level through the proposed technology­embedded interactive learning between Spanish and Korean students. This project aims to: 1) enhance technology­enhanced learning and future­oriented project that meets the styles of “Digital Natives (DVs)”; 2) prepare DVs for the future citizen in the technologically rich, global village; 3) Improve English language and inter­cultural understanding between Spanish and Korean students under disadvantage English learning conditions through CMC­driven tele­collaboration project; and 4) help other practitioners in other EFL countries apply this model.

Theoretical Framework

The underpinnings of this proposed project are Dewey’s Experiential Model (1916) and Vygotsky’s Zone of Proximal Development (1978). Both theories primarily focus on “the importance of interaction and collaboration in the learning process” (Sadler, 2012, p. 56).

Against the traditional schools which emphasized on the role of books and teachers, Dewey (1939) champions a progressive school where the traditional role of the teachers becomes minimal but students becomes more active in the classroom.

According to Dewey, two terms “situation” and “interaction” play a central role in the progressive classroom. “Situation” is the educational context where “interaction” occurs among participants (or students) or between participants and a book. In this regard, Dewey’s theories have pedagogical implications for the use of CMC for tele­collaboration between Spanish and Korean students. CMC can be a “situation” or medium where students from both countries (who live many miles apart) “interact” or collaborate one another in order to exchange the information and complete the task.

Vygotsky (1978) defines Zone of Proximal Development (ZPD) as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (1978, p. 86). In other words, Vygotsky maintains that students can reach their potential development through interaction with more knowledgeable beings (e.g. adults and peers). The significance of the ZPD for Spanish and Korean students is that a group of each country presents their own city, facility, and culture to the partner group through the help of teachers or peers through CMC. In this process, the more knowledgeable individuals (e.g. Spanish students) can transmit the information to the less capable peers (e.g. Korean students), which allow the Korean students to learn the new knowledge and ask questions to Spanish students for further inquiry. In light of Vygotsky’s premise that learning and cognitive/language development takes place through interaction, tele­collaboration between Spanish and Korean students via CMC can offer abundant opportunities for authentic interaction and meaning negotiation.

In this section, the overview of the two theories relevant to language learning and tele­collaboration via CMC are discussed. Although the two theories were designed long before the CMC ever came into being, these are still theoretically relevant and capable to language/ transcultural learning and tele­collaboration and, most important, help us better understand how tele­collaboration via CMC can be useful in the English learning process and transcultural awareness.

The Profile of the Target Students

Grade Periods Institutions Number Language Level

Students with Special Needs

Teachers/Students Computer Literacy

6th Graders From October to November, 2015 (in the Second Semester) Each Session lasts for 90 minutes as a block­schedule class.

Escola Barrufet Public Primary school in Barcelona, Spain Hankuk Private Primary School in Seoul, South Korea 25 Spanish students (13 male; 12 female) 30 Korean students (17 male; 13 female) Spain: ● Overall English proficiency level: Elementary level ● Average length of studying English: approximately 4 years ● Average length of experiencing in English­speaking country: 9 months

South Korea: ● Overall English proficiency level: Elementary level ● Average length of studying English: approximately 6 years ● Average length of experiencing in English­speaking country: 6 months

*Assumption: Both Spanish and Korean students learned the intensive English composition in the first semester of 2015 in terms of word choice, structure (main topics & details), and organization.

Spain: ● 1 male student with ADHD (Attention Deficit Hyperactivity Disorder)

South Korea: ● 2 male and 1 female with ADHD ● 2 male students with high dependency on the Internet (or addictive tendencies) ● The teachers in Spain and South Korea know how to showcase the students work in EduNation Islands,” which are located in the Virtual World Second Life, in cooperation with Professor Randall Sadler of University of Illinois at Urbana­Champaign. ● Both Spanish and Korean students have learned how to use Video­editing software (e.g. camtasia, snagit, iMovie, Moviemaker) prior to this tele­collaboration project in the first semester of 2015.

