Rosetta Stone – we’re back!

Right, so I’m looking into getting the most out of Rosetta Stone again, after a few weeks off. Not necessarily for myself but for other language learners and considering pros and cons, so with a slightly different focus than before.

If you (or your institution) use it, please get in touch and tell me how/for which purposes it is used.

If you (or your institution) have use it in the past, please get in touch and tell me how it was used and why it isn’t used any longer.

I am planning to develop a full survey but will probably use this primarily for my own institution (if you work where I work – please also get in touch).

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#Innoconf18

Here are my notes from this year’s Innoconf:

Conference slides can be found here.

Welcome and first keynote

After a warm welcome to Liverpool (thanks, Open Day people!) and the University of Liverpool, the first keynote speech (From new literacies to transmedia literacies) was delivered by Carmen Herrero, who talked about fostering participatory cultures in language learning and teaching in Higher Education . She passionately introduced us to transmedia storytelling, and several projects where language practitioners come together to share their ideas, knowledge and materials, such as FILTA and FLAME. She also introduced us to the new trends of “Study Tubers“, students who share how they learn and thereby support others. Some of the channels she (and her daughter) follows are:

There will be a conference on New Approaches to Transmedia and Language Pedagogy soon, and you can apply as a research assistant right now (closing date: 2 July 2018).

Parallel sessions

Individual presentations will be made available, so I will only note down the main things I took away. The full programme and abstracts can be found on the conference website.

Learner behaviour and beliefs about giving and receiving feedback within the busuu language learning app, by Fernando Rosell-Aguilar

  • peer feedback encourages critical thinking because students need to deal with own and others’ work, being exposed to alternative approaches to a task
  • peer feedback can be unproductive, e.g. when cultural differences are not acknowledged
  • OpenLearn course: How to learn a language
  • apps can offer risk-free self-assessment but automated feedback may not alwqays be authentic

Improving feedback through computer-based language assessment, by Elena A. M. Gandini & Tania Horák (University of Central Lancashire)

  • developed own EFL exam that tests all four skills to guide pre-sessional and in-sessional offer
  • I wonder if this could be bought in instead?

First Year Undergraduates’ LInC project (Learning Independently and Collaboratively), by Géraldine D Enjelvin (University of York)

  • from autonomous learning to independent and collaborative learning
  • peer feedback is key!
  • tone of feedback is important: be clear but not blunt
  • tutor gave online feedback as well
  • developed critical thinking and employability skills
  • a module runnining over two terms can negatively impact on student motivation – emphasis needs to be on the journey/the learning (to learn) curve

Student-led grammar revision project: Empowering Level 1 Spanish beginners’ students to facilitate their own learning, by Nadezhda Bonelli (University of Sheffield)

  • start from ab initio – up to A2 by end of Year 1
  • project: students to deliver a presentation about a grammatical structure to Year 9-11 students at local schools
  • tutor feedback but not marked (assessment = pressure)
  • trust the students – you can!
  • chance to get less priviledged schools involved and show what university life can be about

Challenging, supporting and empowering students in multi-cultural, multi-lingual IWLP beginners’ classes: T&L responses to Internationalisation, by Alison Nader (University of Reading)

  • involves all four skills
  • mix of students: different year groups, backgrounds, study routes
  • this project looked at how to best support non-native English speakers learning French, and how (if) assessment can address interculturality
  • developed a new module that included workshops for listening and speaking practice, if students needed it in addition to the original module
  • original module now includes more independent study
  • new project: student involvement in curriculum development
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Rosetta Stone – fifth update

Really not motivated to log into Rosetta Stone again. I think I’ll borrow some films instead to listen to Swedish. Sorry, I guess the motivation was never strong enough to sustain this…cropped-daffs.jpg

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Rosetta Stone – fourth update

I have logged into Rosetta Stone this lunchtime to give it another go and see how much I remember. Turns out I recognised more than I though I would (which made me feel nice)!

I have experimented with skipping some of the units in Lessons 2 to 4, and completed the review sections. I have been able to match most pictures to vocabulary, which means that I recognised words and phrases from earlier sessions, even if I could not actively use them. Some words and phrases I could also guess (colours, sky, sunshine, I am, we are), but that’s surely no the way to do it!

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Rosetta Stone – third update

I cannot remember a lot of Swedish at all… I can remember that I have previously learnt about men, women, girls, boys and fish, and that I have learnt that they can swim, run, eat, drink and even drive cars and ride bicycles, but the only sentence I can create with any confidence is “fisken simmar” (The fish is swimming). I thought I knew how to say “the women are swimming” but I got it wrong because the plural for “women” is “kvinnor”, not “kvinnar”. You can see where this is going… and this is BEFORE logging into Rosetta Stone today.

I wonder…

Perhaps Swedish isn’t the language I should be learning at this moment in time, as I lack the passion for the language (remember: I was considering Maltese – because I like going to Malta, eat rabbit, enjoy sunshine, and am fascinated by the structure of the language). There may be other reasons why it isn’t working out; have a look at “The many reasons (32 so far) why we DON’T succeed in learning languages” by Benny Lewis for some. Hmm.

