Constructivist Inspiration: A Project-Based Model for L2 Learning in Virtual Worlds.

Project-based learning can be used when creating simulated authentic cultural experiences via virtual trips on the World Wide Web. Project-based learning is a comprehensive, constructivist-based approach that engages students in the investigation of authentic problems. This paper focuses on the theoretical basis for project-based learning and describes an instructional model developed and employed by researchers at a large southwestern U.S. university. The model was put into practice with several Web-based Spanish language lessons for first-year Spanish students. Thousands of students engaged in virtual cultural experiences by taking a virtual vacation on the World Wide Web. Afterwards, students submitted enthusiastic comments (via student reflection forms) and described a variety of types of language and cultural learning experiences. Creative student products demonstrated their engagement in the lessons and their application of grammatical and lexical topics from the course. Extensive use of on-line language and cultural resources was also evident. Several challenges arose during the lessons (e.g., carrying out the constructivist-based elements, conducting formative assessment, and focusing on final products rather than processes). (Contains 34 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Constructivist Inspiration: A Project-Based Model for L2 Learning in Virtual Worlds REBEKAH SIDMAN-TAVEAU, University of Texas at Austin MARINA MILNER-BOLOTIN, University of Texas at Austin Imagine foreign language students shopping in department stores, ordering in restaurants, and visiting .cultural sites in the country of the target language. Some of the rich learning opportunities that emerge from these authentic cultural experiences can be simulated (for little or no cost) with virtual trips on the World Wide Web. However, we lack practical and theoretically based teaching models to structure this hipe of learning in the field of foreign language education (FLE). The Project-Based Learning approach has the potential to address this issue as well as other critical needs in FLE. Project-Based Learning is a comprehensive constructivist-based approach that engages students in the investigation of authentic problems. Research has shown the approach to be effective in enhancing student motivation and fostering higher order thinking skills, especially when supported by Internet technology. This paper focuses on the theoretical basis for Project-Based Learning and describes an instructional model developed and employed by the authors at a large Southwestern university. The model was put into practice for several web-based Spanish language lessons in which thousands of students engaged in virtual cultural experiences on the World Wide Web. Afterwards, students submitted enthusiastic comments and described a variety of types of language and cultural learning. Creative student products demonstrated engagement in the lessons and the application of grammatical and lexical topics from the course. Extensive use of on-line language and cultural resources was also evident. Because several challenges arose during the lessons, the authors present a number of suggestions for addressing those challenges in future

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