Tag Archives: Norwegian

LingoBee at CELDA 2012

LingoBee was presented at CELDA 2012, Cognition and Exploratory Learning in Digital Age, in Madrid on Saturday 20th October 2012.  The paper “LingoBee and Social Media: Mobile Language Learners as Social Networkers” authored by Emma Procter-Legg, Annamaria Cacchione and Sobah Abbas Petersen. This was a collaboration between 3 of the partner within the SIMOLA project, Study Group UK (Bellerbys College Oxford), the University of Molise Italy (Dept. of Social Science and Lingustic Centre) and the Norwegian University of Science & Technology.
The presentation was well received by  the audience who asked questions and commented on the usefulness of LingoBee for Erasmus students.

 

 

 

 

 

 

 

 

 

 

To see the full presentation, click on the image below.

Click on the photo to see the view the Prezi

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Lingobee at the NordiTEL Symposium

Lingobee and the results of some of the user studies were presented at the NordiTEL Symposium, in Oulu, Finland, earlier this week. Several researchers in Technology Enhanced Learning (TEL) and Mobile Learning from Finland, Sweden and Norway presented their work at the symposium. There is a lot of activity in this field of research in the Nordic countries and it was very good to be among them and share our work.

The focus of our presentation was about bridging informal and formal education and how we could motivate Lingobee users to make Lingobee a natural part of their language learning process. This topic was motivated by the results of the user studies in Norway and the level of user participation.

Several other researchers felt that it was a challenge to get school teachers to adopt technology in their classrooms. The discussions in general were around these themes which can be seen from the “shouts” in the “learning café” panel discussion session.

There was a lot of interest in the work that we have done in SIMOLA and some researchers were interested in trying out Lingobee in different ways such as a repository for concepts and ideas in mobile digital story telling. The abstract was authored by Sobah Abbas Petersen and Ole-Torfinn Fagerli, both from NTNU, Norway. The presentation was done by Sobah.

While presenting work about language learning in different countries, it is natural to acquire a bit of the local lingo, although Finland was not the easiest for that. “kiitos” is thankyou in Finnish. Do you know how to say thankyou very much in Finnish? I was told it’s “Mos-Kiitos”. Check it out!

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Creativity among LingoBee users

Examples from the Lingobee repository were presented at the Mobile Learning and Creativity workshop at the European Conference on Technology Enhanced Learning (EC-TEL2012). One of the aims of the workshop is how can we design Mobile Learning to foster creativity? It is interesting to find a lot of creativity among the entries in the Lingobee repository from the different user groups – the use of graphics, photos and the collaborative descriptions of a word or phrase by several learners.

The presentation was well received by the workshop participants. In particular, the audience found the domain of language learning very relevant and a natural area for Mobile Learning. One workshop participant commented “isn’t learning everything about language learning?”

The audience also liked the concept of our “LingoBee moments”, the spontaneity or acting on the spur of the moment that is facilitated by Lingobee and Mobile Learning. A few presenters talked about “serendipity” in learning which is strongly linked to the learning supported by Lingobee. This obvious advantage of Mobile Learning is no doubt one that fosters creativity. In addition, the collaborative co-construction of knowledge, often spurred by an everyday activity, leads to creative descriptions of words and expressions as well as creative use of language. The preparation of this presentation raised the following questions that are relevant for further research in this area: 1) What is creativity in language learning? ii) Does “social, connected activity” lead to creativity in language learning? ii) How does mobile language learning foster or hinder creativity?

The presentation was done using the Pecha Kucha format which required some creativity! The paper title “Creativity and Mobile Language Learning” was authored by Sobah A. Petersen, Emma Procter-Legg, Annamaria Cacchione, Mikhail Forminykh and Monica Divitini, as a joint activity between SIMOLA and CoCreat (another LLP project). The paper was presented by Sobah.

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Norwegian through English or German – interesting observation!

Browsing through the contents from the Lingobee repository, I noticed that several definitions were written in languages other than the target language. For example, several definitions for Norwegian words and expressions were written in either English or German. Is this because we have a natural tendency to remain in our comfort zone, in this case a language that we feel confident to write in? Or could this be because there were more German students in the group or the fact that almost everyone could communicate in English and that English was the common language among the students? I would be very interested to hear about the contributions from the other user groups and the opinions of the linguists and the pedagogues.

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Lingobee selected as a satellite for Norwegian on the Web

Lingobee has been identified as a satellite application for the learning Norwegian, using a web portal Norwegian on the Web (NoW). NoW is an online course in entry level Norwegian, where all the teaching aids are integrated on one website, free of charge. This is an effort by the Norwegian University of Science and Technology (NTNU) to offer Norwegian when you like – where you like, to the increasing numbers of international students that study in Norway. NoW offers a formal course in Norwegian, supplemented by a textbook.

The NoW website was launched recently in a seminar, where four other applications that support various aspects of language learning were identified as satellites or complementary technologies that can complement NoW and would support learning Norwegian. Lingobee was presented as one of the satellites. The participants at the seminar recognized the added value that Lingobee could bring to language learning and appreciated the new insights it would provide in bringing the thoughts and interests of the learners themselves into the classroom.

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