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Rosetta Stone – second update

I left a week between Rosetta Stone sessions to see how much I would remember and how easy it would be to carry on with the programme. Before today’s session I could only remember “de simmar” – they swim – and that I had been told the words for various people and activities, such as cooking, drinking and running. By the way, if you want to read more about forgetting, try:

Ridgeway, K., Mozer, Michael C, and Bowles, A. 2017. Forgetting of Foreign‐Language Skills: A Corpus‐Based Analysis of Online Tutoring Software. Cognitive Science. [Online] 41(4), pp. 924-949. [Accessed 10 April 2018]. Available from: 10.1111/cogs.12385

Anyway, I re-started in the Reading section of Lesson 1. Using the tool that lets you listen to a native speaker and shows you how your own pronunciation compares really helped to get back into the swing of things, and I could continue with the chapter quite easily. I felt like I had to shout at the microphone sometimes but that may have been because of my local audio setup.

Unit 1: Lesson 1: Writing

This section started with the same matching exercises the reading section had just finished with. At first I was a bit disappointed with this but it all became clear a few minutes later when I had to copy out the phrases that had been repeated.

I like that there is an inbuilt keyboard, or you can use the one that is attached to your computer.

I would have liked a bit more of a consolidation section before starting the next unit, but it turned out to be fine.

Unit 2: Core lesson

In this section we are introduced to vocabulary relating to food, transport modes and animals, using the words we already know from the previous sections, e.g. “the boy eats bread”. New words are introduced with  clear pictures, which is helpful, after some of the earlier picture clues were not always obvious to me.

Towards the end of this section I wondered if I had lost the necessary concentration, but persevered to get to the end of the section. Turns out I had definitely lost concentration as it became clear that the programme was teaching me to say “not”, as in “he does not sleep”. For a few minutes I had thought it might mean “afterwards” but looking back that would have been far to advanced! I should have stuck with modelling German grammar, which would state “der Junge schlaeft nicht”. So English seems to have interfered with my logic here!

During a break from the programme (but not having paused it) the microphone picked up sounds while I was talking to a colleague (in English) and I passed some tasks without actually trying. A bit unfortunate and confusing.

Learning outcome

From my point of view the key to using Rosetta Stone is patience and not trying to guess what it is teaching until it becomes really obvious. I find this difficult and would be intrigued to know if someone who has not learnt languages before would experience similar issues.

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Swap your papers now!

A bit of a random post but I have finally managed to write down what I have talked to people about for a while now…

One day I would like to attend a conference where nobody presents their own presentation but where everyone hands in a memory stick with their presentation saved on it when they arrive and later pick a memory stick from a hat. That memory stick then contains the slides they will present.

The idea behind this is PowerPoint Karaoke, an activity that invites improvisation and fun. During PowerPoint Karaoke participants deliver presentations that are timed and that they have never seen before.

This way

  • slides need to be clear and to be structured in a way that is clear to everyone, not just the person who created the slides
  • nobody is an expert and therefore some nervousness of presenting may be taken away
  • new viewpoints may be introduced

I suggest that each presentation is followed by a Q&A session that is led by the person whose presentation was shown (the “expert”). This would allow the experts to clarify anything that was missed out or was interpreted wrong.

Who’s with me?

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Rosetta Stone – first update

Unit 1: Lesson 1: Pronunciation

The first lesson was all about prounciation, as was to be expected. The software indicates how close you sound to the computer voice, via a traffic light system. This seems to work well so far. (I have also tried the pronunciation section for German, of which I am a native speaker, and the software showed that I am doing fine. You can imagine my relief.)

Unit 1: Lesson 1: Vocabulary & Grammar & Reading

After the introduction to pronuniciation, you are presented with flashcard activities, during which you have to (guess-)match pictures and words (which are written down and also spoken for you to hear).

I found the grammar parts not always logical to guess, but I managed to match most pictures up with sentences. So far I could not fully explain why they belong together, other than that I recognise them to belong together from earlier exercises. (I wonder if this is more difficult when the language you are learning is further removed than Swedish is from German and English and you cannot guess as easily.) I like that the examples used in the pronunciation section are repeated in this section, and navigation is very simple as well.

The reading section builds on the pronunciation section from earlier, repeating what I’ve been presented with so far, although I had to fight with the microphone picking up the correct noises in this section (this issue could easily be down to the fact I am using the software in a busy public space), which left me a bit frustrated and ready for the weekend.

snoring cat

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Rosetta Stone

Over the next few weeks I will to use Rosetta Stone, an immersive software for language learning, to see how it works and how effective it is for me. I can access it for free through my workplace, so I thought that I really need to give it a go.

Having read the review that Benny Lewis posted on his blog a while ago, I am definitely curious but also very aware that I may need to add other resources to the learning process to become confident in the language I am learning.

I was unsure which language to explore as my favoured choice, Maltese, was not available. I am mostly interested in seeing how the software works, so choosing a language was a bit difficult after that. Anyway, with the help of Twitter and work’s DVD collection I have decided to try my luck with Swedish. There are three levels for Swedish, offering over 30 hours of language material to work through. If you are interested in how Rosetta Stone’s levels compare to the Common European Framework of Reference for Languages (CEFR), they’ve already done the work for you.

I will post updates on my progress as I go along.

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Saving while using the library

Have you ever thought about how much you could save by not buying all the books you read? Could you estimate it?

Well, if you had ever wondered… The American Library Association (ALA) has published a Library Value Calculator. (Here’s a link to an exchange rate calculator for US Dollars (USD) to British Pounds (GBP).) And there is also a German version from the Kompetenznetzwerk für Bibliotheken (knb): the Bibliothekswertrechner. (Here’s a link to an exchange rate calculator for Euros (EUR) to British Pounds (GBP).)

You will see that it’s worth it: use your local, public, university and all other libraries, swap books with friends and colleagues, re-read old favourites, … and explore all the other library services while you are at it! Enjoy 🙂

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