Learning Objectives

1. Language Objectives By the end of this project, Spanish and Korean students will be able to understand and apply the following specific areas in everyday life:

● Vocabulary Category

Vocabulary Lists

Transportation

Car, subway, bus, taxi, train, bicycle, bike, tram, traffic light, parking area, road

Entertainment

Cinema, theater, restaurant, cultural center, (dance, language) academy, shopping center, amusement park, indoor playground, gym, hotel Museum, graffiti, architecture, church, city hall, monuments, painting, artist, sculpture Mountain, nature, playground, natural park, beach, river, camping, picnic, zoo

The Art

Park & Nature

● Grammar Target Grammars should & should not

Examples In Barcelona, you should park a car in the parking area.

In Seoul, you should not always park a car in the parking area.

● Communicative Competence Functions Agreement

Disagreement

Target Expressions I agree with you.

I like your idea!

I am with you on that!

I disagree with you.

I am against your idea!

2. Academic Objectives By the end of this project, Spanish and Korean students will be able to:

● Observe and describe (or share) their cities to the partner group in terms of transportation, entertainment, the art, and park & nature. ● Understand better about their city through teacher­led lecture, self­study, group work, field trip, and tele­collaborative discussion. ● Discuss the strengths and weaknesses of their city in terms of social, cultural, environmental, and human (gender & racial) value. ● Create visual content onto “EduNation Islands,” which are located in the Virtual World Second Life, using PowerPoint, Video­editing software (e.g. camtasia, snagit, iMovie, Moviemaker). ● Write an English essay about how they can improve the city based on what they learn from their own as well as their partner city ● Synthesize the ideas and insights learned from both groups into designing an ideal place – “Universal City” – which is taken into account the social, (trans­) cultural, environmental, and human (gender & racial) value.

3. Independent/ Cooperative/Trans­cultural Learning Objectives By the end of this project, Spanish and Korean students will be able to:

● Undertake tasks with a strong sense of autonomy and independence. ● Identify their learners’ preferred intelligences by taking inventory of their learners’ skills ● Promote cooperative learning by doing a considerable amount of small­group work as well as by taking advantage of their learners’ skills. ● Promote an atmosphere of understanding and mutual respect between two cultural differences.

The Details of the Tele­Collaborative Project

What activities can be used to accommodate different learning styles & levels?

In order to accommodate different learning speeds and levels the teacher could provide some activities resources as a reinforcement for the students that may need more level and want to go further and another ones for the lower levels in order to reinforce the main contents. (usually with the second language).

Outline the main activities, materials needed, output, what students will be able to do after completing the activity and the main Learning Style(s) (LSs).

Activity

Materials

Output

SWBAT

Watch an interview of two City Hall politicians (avatars)

Video interview (We’ll do that creating one or two avatars), Computer, screen and speakers.

Chart with the roles for each of the members of the experts group. They will fill it after its negotiation.

Students will be able to participate and investigate their cities in order to create the universal city.

Auditor y and visual style

Investigators Computers, role: Looking books, for information dictionary from their city’s topics (guided).

Notes about the places and information that they are going to visit.

Map showing the places that each group of experts has to visit.

Students will be able to choose the correct data for the topics they are looking for.

Auditor y and visual style

Field trip

Cameras and notebooks.

City’s pictures or Students will be videos taken by able to explore and the students. spot the information that they consider relevant.

All styles

Jigsaw activity

Cardboard, computer, printer, stationery.

Link the topics of each of the experts groups (exchange ideas for their respective experts groups)

All styles

Students will be able to connect and understand the different informations from the other groups of experts.

LSs

OUTPUT Virtual world with pictures

Computer, headset, screen, speakers, webcam.

Create their perfect or ideal city.

Students will be All able to show their styles acquired learnings about the topics they have been working on through the previous sessions.

SESSION 1

Activity 1: KPSI Duration: Approximately 20 minutes Interaction: Individual work Material: KPSI paper Objective: ● Evaluate the students’ abilities in terms of language, academic (e.g. their city and the partner culture), and independent/cooperative knowledge. ● Identify students’ preferred intelligences by taking inventory of their learners’ skills. ● Interview students about their experiences as English­language learners.

Procedure: 1. The students take KPSI (see figure 1) so that the teachers can gather baseline data on the English proficiency of Spanish and Korean 6 graders and knowledge of their cities and the culture of the partner country.

