Serious Games for Situated Learning ofVehicular Languages AddressingWorkNeedsH.Tsalapatas, O. Heidmann, R.Alimisi, E. HoustisLife Long Learning KA2 Project:530951-LLP-1-2012-1-GR-KA2-KA2MP
The consortiumUniversity of Thessaly (Coordinator)Center for Research& Technology HellasEuropean Welding FederationUniversita degli Studi Gulielmo MarconiTallinn UniversityHiST Contract Research
The idea 1/2 Individuals are often called to communicate in a foreignlanguage in cultural settings that diverge significantly fromtheir own and from one country to another. To meet work objectives, professionals rely on vehicularlanguages English, German, or French.
The idea 2/2 Existing professional training programs strive to bringlanguage competency to working levels, but many fail toaddress the diverging use of a “lingua franca” Upgrading training practices is important in order tokeep pace with the changing career context and rapidlyevolving labour-market (Cedefop, 2009)Cedefop. (2009) ‘Continuity, consolidation and change.Towards a European era of vocational education and training’.Cedefop Reference series; 73 Luxembourg: Office for Official Publications of the European Communities.
Pivotal QuestionHow can we promote professional language skill buildingaddressing the diverging use of a “lingua franca” with itsown variations, specific localized expressions andcommunication norms ?
siLang objectivesThe project will improve efficiency in business communication,competitiveness and employability, by implementing: A situated mobile-enabled serious game for language learningon business communication Adaptable learning activities immersing learners into rich,cultural work-related experiences Good practices on deployment, targeting trainers.Target groups: professionals, vocational workers and higher educationstudents
Core siLang methodologies Situated Learning«meaningful learning experiences can occur when ‘students’ areenculturated into authentic practices through activity and socialinteraction»Brown, Collins and Duguid (1989) Game-based learning Serious gaming approaches Role- playing practices and ‘narrative immersion’Brown, J. S., Collins,A. and Duguid, P. (1989). Situated cognition and the culture of learning. EducationalResearcher,Vol. 18, No. 1, pp. 32-42
The siLang processAnalysis ofcurrentstatus quo inprofessionallanguagelearningIdentify theissues non-nativesencounter inEnglishIdentify culturalaspects/ localpeculiaritiesImplement‘foldback’ storiesthat address theissues that wereidentifiedImplement thosestories in thesiLang software
siLang ‘foldback stories’ Narrative immersion: acting inside a story A story consists of realistic language scenes/situationsthat expose the user to a certain work-related languagetask. i.e communication in international settings, presenting ideasduring a meeting, greetings, scheduling etc. Once a task is completed another scene ‘unlocks’ and theplot unfolds. A central ‘hub’ is used to set ‘plot-critical situations’ thatthe learner cannot ignore or alter.
Fold-back stories- Prototyping
The siLang serious gameMain characteristics:o Situated adaptableo Portableo Touch-screeninterfaceso Traditional Internetaccesso Mobile accessTransfer effects tackled:◦ Syntax◦ Basic vocabulary andexpression repertory◦ Basic communication inbusiness◦ Practicing verbalcommunication
Foreseen outcomes the situated seriousgame for languagelearning on businesscommunication learning activities thatimmerse learners intorich cultural and workrelated experiences good practices ondeployment targetingtrainers web2.0 services foronline communication learningrequirements/methodologies reports andstatus quo analysis
Validation sites and activities Where? Greece, Norway, Estonia,Italy, Portugal With whom? Learners: professionals,vocational workers, highereducation students Trainers How? Validation activities willtake place in an on-goingmanner following the‘teaching experiments’methodology.
Find siLang online at: http://si-lang.netUniversity ofThessaly (Coordinator)Center for Research&Technology HellasEuropeanWelding FederationUniversita degli Studi Gulielmo MarconiTallinn UniversityHiST Contract ResearchThis project has been funded with support from the European Commission.This communication reflectsthe views only of the author, and the Commission cannot be held responsible for any use which may bemade of the information contained therein.