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SiLang Serious Games for Situated Learning of Vehicular Languages Addressing Work Needs. Life Long Learning KA2 Project: 530951-LLP-1-2012-1-GR-KA2-KA2MP. H. Tsalapatas , O. Heidmann , R. Alimisi , E. Houstis. The idea 1/2. - PowerPoint PPT Presentation
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SiLangSerious Games for Situated Learning of Vehicular
Languages Addressing Work Needs
H. Tsalapatas, O. Heidmann, R. Alimisi, E. Houstis
Life Long Learning KA2 Project: 530951-LLP-1-2012-1-GR-KA2-KA2MP
The idea 1/2
• Individuals are often called to communicate in a foreign language in cultural settings that diverge significantly from their own and from one country to another.
• To meet work objectives, professionals rely on vehicular languages, such as English, German, or French.
The idea 2/2
Professional training programs strive to bring language competency to working levels, but many fail to address the diverging use of a “lingua franca” with its own variations, specific localized expressions and communication norms.
siLang objectives
The project will improve efficiency in business communication, competitiveness and employability in the partner countries, by implementing:• A situated mobile-enabled serious game for
language learning on business communication• Adaptable learning activities immersing learners
into rich, cultural work-related experiences• Good practices on deployment, targeting trainers.
The consortiumUniversity of Thessaly (Coordinator) Center for Research& Technology Hellas European Welding FederationUniversita degli Studi Gulielmo Marconi Tallinn University HiST Contract Research
siLang methodologies
• Problem- based learning• Situated Learning• Game-based learning – Serious game approach
Problem- based learning
Problem-based learning focuses on:• The use of self-directed learning skills• The formulation and prioritization of key
learning objectives in the context of a given scenario
• The collection of additional information which is considered useful for addressing those objectives
Situated learning scenarios
Model of situated cognition
«meaningful learning experiences can occur when students are enculturated into authentic practices
through activity and social interaction»Brown, Collins and Duguid (1989)
Brown, J. S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, Vol. 18, No. 1, pp. 32-42
Game- based learning
Model of Game-based Learning integrated in the siLang didactical framework (picture retrieved from Garris et al, 2002)
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33(4), 441-467
The siLang process
Identify the issues native Italians/Greeks/Portuguese/Estonians/Norwegians have with English
Create scenarios to address those issues,both from the point of view of the speaker
and the one spoken to
Implement thosescenarios in thesiLang software
Prepare the material neededin the scenarios (video, audio,
text, etc…)
Order of completion, from bottom to top
What is a ‘siLang scenario’?
• A real-life situation in which the user either has to practice English language in specific cultural contexts.
• A way to address an issue related to language learning which has been detected by a partner.
Possible scenarios You are at the Greek airport. A male employee in the information desk gives you directions about reaching the city center and the meeting place. Listen to him carefully and sketch the route in the graphical map using the appropriate tools.
Issues tackled:
Interpretation, listening, comprehension
Possible scenarios You have just received a sms sent from your colleague’s smartphone: Your colleague is asking for directions. She feels confused but close enough to the meeting place. Check the location of your colleague and based on your experience, type down a message and send it to her providing directions and help
Issues tackled:
Writing, practicing prepositions and modal verbs
The siLang software : a collection of scenarios
Scenario(understanding local English)
Scenario(expressing oneself in English)
Scenario(expressing oneself in English)
Scenario(expressing oneself in English)
Scenario(expressing oneself in English)
Scenario(understanding local English)
Scenario(understanding local english)
Scenario(understanding local English)
…
…
siLang
The siLang software : adaptive to the user
Scenario(understanding local english)
Scenario(expressing oneself
in english)
Scenario(expressing oneself
in english)
Scenario(expressing oneself
in english)
Scenario(expressing oneself
in english)
Scenario(understanding local english)
Scenario(understanding local english)
Scenario(understanding local english) …
…
siLang
PHASE 2
PHASE 3
PHASE 1The user answers some
questions (nationality) and select its area of interest
Selection of the relevant scenario by the software
The user plays the
siLang serious game
Main characteristics:Situated adaptablePortableMicro-worldsTouch-screen interfacesTraditional Internet accessMobile access
The siLang serious gameTransfer effects tackled:◦ syntax◦ basic vocabulary and
expression repertory◦ basic communication in
business ◦ practicing verbal
communication
Serious Game Design Principles
siLang innovation
siLang’s innovative approach in terms of serious gaming will be based on:• Integrating diverging language uses between
natives and non-natives;• Adaptability of learning situations • Instructor support • Use of “micro-worlds” for immersive, learning-
by-doing activities.
Evaluation plan
Evaluation through:• Teaching experiments• Engagement of teacher and learner user group– Professionals, higher education students,
vocational workers
External Evaluation Plan
• Portugal (2 groups) – 50 vocational workers and professional engineers– EWF will test the product in another 3 partner
countries from its network with the participation of 20 vocational workers at each of these sites.
• Italy (2 groups)– 10 higher education students at USGM – 10 professionals and vocational workers enrolled
into lifelong learning activities at USGM
• Greece (1 site)– higher education students at the University of
Thessaly; the group will consist of approximately 30 students
• Norway (3 sites)– 10 higher education students at Sor Trondelag
University College – 10 external vocational workers – 10 high school students in the area of Trondheim
• Estonia (1 site)– 15 higher education students and engineers at TLU
Find siLang online at: http://si-lang.net
University of Thessaly (Coordinator)
Center for Research& Technology Hellas
European Welding Federation
Universita degli Studi Gulielmo Marconi
Tallinn University
HiST Contract Research
This project has been funded with support from the European Commission.This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.