2. The teachers talk about students’ experiences about English learning and overseas travel.

Figure 1. KPSI paper sheet

Paper Sheet: KPSI

KPSI will be the tool to assess the students’ initial and final knowledge about vocabulary related with the city, about working with other people and about cultural awareness of South Korea/Spain.

How much vocabulary do you know about transports?

I am able to name I am able to name I am able to name I am not able to all kind of some examples of just a few kind of name any kind of transports * transports * transports * transports at all

● Can you give some examples?*

How much vocabulary do you know about entertainment in your city?

I am able to name I am able to name I am able to name I am not able to a lot of examples* some examples* just a few examples name any kind of * examples at all

● Can you give some examples?*

How much vocabulary do you know about art?

I am able to name I am able to name I am able to name I am not able to all kind of aspects some aspects just a few aspects name any kind of related with art * related with art * related with art * aspects at all.

● Can you give some examples?*

How much vocabulary do you know related with parks and nature?

I am able to name I am able to name I am able to name I am not able to all kind of some examples * just a few kind of name any kind of examples * examples * examples at all

● Can you give some examples?*

Do you know the main rules for working together with your mates?

I only remember a few of No Yes* them*

● What rules do you know?*

Do you know something about South Korea/Spain?

Yes (If it is yes, explain what you No know)

Activity 2: The Introduction of the Project & Implicit Language Exposure Duration: Approximately 35 minutes Interaction: The teachers explains to the students through two Avatars Materials: Computer, big screen, and speakers Objective: ● The teacher explains to students about the tele­collaboration project through Avatars ● The students understand why and how they do the tele­collaboration project ● The students get implicit exposure to the target vocabularies and grammar structure while watching the instruction by Avatars Procedure: 1. Two Avatars (created by the teachers in Virtual World ‘Second Life’) explain to students about what the tele­collaboration project is and why they work between Spanish and Korean students.

2. Two Avatar mayors from each city council (one from Barcelona and one from Seoul) give the students three missions: 1) investigate the important city facilities (i.e. transportation, entertainment, the arts, and park & nature) of Barcelona and Seoul; 2) share and compare the findings about Barcelona and Seoul with partner group; 3) design an ideal city (tentatively referred to “Universal City”) together that can accommodate the social, cultural, environmental, and human (gender & racial) value (See figure 2).

3. The Avatars give instructions to students using the target vocabulary and grammar structure repetitively.

Figure 2 Two Avatar mayors from Barcelona and Seoul explain to the students about the tele­collaboration project

Activity 3: Explicit Language Exposure & Practice Duration: Approximately 35 minutes Interaction: The whole­class discussion & Individual work Material: Flashcards, games and work sheet.

Objective: ● Practice new vocabularies in relation to transportation, entertainment, the arts, and park & nature Procedure: 1. Teachers explicitly teach the whole class target vocabularies with relation to transportation, entertainment, the arts, and park & nature through flashcards.

2. Teacher will give one flashcard to each student. When every pupil have one, teacher will start to ask who has the flashcards naming them one by one. At that time, the children will have to show to the rest of the class the flashcard the teacher was asking for.

3. Each student exercises the vocabularies by working on task sheets: Students have to link each word with its corresponding picture.

4. Students group in pairs to practice their communicative skills through an introductory activity (see figure 3 and 4), in which they will ask and answer questions about themselves and their partner. This way, they will practice before meeting with their partner students from Seoul.

Figure 3. Partners interview

Figure 4

SESSION 2

Activity 1: Planning Group Work Duration: Approximately 20 minutes Interaction: The whole­class discussion Material: None Objective: ● Justify the use of small groups for the tele­collaboration project ● Divide the class into four groups ● Check for clarification Procedure: 1. The teacher introduces a brief explanation about the tasks including a statement of the ultimate purpose so that students can focus their orientations to that objective 2. The teacher tells students why the small group is important for accomplishing the tasks (For example, they can practice certain language forms and functions) 3. The teacher gives students specific instructions on what they are to do including rules they are to follow, a time frame, and assignment of roles to students: Each group is responsible for investigating one of the city facilities among transportation, entertainment, the arts, and parks & nature.

4. The teacher divides the class into (pre­assigned) groups. In case of Spain, it is four groups of 6~7 students while in South Korea, it is four groups of 7~8 students. The pre­assigning groups are made on the basis of the heterogeneous grouping.

