| 1. |
- Dennhag, Inga, 1969-, et al.
(författare)
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Exploring gender stereotypes about interpersonal behavior and personality factors using digital matched-guise techniques
- 2019
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Ingår i: Social behavior and personality. - : Scientific Journal Publishers. - 0301-2212 .- 1179-6391. ; 47:8
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Tidskriftsartikel (refereegranskat)abstract
- The current study explores gender stereotypes among Swedish university students (n=101) studying a course in psychology, using a matched-guise experimental design. The gender identity of a speaker in a dialogue, manifested by voice, was digitally manipulated to sound male or female. Responses to the recordings indicated that an actor with a male voice was rated significantly less conscientious, agreeable, extraverted, and open to experience than the same actor with a female voice. On social behavior, there was a tendency for the actor with a male voice to be rated as more hostile than the same actor with a female voice. The study suggests that stereotype effects rather than real behavioral differences may have an impact on perceived gender differences.
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| 2. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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An Inter-University Platform for Sharing and Collaborating in English Studies: Creating SEED (Sweden's English Educational Database for tertiary education)
- 2009. - 1
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Ingår i: Language and Learning. - Uppsala : Swedish Science Press. - 9789187884221 ; , s. 127-140
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Abstract: SEED is a two-year nationally-funded Swedish project (2006-2008) intended to establish a bottom-up, self-sustaining inter-university Internet-based network among active teachers and students of English in Swedish universities. This report describes its concepts, organization, failures and successes, and the general lessons that can be learned from the experience of creating and implementing such a network. SEED provides university students and teachers of English with two components: (i) a collaborative space for joint projects and exchange of ideas and (ii) a database repository of learning objects in the field of English studies. The interactive collaborative section is currently hosted by the Stockholm University version of the Sakai VLE (“Mondo”), and via guest logins is available to researchers, teachers and students at all levels. The repository in database form (currently less developed) uses the MIT/HP system called DSpace, which permits full integration with international library practices for documentation and retrieval. Once fully launched, SEED may serve as a model for similar networks in other fields of language studies, or other university areas.
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| 3. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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Analyzing the Design of Telecollaboration in Second Life Using Activity Theory
- 2011. - 1
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Ingår i: Teaching and Learning in 3D Immersive Worlds. - Hershey : Information Science Reference. - 9781609605179 - 9781609605186 ; , s. 151-168
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Bokkapitel (refereegranskat)abstract
- Internationally, Second Life (SL) has in recent years become accepted as a platform for innovative educational activities at many universities. One such activity includes ways of enabling students coming in contact with other students in so-called telecollaboration. Using an Activity Theoretical model, the present case study describes the design and initial implementation of a telecollaborative learning activity between four universities in Second Life. The four student groups were all attending quite different programs and the main challenges encountered were that of accommodating the different needs taking the diverse motivational objectives of each group into account, and making use of affordances the tool (SL) in this pursuit.
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| 4. |
- Deutschmann, Mats, 1964-
(författare)
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Apologising in British English
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis explores the form, function and sociolinguistic distribution of explicit apologies in the spoken part of the British National Corpus. The sub-corpus used for the study comprises a spoken text mass of about five million words and represents dialogue produced by more than 1700 speakers, acting in a number of different conversational settings. More than 3000 examples of apologising are included in the analysis.Primarily, the form and function of the apologies are examined in relation to the type of offence leading up to the speech act. Aspects such as the sincerity of the apologies and the use of additional remedial strategies other than explicit apologising are also considered. Variations in the distributions of the different types of apologies found are subsequently investigated for the two independent variables speaker social identity (gender, social class and age) and conversational setting (genre, formality and group size). The effect of the speaker-addressee relationship on the apology rate and the types of apologies produced is also examined.In this study, the prototypical apology, a speech act used to remedy a real or perceived offence, is only one of a number of uses of the apology form in the corpus. Other common functions of the form include discourse-managing devices such as request cues for repetition and markers of hesitation, as well as disarming devices uttered before expressing disagreement and controversial opinions.Among the speaker social variables investigated, age and social class are particularly important in affecting apologetic behaviour. Young and middle-class speakers favour the use of the apology form. No substantial gender differences in apologising are apparent in the corpus. I have also been able to show that large conversational groups result in frequent use of the form. Finally, analysis of the effects of the speaker-addressee relationship on the use of the speech act shows that, contrary to expectations based on Brown & Levinson’s theory of politeness, it is the powerful who tend to apologise to the powerless rather than vice versa.The study implies that formulaic politeness is an important linguistic marker of social class and that its use often involves control of the addressee.
