| 13371. |
- Lange, Herbert, 1987, et al.
(författare)
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MULLE: A grammar-based Latin language learning tool to supplement the classroom setting
- 2018
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Ingår i: NLPTEA 2018, the 5th Workshop on Natural Language Processing Techniques for Educational Applications, Melbourne, Australia, 19th July 2018. - Melbourne, Australia : Association for Computational Linguistics.
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Konferensbidrag (refereegranskat)abstract
- MULLE is a tool for language learning that focuses on teaching Latin as a foreign language. It is aimed for easy integration into the traditional classroom setting and syllabus, which makes it distinct from other language learning tools that provide standalone learning experience. It uses grammar-based lessons and embraces methods of gamification to improve the learner motivation. The main type of exercise provided by our application is to practice translation, but it is also possible to shift the focus to vocabulary or morphology training.
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| 13372. |
- Lange, Herbert, 1987, et al.
(författare)
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Putting Control into Language Learning
- 2018
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Ingår i: CNL 2018, the 6th International Workshop on Controlled Natural Language, Maynooth, Co Kildare, 27-28th August 2018; published as volume 304 of Frontiers in Artificial Intelligence and Applications. - Amsterdam : IOS Press. - 0922-6389. - 9781614999041
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Konferensbidrag (refereegranskat)abstract
- Controlled Natural Languages (CNLs) have many applications including document authoring, automatic reasoning on texts and reliable machine translation, but their application is not limited to these areas. We explore a new application area of CNLs, the use of CNLs in computer-assisted language learning. In this paper we present a a web application for language learning using CNLs as well as a detailed description of the properties of the family of CNLs it uses.
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| 13373. |
- Langelotz, Lill, et al.
(författare)
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Bildung (folkbildning) in new settings - Peer group supervision as self-buildung
- 2011
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Ingår i: NERA Congress "Rights and Education", Jyväskylä, Finland, 10 12 March 2011.
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Konferensbidrag (refereegranskat)abstract
- Various kinds of teachers’ professional development include teachers meetings in group for reflection. A variety of models such as facilitating within action research, peer supervision and lesson studies are growing within the field of school development. A lot of the models refer to Anglo-Saxon literature or a specific model developed by Handal & Lauvås used in teacher education in Norway. Such models or the literature around are rarely related to the Nordic concept of bildning and folk enlightenment. In this paper, we will discuss peer supervision and teachers’ professional development in the light of the Nordic tradition rooted in the Continental concepts of Bildning and folk enlightenment based on an example from a teacher team practicing peer group supervision. A formal teacher team in a secondary school with a core of six teachers has during two years met once a month discussing pedagogical and educational issues. They have followed a fixed model and one teacher at a time has moderated the meetings. A researcher has followed these meetings by tape-recorded and summarized the sessions. The summaries have later on been a basic to evaluate the peer group supervision and further discussions and reflections with the team as well as the principal. Analyses show similarities between how the peer supervision is conducted within the teacher team and the Nordic tradition of study circles and research circles used within the folk enlightenment. The discussions develop and move further and deeper by beginning in the personal and already known to continue in the unknown, which Gustavsson (1996) maintains to be understood as a hermeneutic achievement. The meeting with the unknown brings us closer to reflecting about ourselves and gives us an opportunity to examine our everyday practices and problems. Within the Nordic tradition as well as in peer supervision the collective development is specific interest. Peer supervision as developed by Handal & Lauvås can fit under the Action Research umbrella. Noffke (1997, 2009) describes three dimensions of action research the personal, the professional and the political. In our study we find these three dimensions; the personal growth, the develop as professionals and the normative expectations on teachers willingness to contribute to school development.
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| 13374. |
- Langelotz, Lill, 1968, et al.
