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  • 1.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Apologising in British English2003Doctoral thesis, monograph (Other scientific)
    Abstract [sv]

    Avhandlingenatt undersöker funktionen av ursäkten som talakt samt sociala skillnader i dess användande i talad Brittisk engelska inspelad under tidigt 1990-tal. Materialet består av hundratals konversationer från formella och informella sammanhang och sammanlagt ingår över 1700 talare i den undersökta korpusen. Avhandlingen kan påvisa att artighetsyttringar såsom ursäkten är viktiga verktyg för att kontrollera och manipulera omgivningen och att det framförallt är medelklassen och andra grupper i maktposition som brukar artighetsformler till detta syfte.

  • 2.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Enhancement of In-Service Teachers Training Programme through Mobile Phones in Tanzania2009In: C&D-Learning: Adapting eLearning to Developing Countries: eLearning Africa 2009 - 4th International Conference on ICT for Development, Education and Training, Dakar (Senegal), 27-29 Mayo 2009, 2009, p. 17-19Conference paper (Refereed)
  • 3.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Social variation in the use of apology formulae in the British National Corpus2006In: The changing face of corpus linguistics, Amsterdam: Rodopi, 2006, p. 408-Chapter in book (Other academic)
    Abstract [en]

    This paper explores sociolinguistic variation in the frequency of apologising in the spoken part of the British National Corpus. The starting point for the investigation is the �apology formula�, represented by the lexemes �afraid�, �apologise�, �apology�, �excuse�, �forgive�, �pardon�, �regret� and �sorry�. 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 form the basis for the analysis. In the BNC, young and middle-class speakers favoured the use of the apology form. Only minor gender differences in apologising were apparent. The study implies that formulaic politeness is an important linguistic marker of social class and also shows that corpus linguistic methodology can successfully be used in socio-pragmatic research.

  • 4.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Dyrvold, Kristian
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Gregersdotter, Katarina
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Sheppard, Nicholas
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    David , McIntyre
    Kollaborativ Inlärning som startpunkt för utveckling av internetkurser inom ämnet engelska2006In: Från vision till praktik: Språkutbildning och informationsteknologi. Patrik Svensson (red.), 2006, p. 215-240Chapter in book (Other scientific)
  • 5.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Lindgren, Eva
    Steinvall, Anders
    Sullivan, Kirk
    Peer-based intervention och key-stroke logging som hjälpmedel för att stimulera språkinlärning i översättningsundervisningen2005In: Forskning om undervisning i främmande språk: rapport från workshop i Växjö 10-11 juni 2004 / [ed] I E. Larsson Ringqvist & I. Valfridsson, Växjö: Växjö University Press , 2005, p. 65-75Conference paper (Other academic)
    Abstract [sv]

    Artikeln undersöker 'Key-stroke logging' samt 'peer-based intervention' som vertyg för att utveckla översättning som utbildningsmoment

  • 6.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Lundmark, Carita
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Let’s Keep it Informal, Guys: A Study of the Effects of Teacher Communicative Strategies onStudent Activity and Collaborative Learning in Internet-basedEnglish Courses2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 2, p. 36-58Article in journal (Refereed)
    Abstract [en]

    The paper explores the quantity and quality of communication produced by teachers in Internet courses of academic English, particularly during the initial stages of course activity. The courses are entirely conducted in virtual learning environments without physical meetings, and are part of the Bachelor programme (A–C level) of English at Mid Sweden University. The pedagogic design of the courses is based on collaborative learning, which presupposes a communicative environment with positive interdependence and interaction, where knowledge is shared by students questioning and challenging each other. Consequently, the teacher’s role in setting communicative norms which encourage an environment of high acceptance, where students feel that they can express their opinions freely, is of utmost importance. The results suggest that there are two important factors that affect student activity in the initial stages of an online course: how much the teacher communicates with the class and the manner in which he or she does so.

