Second Life Certificate in Modern Languages

Virtual learning made real

The Second Life Certificate in modern Languages has been created to address a number of issues related to authentic and productive language learning within SL, whilst addressing the need to provide adequate recognition for Language learners within the SL platform. The curriculum in place is wholly autonomous, with the subject menu being expanded by lecturers, of whose subjects they wish to teach professionally.

With recognition that Second Life has real lecturers teaching Languages here online, The Principal Adjudicator for this project, Mr Karlingo Lorefield, the founder of "Epithet and Synonym", is a pioneer of teaching foreign language subjects within Second Life. In the development process he reached acclaim in the past with both Oxford and Maryland University, where his online work gained recognition at a number of Anthropology Conferences.

Mr Lorefield States "Learning such a language online is done immediately with the disadvantage in lack of face to face communication or body language, but with appreciation and application towards a students appropriate learning style, a very productive learning curve can be obtained. I have been in SL for approximately 2.5 years and have produced 50 students whom have gone on to study at University in their local RL vicinity"

The Academic Board

The Academic Board shall be made up of qualified teachers and University Lecturers in the RL whom have/are able to provide satisfactory evidence of relevant experience, collectively to cover all of the subjects being offered under the "Second Life Certificate in Modern Languages".

Below are a list of key terms by which this body operates :

For Students :

• A guarantee That your teacher has the ability to teach at the required level, and is fully conversant in programme delivery and classroom management.

• A place within the "Second Life Certificate of Modern Languages Group" For Students, upon completion of their assessment in their chosen subject.

• Certification Documentation This is an electronic record, verified by one of the accredited (see process) examining Adjudicators that the student has reached the required level, as prescribed by the Academic Board by-laws. This documented evidence is backed up via an electronic register, perusable by all.

For Teachers and Lecturers :

• Evidence of license to practise Can be obtained through a number of routes :
• A. The provision of satisfactory evidence, via a phoncall, email or letter to the Institution in which the Lecturer works, as verification of their license to practice the subject being discussed.
• B. An Interview, followed by an hour of observed live tuition, backed up with evidence of lesson plans and a scheme of work.

Which shall result in :

• A place within the "Second Life Certificate of Modern Languages Group" (see Below).

The Group Function

The Group function is a cornerstone in the primary objective of providing Language Education, allowing learners to obtain such Education and shall serve as a live register within Second Life of graduates and teachers whom are of standard to employers and the general public.

Access to the group is governed by two overarching and compulsory considerations :

1. The Equal opportunities act (Uk), and The Equal opportunities Commission (United States). The overarching principles in operation via these two bodies are to be put into place within this organisation, as they are in the RL, and held up by the leadership of all in the group.

     It is illegal to discriminate against a job applicant,employee or learner because of a persons race, colour, 
     religion,sex (including pregnancy), national origin, age, disability or genetic information "

1. Right of access. A person being given the opportunity to undergo fair assessment in order to gain access to the group, upon passing they they become ambassadors for the objectives as set out by the Academic Board.

Group Titles

• Lecturer

• Graduate

Founder Member

Mr Karlingo Lorefield, British, a Lecturer of Japanese and Expressive Literature, has been involved in modern language study for over 20 years. As a member of the Institute for Further learning in the United Kingdom, and the Institute of Leadership and Management, he has been actively developing and improving the way Language is taught.

Educated as a Lecturer at Derby University, and in Sydney, he went on to teach Japanese at Loughborough University in the United Kingdom. One of his key pieces of research, entitled "Should the objectives of a syllabus systematically govern the overall objective of a curriculum?", where rote learning versus direct practical assessment was discussed. He runs three other courses linked to Language and Literature at Burleigh College, and Rawlins College in Quorn, UK. Karlingo often appears as guest speaker on the educational circuit to speak about the subjects of Japanese and Literature.

He has been Lecturing in Second life since 2008, and currently teaches Japanese and English at "Epithet and Synonym".

Action Plan

The Objective governing this plan is simply to ensure the continuous improvement, implementation, and monitoring of the three points being discussed below:

The Development of a Language Curriculum

1. Find/increase and verify a team of lecturers whom:
   • Have the necessary skill sets and experience, motivation and understanding of the objectives to be able to utilize the functions of this project.
   • The development of a register of lecturers and Graduates from within the Group.

The Development of an Assessment Structure

This shall be done by :

1. Formative Assessment, broken down via the scheme of work into stand-alone units of work.
2. Summative Assessment, periodic opportunities to demonstrate, in cognitive form, the ability of the students via assignment based activities. Either via a live spoken and typed test, given by the Lecturer, or an appointed Examiner.

Audit Sampling

To Ensure that the standards are being upheld by lecturers, a random sampling of classes accross the curriculum shall be carried out, by way of observation. The guidelines for such an assessment shall be adopted from those used by OFSTED in the United Kingdom, which was chosen due to its firm and clear, fair structure. After an observation, appraisal and discussion shall be undertaken by either the Principal Adjudicator of the group or another senior lecturer from within the group. This is a two-way process, between the lecturer involved and the adjudicator, queries, issues, problems have the opportunity to be raised, an action plan may be developed and used for future lessons.