(författare)
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The Access Dilemma and Ethical Considerations
- 2022
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Ingår i: CRITPEN workshop.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In an ongoing (2020-2023), Swedish Research Council Project – The Invoice Project, we explore teachers’ CPD in three municipalities in Sweden. The project started with a ‘following the money’-approach; 1000 invoices from 73 schools (elementary and upper secondary schools, including special needs education), were collected to explore what kind of CPD is paid for and offered to teachers, in an era of decentralized market governance and a CPD field wide open to commercial actors. The overarching aim is to deepen the understanding of teacher learning, in times when different stakeholders try to get external control and impact on education and teachers’ work. The project addresses the following research questions: • Which CPD is offered to teachers in Sweden? • What is the impact of CPD on the teacher profession? • Who has power over CPD decisions and what are the characteristics of purchasers and providers of CPD provided in terms of links and network relations to these power brokers? • How do contextual and site-specific conditions influence teachers' CPD? Furthermore, the project aims to contribute with a fresh methodological approach and theory-package to interrogate policy and practices of teacher learning. The fact that stakeholders, with different power and interests, are involved and struggle to have impact and get hold of time (and money) is commonly referred to as a policy phenomenon. This underpins our theoretical and methodological decision to turn to policy ethnography (and network ethnography) inspired by Ball (2016). Its ontological view of networked practices implies that it is necessary not only to follow people but also things and events as subjects rather than passive objects or outcomes of investigation. The necessity is reflected in the overarching practice-ecological lens we have adopted from the theory of practice architectures (TPA) (Kemmis et al., 2014). As within policy network analysis, Continuing Professional Development is here understood as a practice, affecting other practices. In this respect the theory provides an ontological, methodological, and analytical lens that makes it possible to analyze the enabling and constraining arrangements around for example teacher learning and professionalism (Mahon et al., 2017). In other words, it uncovers the relations between the practices of CPD and the material-economic, social-political, and cultural-discursive arrangements that hold the practices in place (Kemmis, et al., 2014; Mahon, et al., 2017). Thus, the theory secures a dynamic view on policy practices and their connections as policy phenomena. The methodological challenges (problems) we would like to explore and discuss in the CRITPEN workshop is based on some of the experiences of collecting data in the above-described project. We call this the ’access dilemma and we will highlight it at a macro, meso, and micro level: • In the initial phase of the project, the Swedish National Agency of Education closed access to their database and school-level statistics concerning, among other things, pupil results, teacher qualification, and socio-economic measures. • One municipality (the largest in the study) made access to CPD invoices difficult, even though municipal invoices represent official documents in Sweden. • Independent schools in Sweden are not obliged to provide access to their data and statistics relevant to our study. • Head of administration in one of the municipalities declines our offer to present results on staff development days (blocks access to teachers and principals). • Principals (with reference to teachers’ workload) prevent access to interviews with teachers The above examples of access problems hang together with policy reforms (c.f. Kemmis et al., 2014), introducing market mechanisms in the Swedish education sector over the past decades. This put limitations on critical research that aims to explore the consequences that a marketized CPD field potentially has for teachers’ work and profession. Further, we struggle with official web-sites where small companies (sometimes academic colleagues) describe and offer their continuing professional development courses/workshop etc.
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| 13375. |
- Langelotz, Lill, et al.
(författare)
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The practice of Peer Group Mentoring – traces of global changes and regional traditions
- 2012
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Ingår i: paper presented within the the Sympsosium: 'Nurturing the Nordic tradition of educational action research: regional cooperation meeting the Global in a Conversation' at AARE conference, Sydney, December 2-6, 2012..
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Konferensbidrag (refereegranskat)abstract
- (How) is it possible to make professional learning communities compulsory? (How) can teachers be forced to become ‘better professionals’? Framed by postmodern assumptions, an overall aim of this study is to understand and interpret why a constrained model of peer group mentoring (PGM) was successfully used, in a Swedish teacher team, as a tool for professional development. Framed by Kemmis & Grootenboers theory of Practice Architecture and Foucault’s notion of power, the result show traces both from a regional perspective in form of a Nordic educational tradition such as adult liberal education and global changes and local policies had an impact on the PGM practice.
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| 13376. |
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| 13377. |
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| 13378. |
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| 13379. |
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| 13380. |
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