  • 7.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Minugh, David
    Hincks, Rebecca
    Hudson, Jean
    Shaw, Philip
    Nygren, Åse
    An Inter-University Platform for Sharing and Collaborating in English Studies: Creating SEED (Sweden's English Educational Database for tertiary education)2009In: Language and Learning: Papers from the ASLA Symposium in Stockholm, 7-8 November, 2008 / [ed] Päivi Juvonen, Uppsala: Swedish Science Press, 2009, 1, p. 127-140Chapter in book (Other academic)
    Abstract [en]

    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.

  • 8.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Molka-Danielsen, Judith
    Molde University College, Norway.
    Future Directions for Learning in Virtual Worlds2009In: Learning and Teaching in the Virtual World of Second Life / [ed] Judith Molka-Danielsen & Mats Deutschmann, Trondheim, Norway: Tapir Akademisk Forlag, 2009, 1, p. 185-190Chapter in book (Other academic)
    Abstract [en]

    Some may claim that this book has been a showcase of case studies, without common thread. However, the common goal that runs through each of these cases is the focus on learning and the roles of learners and educators in learning activities. Do virtual worlds assist learning and do they create new opportunities? The answer from these analyses is “Yes” and this book demonstrates “how” to make use of the affordances of the virtual word of Second Life as it exists today. Yet, many questions remain both for practitioners and researchers. To give some examples: On what principles should learners’ tasks be designed, who are doing research on education in virtual worlds and what is the future of virtual worlds in a learning context? In this chapter we attempt to address some of these issues.

  • 9.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Outakoski, Hanna
    Umeå University.
    Panichi, Luisa
    Pisa University.
    Schneider, Christel
    ICC.
    Virtual Learning, Real Heritage Benefits and Challenges of Virtual Worlds for the Learning of Indigenous Minority Languages2010In: Conference Proceedings International Conference ICT for Language Learning3rd Conference Edition / [ed] Pixel, 2010Conference paper (Refereed)
    Abstract [en]

    This paper will present the Island of Avalon Learning in the virtual world of Second Life® (SL). Avalon Learning has been created under the ongoing European project AVALON for the design, testing and implementation of language teaching and learning in virtual worlds. Avalon (Access to Virtual and Action Learning live ONline) is a 2 year multilateral project funded under the EU EACEA Life Long Learning Programme (LLP) and runs until December 2010. The 10 participating European partners include 5 state funded universities (University of Manchester, University of Vienna, University of Pisa, Molde University College and Mid Sweden University) and 5 other public and private organisations (Verein Grenzenlos — Interkultureller Austausch, Verein Offenes Lernen — Sektion ‘TALKADEMY’, ICC International Language Network (International Certificate Conference e. V.), LANCELOT School GmbH and the British Council) operating in the following areas: language education, teacher training, intercultural training, language testing and certification, online education, publishing, business communication and networking, design of 3D environments and language learning in virtual worlds.The project is also associated with 5 other universities and 11 smaller educational institutions. The project is a transversal programme which targets language learners from the Leonardo da Vinci, Erasmus and Grundtvig communities. Not only does the project aim to create a platform in which these diverse learning communities can come together but it also has a particular interest in providing access to technology and language learning to learners in remote locations. The ultimate aim of the project is to create both a virtual environment and a sustainable community of practitioners and users which will outlive the project itself. Recent literature in the field endorses virtual worlds as a particularly appropriate platform for the development of oral language proficiency in distance education, collaborative and intercultural learning contexts and vocational training. The free client programme of Second Life®, for example, is a 3D virtual world accessible via the Internet and which enables its users to interact with each other through ‘Avatars’. An ‘avatar’ is the graphical representation of a computer user representing himself/herself or alter ego and communication with others is possible via both voice and text chat. Examples of learning scenarios from the Beginners Course of North Sami carried out in conjunction with the Avalon project will help to illustrate some of the benefits and challenges of using virtual worlds for the teaching and learning of languages in general and for indigenous minority languages in particular. Some of the benefits include the provision of online synchronous communication for linguistic communities which are dispersed over vast geographical areas, the co/re-construction of cultural and linguistic identity, opportunities for authentic language contact between native, heritage and L2 learners, the unparalleled creative dimension of the platform in particular in terms of individual and collaborative building and learner movement and freedom within the environment. This paper will conclude with a discussion of some of the challenges of using virtual worlds as a distance education platform in different language education contexts and how they may be overcome.