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| 5. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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Combatting Linguistic Stereotyping and Prejudice by Evoking Stereotypes
- 2020
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Ingår i: Open Linguistics. - : De Gruyter Open. - 2300-9969. ; 6:1, s. 651-671
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Tidskriftsartikel (refereegranskat)abstract
- The article offers an account of two projects conducted at Örebro University and Umeå University, Sweden, which are aimed at raising awareness of issues related to linguistic stereotyping using matchedguise-inspired methods (Raising Awareness through Virtual Experiencing [RAVE] funded by the Swedish Research Council and a Cross-Cultural Perspective on Raising of Awareness through Virtual Experiencing (CRAVE) funded by the Marcus and Amalia Wallenberg foundation). We provide an overview of the methods used in university courses, with the aim to raise awareness of how stereotyping can affect our perception. We also give a more detailed account of the findings from two case activities conducted in Sweden and the Seychelles. Here the response patterns indicate that the perceived gender of a voice as well as the accent (native vs non-native) do affect respondents’ judgements of performance. We were also able to show that discussions and reflections inspired by these response patterns led to raised self-awareness of matters related to language and stereotyping. The article then moves on to a critical query of our methods and also contextualizes our work in a broader discussion on methods and initiatives for how educational institutions actively can contribute to combatting (language) prejudice and discrimination in various ways.
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| 6. |
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| 7. |
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| 8. |
- Deutschmann, Mats, 1964-
(författare)
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Creating Online Community : Challenges and Solutions
- 2013. - 1
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Ingår i: Cases on Professional Distance Education Degree Programs and Practices. - Hershey : IGI Global. - 9781466644878 - 9781466644861 - 9781466644885 ; , s. 86-111
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Bokkapitel (refereegranskat)abstract
- The challenges in creating a collaborative environment for online learning are great. This chapter describes some practical examples of community building in online learning contexts and discusses the effects of such activities. It draws its data from six years of online courses in English at Mid Sweden University, where the author was employed from 2003-2009 and worked with development and implementation of their Internet course program.
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| 9. |
- Deutschmann, Mats, 1964-
(författare)
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Creating online community : challenges and solutions
- 2018
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Ingår i: Online course management. - : IGI Global. - 9781522554738 - 1522554726 - 9781522554721 ; , s. 368-387
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Bokkapitel (refereegranskat)abstract
- The challenges in creating a collaborative environment for online learning are great. This chapter describes some practical examples of community building in online learning contexts and discusses the effects of such activities. It draws its data from six years of online courses in English at Mid Sweden University, where the author was employed from 2003-2009 and worked with development and implementation of their Internet course program.
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| 10. |
- Deutschmann, Mats, 1964-
(författare)
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Debating across borders
- 2011. - 1
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Ingår i: Informed design of educational technologies in higher education. - Hershey PA : Information Science Reference. - 9781613500804 - 9781613500828 - 9781613500811 ; , s. 241-269
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Bokkapitel (refereegranskat)abstract
- Internationally, virtual world environments such as Second Life® (SL) have become accepted as platforms for innovative educational activities at many universities in recent years. One such activity includes innovative ways of students coming in contact with other students in so-called telecollaborations. The present case study explores the initial stages in an Action Research process, namely the design and initial implementation of a telecollaborative language learning activity between four universities in Second Life under the EU-funded Avalon project. The chapter describes how theoretical frameworks including the Ecology of Language Learning (van Lier, 2004), the Five Stage Model of Computer Supported Collaborative Learning (Salmon, 2004) and Activity Theory (Leont'ev, 1978) were used in order to address different aspects of the design of the course. Based on questionnaire responses from students and observations, the chapter then goes on to evaluate the relative success/failure of the first course trial. Finally, the chapter discusses the implications of the lessons learnt from this pilot project on further developments of the course concept in the action research process, and goes on to discuss implications of the findings for the use of virtual worlds in more mainstream educational settings.
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