5. Before the students move into their groups, the teachers check to make sure everybody understand their tasks and the small group rules by asking questions like, “Sandra, please tell me the purpose of this activity.”

Activity 2: Tele­collaborative Project 1 (The First Meeting Between Spanish & Korean Students through Teleconference) Duration: Approximately 40 minutes Interaction: The whole­class and small­group activities Equipment: Computer, screen, speakers, microphone and Internet connection Objective: ● Introduce the whole class as well as each group ● Promote an atmosphere of understanding and mutual respect between two cultural differences Procedure: 1. The teachers arrange the seating in the class to suit the tele­collaborative project activity for the day.

2. The whole­class introduction between Spanish and Korean students takes place led by the teachers.

3. Each group comes in front of the camera and greets with a simple and brief introduction about its group and themselves to its partner group. For example, they can say, “Hello everyone! We are the group responsible for transportation. We look forward to starting working with you! See you soon!”

4. Each group or class can ask (simple) questions about the partner group or class. They can ask the questions they used in the previous session.

Activity 3: Brainstorming Activities Duration: Approximately 30 minutes Interaction: Small group Material: Worksheet Objective: ● Brainstorm ideas within the small group to set the task in motion Procedure: 1. The teachers explain the purpose and golden rule of brainstorming technique: Its main purpose is to initiate and develop thinking process. Its golden rule is “Nobody criticizes anything. All ideas are legitimate.”

2. The teachers allow each group of students to exchange various opinions and make a composite list of everything they can think of on a worksheet without evaluating it.

3. Each group of students decides the elements like: ● Group name ● Assigning a role to each member of a group ● Methods of investigating the given task (e.g. reading, researching materials) ● Arranging field trips

4. Merge with the whole class and share their brainstorming ideas

SESSION 3

Activity 1: Carrying Out Research on the Assigned Topic Duration: Approximately 45 minutes Interaction: Small group activity Material: Classroom computers, laptop computer and Internet connection Objective: ● Students search information about the assigned topic through various sources of information

Procedure: 1. Students in each group gather to discuss how they carry out research on an assigned topic.

2. Each student or students in smaller groups take charge of their own inquiry by using libraries, bookstores, newsstands, and the Internet.

3. The teachers remind students that they have to explain what they have found to other groups later.

Activity 2: Sharing Information With the Other Groups Duration: Approximately 45 minutes Interaction: The whole­class activity Material: A copy of the paper submitted by each group that includes summary of their research and the description of their upcoming field trips Objective: ● Discuss topics of investigation and share their research results ● Provide feedback to one another on the upcoming field trips Procedure: 1. Each group representative explains the finding of their group in front of the classroom 2. The other group members can offer complementary explanation after the presentation 3. Students can provide feedback to one another on the presentation as well as upcoming field trips

SESSION 4

Activity 1: Go On a Field Trip to Assigned Locations Duration: The whole morning (approved by the principal and accompanied by their parents) Interaction: Small group activity Materials: Digital camera, pen & pencil and field notes Objective: ● Visit the assigned locations for firsthand information ● Reflect on what students observed

Procedure: 1. The teachers checks each group about the detailed plan of their field trips by asking questions like: who is going to do what, and by when?; how are they going to gather and record information? (See Figure 5) 2. Students will be divided according to the group of experts in order to visit on­site the facilities. Each group of experts will be accompanied by one teacher or one monitor (See Figure 6).

3. Each student observes, monitors, and records the site while keeping a detailed journal or filling in the field notes provided by the teachers.

4. At the end of the field trip, students reflect on what they observed and learned.

5. The students discuss how they report their findings to others.

Figure 5.

Field notes for on­site investigation

Figure 6.