  • 10.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Panichi, Luisa
    Pisa University.
    Instructional Design. Teacher Practice and Learning Autonomy2009In: Learning and Teaching in the Virtual World of Second Life / [ed] Judith Molka-Danielsen & Mats Deutschmann, Trondheim, Norway: Tapir Akademisk Forlag, 2009, 1, p. 27-44Chapter in book (Other academic)
    Abstract [en]

    This chapter is based on the experiences from language proficiency courses given on Kamimo education island and addresses concerns related to teacher practice in Second Life. We examine preparatory issues, task design and the teacher’s role in fostering learner autonomy in Second Life. Although the chapter draws mainly on experiences from and reflections in the domain of language education, it has general pedagogical implications for teaching in SL.

  • 11.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Panichi, Luisa
    Pisa University, Italy.
    Talking into empty space?: Signalling involvement in a virtual languageclassroom in Second Life2009In: Language Awareness, ISSN 0965-8416, E-ISSN 1747-7565, Vol. 18, no 3-4, p. 310-328Article in journal (Refereed)
    Abstract [en]

    In this study, we compare the first and the last sessions from an online oral proficiencycourse aimed at doctoral students conducted in the virtual world Second Life. The studyattempts to identify how supportive moves made by the teacher encourage learners toengage with language, and what type of linguistic behaviour in the learners leads toengagement in others. We compare overall differences in terms of floor space andturn-taking patterns, and also conduct a more in-depth discourse analysis of parts of thesessions focusing on supportive moves such as back-channelling and elicitors. There areindications that the supportive linguistic behaviour of teachers is important in increasinglearner engagement. In our studywe are also able to observe a change in student linguisticbehaviour between the first and the last sessions with students becoming more activein signalling involvement as the course progresses. Finally, by illustrating some of thelanguage awareness issues that arise in online environments, we hope to contribute tothe understanding of the dynamics of online communication.

  • 12.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Panichi, Luisa
    Molka-Danielsen, Judith
    Designing oral participation in second life – a comparative study of two language proficiency courses2009In: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 21, no 2, p. 206-226Article in journal (Refereed)
    Abstract [en]

    The following paper presents two stages of an action research project involving two oral proficiency courses held in the virtual world Second Life. Course 1 was conducted during the Autumn of 2007. Based on the experiences of this course, we redesigned many aspects of it in order to improve student activity in terms of oral participation and gave the course again in Spring 2008. By analysing the recordings of four 90-minute sessions, two from each course, we were able to measure student participation based on floor space, turn lengths and turn-taking patterns, and in the study we discuss how different changes in design may have contributed to more favourable outcomes. Results seem to indicate that meaning focussed task design, which involves authenticity and collaborative elements, has a direct impact on learner participation and engagement. Furthermore, our results seem to suggest that technical and social initiations into a complex environment such as SL are important factors that have to be worked into the course design.

