I imagine 9 months ago, when Jason Liebman, Daniel Blackman and Sanjay Raman were still working on Google Video and YouTube at Google, they must've had a pretty clear vision of the product they wanted to launch. Because in just 8 months, they've conceptualised, coded, funded (to the tune of $8million) and launched howcast.com. The story's sexy. But is the product hot?
According to the PR, howcast.com is a new How-To Video Site for Consumers, and directors program for emerging filmmakers. What it feels like is videojug.com - another site that's got lots of FREE how-to videos like How to Paint a Wall, How to Get Paid for Donating Plasma How Not to Get Mugged, etc etc.
The idea is slightly different - consumers are supposed to watch and share instructional how-to videos. The content is scripted by professionals, then filmed (for $50) by emerging filmmakers who also share 50-50 in the ad revenue. And then we're all supposed to participate - to rate, to comment, to suggest, to subscribe etc, while the ad guys sign up to buy relevant ad space.
howcast.com's technology's more advanced - when watching a video, you can follow step by step, play them in slow motion, zoom in on certain areas, or print a text guide.
Jason Liebman, CEO and co-founder of Howcast wants to bridge the worlds of user-generated content and professional vidoe and thinks 'instructional video is a perfect place to start.'
Well. The site's slick. It looks good. It embeds great community features. It's got a good search engine. It's got a hint of sleek apple design. They've got a revenue model for their content. And the logo's got the must-have 'beta' label attached.
Howcast.com isn't doing anything new. But will it take off? I blogged videojug.com last year. A great site, great concept, but I don't use it (not even in approaching all those DIY jobs I keep mucking up in my flat). I can't see why howcast.com haven't ticked every possible box for an Internet start-up. But only time will tell if it will work.
And although I searched and searched, I couldn't find a video on How To Secure $8,000,000 funding for your cool Internet start-up company. Although if I did, I suspect it might open with the words, 'First, resign from your job at Google...'
I've been really busy this week, trying to launch my new website, www.talkirish.com. I've finally got it up - although I'm still tweaking it - so make sure you go and check it out.
So what's www.talkirish.com all about? Well, it's an Irish language learning website, aimed at adult learners who a cúpla focal or or no Irish. Right now, we're working hard to publish lots of free Irish language learning materials - such as podcasts, flashcards and language learning games. They're not live yet, but we're going to launch these as soon as we can.
If you're trying to learn Irish, or if you know someone who's trying to learn Irish, go to www.talkirish.com or sign up now for our podcasts. The more people I can sign up in advance, the more free learning materials I can provide on www.talkirish.com!
In schools, obesity levels are rapidly rising and teachers face pupils hostile to traditional competitive sports.
The solution? Dance Revolution!
According to the BBC, this computer dance programme has got teenage girls in Luton into the gym and working out.
I can't see how the actual idea is all that different from me following my yoga dvd at home, rather than in a guru-directed class, except that the pupils dance on individual mats, that score their performance.
Students can compete against each other, or simply work towards a personal best.
Now, wouldn't it be interesting if we could create a great big touch-sensitive gym floor, that enabled us to load a variety of exercise programmes into its system, rather than using a series of dance mats?
Or if we could create an interactive multi-angled camera system that films and interprets your 3D performance, rather than just your foot position?
Although, I'm not sure I really need the computer saying 'Michelle, you need to stretch 22% more into the Plough Pose to achieve maximum flexibility'.
I've recently had to attend some workshops on business skills. I learned best in the workshops where the facilitators were humourous. This made me curious about how I learn...so I've been reading more of my How the Brain Learns book (David Sousa). Here are a few laughter and learning facts:
- Laughing gets more oxygen into the bloodstream...oxygen is pure brain fuel.
- Laughing causes a surge in endorphins - these are the body's natural painkillers, and they give you a feeling of euphoria.
- Endorphins stimulate your brain's frontal lobes. This can lead to increased focus and attention span.
So laughing not only gives you a physical feel-good effect, it makes you feel better mentally.
Laughter also decreases stress, boosts your immune system and relaxes muscle tension.
I don't usually associate training or teaching with laughter. I'd say most people are the same. But I do know that my favourite teachers at school were the funny ones. Children like to laugh. School is boring. The funny teachers were popular.
I'm not an ideal training candidate. I'm not used to spending a day at a table, listening to other people's presentations. I get bored if the content is too familiar or badly presented...I need to get up and walk about, or sit on the floor, or 'get away' to focus myself...I need to eat something frequently - not just a biscuit with a coffee break - I mean I need chocolate and nuts and something to drink just about every hour...
