|
|
| (2 intermediate revisions by 2 users not shown) |
| Line 1: |
Line 1: |
| − | <nowiki>The following outcomes are foreseen in the siLang work plan. All outcomes are the subject of the evaluation strategy design described in this document. | + | {{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} |
| − | • An analysis of the current situation in countries represented in the consor-tium through project partner organizations, namely Greece, Norway, Estonia, Italy, and Portugal, in relation to:
| + | |
| − | o Didactical approaches used towards professional language education
| + | |
| | | | |
| − | o Existing services and language learning practices targeting profes-sionals
| + | === Learning Definitions === |
| − | o Deployment of ICT in general and serious games in particular to-wards language education
| + | |
| − | o Accreditation related to professional language skills
| + | Understanding needs and barriers to adult learning is important for the design of learning interventions that target adults. It further facilitates wider adoption of R&D outcomes as it provides insight on the perspectives of the final users and their motivation in using products, content, and services. For this reason, the analysis in the following section follows principles used in market research for the introduction of new products into specific sectors. It revolves around functional, psychological, and economic considerations in the area of adult education with an emphasis in foreign language learning. |
| − | • A situated learning framework for professional language education. The framework will expose learners to typical use of vehicular languages in the context of professional communication. Activity-based learning will draw inspiration from real-life aiming to empower professionals to apply newly developed competences directly on the job
| + | |
| − | • A language-learning serious game with a focus on promoting communica-tion capacity on vehicular languages taking into account cultural influen-ces and communication context
| + | *[[Page 4.1|Adult Learners Needs and Requirements]] |
| − | • Good practice examples on the integration of the proposed serious game and situated learning approaches into language learning practices in the form of a video gallery that demonstrates the usage of the siLang applica-tion and examples from actual deployment
| + | *[[Page 4.2|Language Instructors Needs and Requirements]] |
| − | • A wiki targeting language educators that will provide insight on emerging learning approaches and technology that offer the potential of enhancing existing practices
| + | |
| − | • Evaluation results from the deployment of the proposed situated learning methodologies and language learning games in real-life learning experi-ments in Greece, Norway, Estonia, Italy, and Portugal
| + | |
| − | • A project portal
| + | |
| − | • Informational material in printable form
| + | ---- |
| − | • A bi-annual project newsletter providing updates on project activities, pro-gress, and interim outcomes
| + | Click [[Main Page|here]] to go back |
| − | • Publications to conferences
| + | |
| − | • Presentations to stakeholders for dissemination purposes
| + | |
| − | • Workshops in Greece, Norway, Estonia, Italy, and Portugal promoting the adoption of siLang outcomes by the targeted professional training com-munity
| + | |
| − | • A strategy for the post-project exploitation of siLang outcomes and the sustainability of results
| + | |
| − | </nowiki>
| + | |
Understanding needs and barriers to adult learning is important for the design of learning interventions that target adults. It further facilitates wider adoption of R&D outcomes as it provides insight on the perspectives of the final users and their motivation in using products, content, and services. For this reason, the analysis in the following section follows principles used in market research for the introduction of new products into specific sectors. It revolves around functional, psychological, and economic considerations in the area of adult education with an emphasis in foreign language learning.