     

     

  • 13.
    Deutschmann, Mats
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Ädel, Anneli
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Garretson, Gregory
    Walker, Terry
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Introducing Mini-McCALL: A pilot version of the Mid-Sweden Corpus of Computer-Assisted Language Learning.2009In: ICAME journal, ISSN 0801-5775, no 33, p. 21-44Article in journal (Refereed)
    Abstract [en]

    In this paper, we present Mini-McCALL, a 1.3-million-word corpus of computer-mediated communication in the context of online English universitycourses.1 The data consist of three types of written communication – bothbetween students and between students and teachers – in English: discussionforum messages, e-mail messages, and documents handed in as assignments.This pilot corpus comprises the first stage of a proposed 10-million-word corpusof computer-assisted language learning based on the online English coursesoffered by the Department of Humanities at Mid-Sweden University (Mittuniversitetet).In what follows, we first consider e-learning – online, off-campus study,where the medium of instruction and communication involves computer technology– from a theoretical perspective, and the need for such a corpus as oursto facilitate research into this new learning environment, as well as into the languageused in e-learning. We then describe the structure and content of Mini-McCALL and highlight both the research potential of the material and studiescurrently underway, as well as looking forward to the future development of thefull Mid-Sweden Corpus of Computer-Assisted Language Learning (McCALL).Both Mini-McCALL and the ultimate McCALL corpus will be made freelyavailable to the research community.

  • 14. Hrastinski, Stefan
    et al.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Richardson, David
    Framåtblick2009In: Nätbaserad utbildning: En introduktion / [ed] Stefan Hrastinski, Lund: Studentlitteratur, 2009, 1, p. 117-121Chapter in book (Other academic)
  • 15. Lindgren, E.
    et al.
    Sullivan, K. P. H.
    Deutschmann, M.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Steinvall, A.
    Supporting learner reflection in the language translation class2009In: Learning Culture and Language through ICTs: Methods for Enhanced Instruction, IGI Global, 2009, p. 21-40Chapter in book (Other academic)
    Abstract [en]

    In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with peer-based intervention assisted the students in discussing how they worked with their translations, and enabled them to see how their ideas relating to the translation developed as they worked with the text. The process showed that Computer Keystroke logging coupled with peer-based intervention has potential to (1) support student reflection and discussion around their translation tasks, and (2) enhance student motivation and enthusiasm for translation.

  • 16.
    Lindgren, Eva
    et al.
    Umeå universitet.
    Sullivan, Kirk P. H.
    Umeå universitet.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Steinvall, Anders
    Umeå universitet.
    Supporting Learning Reflection in the Language Translation Class2009In: International Journal of Information Communication Technologies and Human Development, ISSN 1935-5661, Vol. 2, no 3, p. 26-48Article in journal (Refereed)
    Abstract [en]

    In a case study a University class undertook a translation from Swedish to English in a keystroke loggingenvironment and then replayed their translations in pairs while discussing their thought processes whenundertaking the translations, and why they made particular choices and changes to their translations.Computer keystroke logging coupled with peer-based intervention assisted the students in discussing howthey worked with their translations, and enabled them to see how their ideas relating to the translationdeveloped as they worked with the text. The process showed that Computer Keystroke logging coupledwith peer-based intervention has potential to (1) support student reflection and discussion around theirtranslation tasks, and (2) enhance student motivation and enthusiasm for translation.

  • 17.
    Molka-Danielsen, Judith
    et al.
    Molde University College.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Examining the Design of Learning Activities in Second Life through the Lens of Actvity Theory2009In: NOKOBIT 2009 / [ed] John Krogstie, Trondheim: Tapir Akademisk Forlag, 2009, 1, p. 1-12Chapter in book (Other academic)
    Abstract [en]

    Second Life (SL) has in recent years become accepted as a platform for educational activities, supporting a range of activities from informal meetings to complete courses offered in the 3D world as part of a university’s curriculum (Molka-Danielsen, 2009). Learning activities within SL can be identified as a form of e-learning[1], but one which in many ways differs from more traditional set-ups in Learning Management Systems (LMS). The goals and objectives of e-learning can vary widely. But, e-learning should ideally offer innovative ways of coming in contact with students. Such innovation can give universities access to new markets such as the support of distance students or lifelong learners. At present, e-learning for many universities is practiced as blended learning, and implemented more commonly through university administered LMSs. Studies support that most teachers do not innovate or change their way of teaching when adopting LMS systems. They use the LMS in the delivery of course content, but do not have learning activities that take advantage of the LMS functions that activate students or create relationships within groups. Similarly we hypothesize that teachers that are new adopters of SL may attempt to replicate real world classroom activities, instead of designing learning activities that take advantage of the pedagogic aspects of the SL environment. Such learning systems fail to support social constructivist pedagogies and as such the value to the students may be diminished. In this paper, we use the theoretical lens of Activity Theory to examine the operational mechanisms behind this issue.

