StudyBook:
The research project investigates foreign language learning at university level. It takes its starting point in an integration of general learning theory and foreign language acquisition theory, so as to highlight their potential interdependency. It seeks to measure learning processes and outcomes in an online facilitated context which enables students and educators to personalize educational progression. It is hypothesized that social media platforms offer collaborative applications, which enhance interaction, negotiation of meaning and feedback - central elements of learning processes in general and of foreign language learning processes in particular. The project includes qualitative and quantitative investigations of the processes relating to input, collaboration, processing and testing of new knowledge and its quality in interaction. The model below illustrates basic hypotheses and their interdependency underlying the research.
The research group is involved in ‘engaged scholarship’ through very close cooperation with ao the upper-secondary school sector in Denmark, through active collaboration with Danish and international companies that work within social media and it has strongly influenced the development of the (foreign) language learning ICT platform StudyBook in cooperation with Podio. The research carried out is empirical and problem-oriented, it uses qualitative and quantitative methods to investigate how social media may interact with foreign language learning requirements in order to supply effective learning environments that appeal to students of the 21st century.

Constituents of foreign language university learning (UFO group)

The ultimate aim of the project is to identify those particular didactic and ICT tools that best support the students in their learning processes, enabling them to define and pursue their individual goals. Didactics are adressed in an exploratory manner based on assumption that didactics for social media/ICT platforms differ in their nature from didactics addressing more traditional learning environments, but also that progression, adding new knowledge to existing knowledge are features of learning that may indeed be facilitated effectively and with long-lasting effect in ICT learning environments due to ao these environments’ adaptability to individual needs.


Sprogkernen – www.sprogkernen.dk is a project undertaken by the UFO group in collaboration with DEA and KUA. In early 2010 a grant from the Danish Ministry of Education and co-financing from KUa and CBS made it possible to initiate a project aimed at addressing the challenges that foreign language learning faces in Danish upper-secondary schools and at university level.
Sprogkernen aims to identify challenges, analyze potential and present recommendations to policy makers, educators, pupils and students that will enhance and harness interest in intercultural competencies, foreign language learning and their inherent globalization potential. Making it possible for new generations of students and Danish employees to act in a global environment as ambassadors of globalization is key to Danish growth and international success for organizations and companies and the present lack of knowledge and skills within these fields must be addressed in innovative 21st century modes.
The project had hosted two workshops and one conference. In the autumn of 2010 the project’s flying squad is visiting a number of Danish upper secondary schools to further qualify and sharpen the recommendations through qualitative interviews with teachers and pupils. Results of discussions, interviews and a small test-bed, which tests some of the recommendations already identified, will be presented on 12 May, 2011 at a launch event at DEA.
The following overview summarizes project findings as of October 2010:

The overview below identifies preliminary recommendations from the project: