This blog is my learning journal for my English Philology basic studies (25 ECTS) at the Humanities faculty at the university of Oulu. I will be updating this blog with reflections on my learning and studies in the courses we have:
- Academic Communication
- Approaches to English Linguistics
- English Grammar
- Introduction to Literature and
- British and North American Studies
After the 25 ECTS course, I’ll continue with intermediate studies (35 ECTS) needed for a subject teacher qualification (=60ECTS).
You can also find links to learning resources about language, grammar, and dictionaries, youtube channels etc. in this blog.
I’m Paula, an experienced localization professional and certified vocational teacher specialized in international business communication, service design and localization as well as a qualified Swedish language teacher.
Welcome to my blog!
PS: If you are interested in online blogs as a tool for learning like me, then I recommend reading for example: “An article on online blogs as a reflective tool: The Journal of Technology Enhanced Learning, Innovation and Change Volume 1, Issue 1 ISSN (online) 2049-7385 Research Article Online blogs as a reflective tool – the experience and support needs of a group of international students in Higher Education David Weatherall (Sheffield Hallam University) Copyright © 2015 David Weatherall. This is an open access journal article distributed under the Creative Commons Attribution License, which permits the unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
From the article written by David Weatherall:
“Reflective practice has a place in conventional education but has a grounding in more practical subjects. Online according to Farmer et al. (2008) blogs draw on the social constructivist educational theories of Vygotsky and Ferdig usefully provide four central pedagogic benefits of blogging for students:
- Assisting students to become subject matter experts through a process of regular scouring, filtering, and posting.
- Increasing student interest and ownership in learning.
- Giving students legitimate chances to participate and enculturating them into a community of practice.
- Providing opportunities for diverse perspectives.”