On­site Facilities Visited by Groups of Students Category Spain South Korea Transportation

Entertainment

The Art

Park & Nature

SESSION 5

Activity 1: Grammatical Explanation: Should vs. Should not Duration: Approximately 20 minutes Interaction: Avatar (created by teachers) implicitly explains the grammar point Materials: A video clip featured by Avatar explaining the target grammar “should & should not” and worksheet for the grammar exercise Objective: ● Allow students to discover the grammatical rules and usages on their own guided by Avatar before being told them ● Get students ready to utilize the grammatical points for later presentation

Procedure: 1. The teacher turns on the video 2. An Avatar implicitly explains the target grammar points “should and shouldn’t” that are embedded in meaningful, communicative contexts 3. After the Avatar explanation, the teachers explicitly explains the grammar points in their mother tongue to promote accuracy (but does not overwhelm students with linguistic terminology) 4. The teachers ask students to work on worksheet where they can practice the grammatical points within communicative contexts (See Figure 7) 5. The teachers add load of more complex rules for the advanced students while paying attention to the beginning students who cannot follow it.

Figure 7.

Worksheet for Grammar Exercise

1. Choose Should or Should for these sentences: a. A good city for everyone should/should not have accessibility for disabled people in all the transportations. b. The perfect city should/should not have polluting transportation. c. The best place in the world should/ should not have as many nature as possible. d. An environmental place should/should not have e. The perfect city should/ should not have free cultural places. f. An universal city should/ should not have 2. Write what do you think the mayor would say after the conversation above and write possible thinks he should change in the city. a. b. c. d.

Activity 2: Incorporate the Target Grammar into Communicative Tasks Duration: Approximately 20 minutes Interaction: Individual work & Small group Materials: Computers, laptops, papers and pencils, and dictionary Objective: ● Have each group of students use the grammar points by describing their investigation sites

Procedure: 1. The teacher asks individuals to write their own ideas about the city facility they visited using the target grammar.

2. The teacher asks each student to share their sentences with the rest of the group members.

3. As students take turns reading their sentences to each other, the students should compare the sentences, looking for similarities and differences.

4. As a group, the students should select five sentences and make the PowerPoint file that will be used for later presentation.

5. If the group still has time, the students can discuss these five sentences/ ideas.

6. The group should choose a reporter to share their five sentences with the rest of the class as well as with their partner group of students.

Activity 3: Tele­collaborative Project 2 (Share Diverse City Facilities Between Spanish & Korean Students through Teleconference) Duration: Approximately 50 minutes Interaction: The whole class activity between Spanish and Korean students Equipment: Computer, screen, speakers, microphone and Internet connection Objectives: ● Share the ideas from each group with students of the partner group ● Promote meaningful oral grammar practice for speakers using “Should & Should not” ● Promote listening skills for those who listen to the presentation by identifying main ideas and supporting details ● Promote the authentic give and take of communicative interchange between Spanish and Korean students ● Promote an atmosphere of understanding and mutual respect between two cultural differences

Procedure: 1. The teachers arrange the seating in the class to suit the tele­collaborative project activity for the day.

2. As a whole class, the students from both countries greet one another via Skype 3. The groups of Spanish students first take turns presenting the ideas about the city facility to Korean students: The presentation should contain the problems they observed during the field trip, what they can do there, what they should or shouldn’t do there, and what they like about the place the most.

4. Korean students should take notes of the presentation of Spanish students: The note­takings should contain the main ideas and specific points of information.

5. Once each group of Spanish students completes the presentation, Korean students ask questions or comments based on what they hear from the presentation. (e.g. seeking clarification, sharing their thoughts) 6. After ending the presentation by the Spanish groups, the groups of Korean students follow suits.

7. The Spanish students can ask questions or comments based on the presentation of Korean students.

8. After sharing the information that both classes have investigated, students from the Korean and the Spanish class will make a reflection thinking about possible solutions to the problems that both have observed in their cities.

They will try to exchange their opinions in order to arrive to a conclusion together.

9. Wind up the activity if every group of both countries makes a presentation.

10. As a homework, the students complete the work sheet using the guided questions (See Table 1).

▪

Table 1.

Guided Questions for the tele­collaboration project 2 What aspects did you like about your city the most?

What aspects didn’t you like about your city?

▪

Can you suggest some ideas for the improvement?

▪

Is there anything that you definitely think that your “Universal City” should have? Why?

▪

What have you learned the most from your partner’s presentation? Why do you think so?