    [1] To give a more general definition, e-learning is the mediation of learning through mediating artifacts such as information communication technology (ICT).

  • 18.
    Molka-Danielsen, Judith
    et al.
    Molde University College.
    Deutschmann, MatsMid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Learning and teaching in the virtual world of Second Life2009Collection (editor) (Other academic)
    Abstract [en]

    Virtual worlds are increasingly incorporated intomodern universities and teaching pedagogy. Over, 90 higher education institutions worldwide havedone teaching in the virtual world of Second Life(SL). This book is based on the first Scandinavianproject to experiment with the design and testingof teaching platforms for life long learning in SL.In 2007 the virtual island or"sim"in Sl called"Kamimo Education Island"was created. The projectgenerated a number of courses taught in SecondLife, and instructed educators in the use of Sl. This book disseminates the experiences andlessons learned in that project and from othereducational projects in SL This book provides aroadmap on issues of: instructional deSign, learnermodelling, building simulations, exploringalternatives to design and integrating tools ineducation with other learning systems.

  • 19.
    Molka-Danielsen, Judith
    et al.
    Molde University College, Norway.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Panichi, Luisa
    University of Pisa, Italy.
    Designing Transient Learning Spaces in Second Life: - a case study based on the Kamimo experience2009In: Designs for Learning, ISSN 1654-7608, Vol. 2, no 2, p. 22-33Article in journal (Refereed)
    Abstract [en]

    Through the grant “Virtual Campus for Life Long Learning” (NUV, 2007), we have gained experience in the design and building of a virtual island or “sim” in Second Life for the purpose of education.  This paper discusses the virtual representations, tools, context and spaces used in courses. While SL can replicate the classroom lecture, it gives further opportunities for interactive and active teaching as learning activities can be in dispersed and diversified virtual spaces. These are transient learning spaces because participants, activities and representations are in frequent change. Designing transient learning spaces raises different challenges and opportunities from the traditional physical classroom. Challenges include enabling new users to know where to go or how to behave. One opportunity is the ability to design and develop a new space for each course. This article will help the teacher and “sim” designers to recognize the factors of designing effective transient learning spaces.

  • 20.
    Molka-Danielsen, Judith
    et al.
    Molde University, Norway.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Richardson, David
    Kalmar högskola.
    Carter, Bryan
    Central Missouri University.
    Teaching Language in a Virtual World2007In: NOKOBIT 2007 / [ed] Laurence Habib, Trondheim: Tapir Akademisk Forlag, 2007, 1, p. 97-109Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    This article explores the development of a course for teaching a language in avirtual world. In partiCUlar we evaluate the' Course entitled, "Social English forDoctoral Students" that is in progress in the fan Semester of 2007. This COUrse willactivate learners and educators using a viuicty of support media includingMarratech conferencing system and Second Life virtual world platform. The pilotcourse part of a one year project sponsored by The Norwegian University program(NUV) is entitled "A Vinual Platform for Life Long Learning". In addition to thedevelopment of this course, we contribute with the development of an evaluationframework that may be applied to other Courses taught in Second Life as well.

  • 21. Nykvist, Bengt
    et al.
    Deutschmann, Mats
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    M-learning to empower the learner and to facilitate informal study groups2010In: eLearning Africa 2010, 5th International Conference on ICT for Development, Education and Training / [ed] ICWE, Berlin, 2010, p. 356-359Conference paper (Refereed)
1 - 21 of 21
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