▪

SESSION 6

Activity 1: Activities for Identifying Similarities and Differences about the City Facilities of Barcelona and Seoul Duration: Approximately 45 minutes Interaction: Teacher­led instruction & Small Group Discussion Material: Computers and Laptops Objective: ● Discuss similarities and differences about the city facilities of Barcelona and Seoul among group of students ● Practice functional expressions of “Agreement/ Disagreement”

Procedure: 1. The teachers explain that one person does not dominate the discussion.

2. The teachers teach students and practice functional expressions of agreement and disagreement.

3. All students of the group express their own ideas and feelings freely about the Tele­collaborative Project 2, focusing on similarities and differences about the two city facilities.

4. After hearing all the opinions from the group members, the students can now exchange the honest and constructive feedback in a respectful manner, using functional expressions of agreement and disagreement.

5. Summarize what the group has said and moving on.

Activity 2: Share the Ideas as a Whole Class Duration: Approximately 45 minutes Interaction: The Whole­class Discussion Material: Computers, Laptops and Microsoft PowerPoint Objective: ● Turn the summary and analysis of the discussions into PowerPoint ● Present how the two city facilities are alike and different to the whole class

Procedure: 1. Each group of students create presentations using Microsoft PowerPoint 2. Each group leader presents the summary of their discussion to the rest of the classmates 3. Each group has a question and answer period at the end of their presentation hosted by the teacher.

4. The teacher wrap up this session after summarizing some important ideas.

SESSION 7

Activity 1: Preparation to Create the Visual Content Duration: Approximately 90 minutes Interaction: Small­group Activity Materials: Computer, Laptop, Google doc, PowerPoint, Video­editing software (e.g. camtasia, snagit, iMovie, Moviemaker) Objective: ● Let each group prepare to create the visual content ● Allow students to engage in a large amount of interaction and negotiations of meaning while doing this collaborative task

Procedure: 1. The teachers ask each group to create the visual content based on the session 6 activities.

2. In Google doc, a group of students led by each group leader gather ideas each other again: The visual content should meet the criteria, as illustrated in Table

Table 3.

Criteria for Presentation Category Content Score Language ● Use the target languages 30 Use ● Use the target grammar Content ● Similarities and differences between 30 city facilities of Barcelona and Seoul ● What they learn from another city (e.g. something great, surprising, new, different, shocking, etc). ● Ideas of constructing an ideal place “Universal City” that take the social, cultural, environmental, and human (gender & racial) value into consideration Organization ● Title, group members, general 20 description of the final work, and objectives ● Coherence: the final work is structured logically, making the viewers easy to follow the work.

Presentation

● Use appropriate tables, figures, illustrations, graphics, and technology to display the work.

20

5. Each group creates the visual content using PowerPoint or video clip regarding their summary and implications. In the process, auditory learners may make a script of their content, kinesthetic/tactile learners may play a role as a reporter and move around to have interviews with students or teachers regarding their viewpoints on each city, and visual learners may edit the visual content using the editing software. (Figure 8).

Figure 8.

Creating the Visual Content employing MI with the help of the teachers

SESSION 8

Activity 1: Produce a Slideshow or Visual Display in EduNation Islands in Second Life (run by one of the co­owners Professor Randall Sadler or Randall Renoir in SL) Duration: Approximately 30 minutes Interaction: Small group activity Materials: Computer, Laptops, each group’s final project, EduNation Islands in Second Life Objective: ● Upload visual content onto “EduNation Islands,” which are located in the Virtual World Second Life

Procedure:

1. The teachers check the outcomes of each group.

2. Each group of students submits the work to the teacher.

3. The teachers place the students’ files into the slide presenters in one of the buildings in EduNation Islands (See figure 9).

Figure 9.

Display of Group Works in EduNation Islands in Second Life

4. Each group takes turn showcasing their final project while the teacher takes control of the display in Second Life.

5. The teacher provides suggestions, constructive feedback and necessary help for each group presentation.

Activity 2: Tele­collaborative Project 3 (Sharing the final projects between Spanish and Korean students) Duration: Approximately 50 minutes Interaction: Whole class presentations between Spanish and Korean groups of students Equipment: Computers, Screen, Webcam, Microphone, Speakers, EduNation Islands in Second Life.

Objective: ● Share the ideas from each group with students of the partner group ● Promote meaningful oral communication for Spanish and Korean students ● Promote listening skills for those who listen to the presentation from the partner group ● Promote the authentic give and take of communicative interchange between Spanish and Korean students

Procedure: 1. The teachers arrange the seating in the class to suit the tele­collaborative project activity for the day (See figure 10).

2. As a whole class, the students from both countries greet one another via Skype.

3. The groups of Spanish students first take turns presenting their final projects to Korean students while the Korean teacher shows the Spanish students’ final projects in EduNation Islands’ showcase in Second Life.

4. Once each group of Spanish students completes the presentation, Korean students ask questions or comments based on what they hear from the presentation.

5. After ending the presentation by the Spanish groups, the groups of Korean students follow suits.

6. The Spanish students can ask questions or comments based on the presentation of Korean students.

7. Wind up the activity if every group of both countries makes a presentation.

8. The teachers in Spain and South Korea make all of students proud of the completion of their tele­collaboration work.

Figure 10.

Seating in the class for the final the tele­collaborative project activity

Activity 3: Examine the Student Perception on the Tele­collaboration Project and the Improvement of Students Language/Academic Abilities Duration: Approximately 10 minutes Interaction: Individual Work Equipment: KPSI Survey paper, Paper or pencil Objective: ● Allow students to reflect on their tele­collaboration project experience ● Allow teachers to identity the students outcomes as a result of the project ● Use the results to improve and refine the tele­collaboration project for later project ● Examine the positive and negative aspects of this tele­collaboration project in terms of language and academic objectives

Procedure: 1. Both Spanish and Korean teachers use KPSI Assessment tool (or questionnaires).

2. The teachers administer KPSI Assessment tool for 10 minutes. (see figure 1) 3. The teachers will give a final evaluation task (See figure 11) which will be graded on the rubric (See Table 4). Consequently, the students use this rubric as a guide when writing some sentences and check them again before they submit this task.

Figure 11. Final Assessment

In this final assessment questions, we pretend that the children think about their learning process and reflect about that.We will use that to make a decision on the mark of each student.

You and your partners have been studying your city. Answer these questions explaining as much as you can all that you’ve learnt:

1.

What does it has the most: human elements or nature ones? Do you think your city have got an environmental impact? why?

2.

You were studying about transports in the city. Do you think all the transports your city have are good for the environment? Which ones have got and which ones haven’t got?

3.

What kind of transports do you think your perfect city should have and why?

4.

Do you think your city have enough entertainment places? Which places your perfect city should have that your city haven’t got?

5.

Could you explain what kind of art architecture does your city have the most? Why do you think so?

6.

Could you explain or describe what sort of landscape have your city?(big city, a lot of transports, a lot of pollution, high or short architecture structures, more natural, more human impact…)

7.

Try to think a mark for your self ( a number from 1­10) according with your hard work along all the sessions, with how much did you learn and your participation and explain briefly why.

Hard work: Learning: Participation:

Why?

Category Word Choice Sentence Structure, Grammar

Focus & Details

Organization

Table 4.

Rubric for sentences writing) Content ● The student uses at least ten target words accurately. ● The student uses the target grammar “should and should not” in the sentences. ● The student makes no errors in grammar and/or spelling. ● There is one clear, well­focused topic. Main ideas are clear and are well supported by detailed and accurate information. ● Information is relevant and the sentences are presented in a logical order.

Score 30 30

20

20

Potential Use for EduNation Islands space created by the Spanish and Korean students’ final projects in Second Life

● From December 2015 to February 2016, Spanish and Korean teachers who get involved in this tele­collaboration project in cooperation with Professor Randall Sadler of University of Illinois at Urbana­Champaign share ideas and tips learned from this tele­collaboration with other practitioners in other EFL countries. ● Each week, both Spanish and Korean teachers take turn leading a discussion group by sharing the tips, materials, and assessment tools with other colleagues in TESOL in EduNation Islands in Second Life (See figure 12). ● The ultimate goal of this discussion group is to help and/or encourage other EFL practitioners in other EFL countries to engage in the similar or upgraded version of tele­collaboration project together as part of teacher professional development (TPD) activities.

Figure 12 Discussion Group for Teacher Professional Development in EduNation Islands