So seeing how some trainers and presenters have managed to keep me engaged during all-day presentations has been interesting. And I've found that even if I can't get up and move around, eat or break away, I can still stay focussed if the trainers are funny.
Two trainers who made a great impact were a classic double act - Martin York and Peter Miller from G4H - a UK firm who specialise in sales and marketing execution.
Martin and Peter jokingly introduced themselves as Ant and Dec. Throughout their extremely well-polished workshop, they punctuated theory with insider anecdotes and humour.
I stayed engaged because I didn't want to miss the jokes or anecdotes, but the laughter meant the learning experience was powerful, positive and memorable. It also helped that their content was strong and concise.
And Aidan Harte of Optimum Results, Ireland was also good trainer. I'd a bad start to this workshop, having not had enough food and no nibbles with me. I then missed the mid-morning snack and ended up having to go until lunch without food...not good!
But Aidan's use of anecdotes and humour to underline points got us all laughing and bonding, contributing more stories and facts to the shared pool.
Laughter enhances Learning. Now where can I learn how to be funny?
I'm a book fiend. Ever since I was a child, I've been sneaking over to a strange bookcases, and quickly reading as much as possible of what interests me.
This can lead you to some fairly interesting discoveries. As I mostly buy my books from Amazon these days, I don't browse so much. I specifically purchase what I was recommended or intended to purchase. Online I don't go in with one book in mind and come out with three.
But still other people's bookshelves lead me to interesting new material. Having worked my way through all the things I wanted to read on my boyfriend's shelf, I was left last night with Fermat's Last Theorem, by Simon Singh.
I am not a maths fiend. I had avoided this book, which describes the solution of Fermat's Last Theorem, the World's Most Famous Mathematical Problem.
*snore*
But last night I wanted to read myself to sleep, so I figured the book would serve its purpose.
Except it kept me awake. 77 pages into the paperback and I had to force myself to put the book down and put the light off.
Apart from the fact the book is well written and explains maths in a way that even my father (a maths teacher) never did, it contains so much of the story of knowledge. It describes the building of the library at Alexandria, and its destruction. It describes scholars fleeing the flames clutching anything they could find. And it describes how these precious manuscripts and books were protected and persecuted throughout the following centuries.
What struck me most was the fact that the books stored knowledge. And normal people, whose brains can't contain all that knowledge, went to the libraries, to the books to access what they needed when they needed it.
The destruction and dissipation of the knowledge set the development of mathematics and other disciplines back by centuries.
Today so much useful information is stored across the world on servers. One rare book in a hallowed library in Trinity College Dublin can be scanned in and put online, where thousands of people can access it simultaneously. On a smaller scale, I have documents that I never print, that exist only on my laptop or Google documents space.
Microsoft is buying old bean fields in the US. They're not going to be planting seeds. They plan to build the huge data centres that will be needed to cope with our data storage and processing demands. Google operates scores of data centres, and is building more (read more at the Guardian).
As more and more information goes on line, and more and more information is just created and only exists online, it feels like we're creating the digital equivalent of the library of Alexandria. Something huge and precious, only this time it's accessible to millions across the globe, 24/7/365.
But this worries me. I don't really understand data storage. I once had my laptop and 3 year's of work fried in a matter of seconds. This taught me the value of back-up systems. But a back-up is just as vulnerable to corruption or destruction as the original.
Our access to information and the world's knowledge has never been so widespread. But what systems do we have in place to protect online knowledge? Can we expect to see modern-day barbarians - knowledge terrorists - attack the world's data centres in an attempt to destroy the information they disagree with? Have we strategies for data conservation and protection?
I suspect my 1GB memory stick isn't quite up to the job.
I listed my top ten e-learning tools on the Centre for Learning & Performance Technologies. Check out the post here. Ignore the fact I look as though I am flexing muscles only an e-learning consultant could be proud of.
Up until May 2007, I was a very basic mobile user. I had an old Sony Ericsson that I used mostly for texting. I didn't ring on it much because after a few minutes, the phone hurt my head. I didn't use the built-in camera as my digital camera was much better.
I didn't invest money in a new phone because I never really knew what a phone could do for me. I knew what my needs were, but the ads and shops were just plain confusing. And even though mobile operators only had to provide text and talk packages that made them loads of money, the packages were always so convoluted that I only ever felt like I was signing up to be ripped off. So I just stuck to my old O2 pay as you go, 200 free texts a month sim.
Buying a new phone always seemed to be about how it looked. How pretty it was. The ringtone. And for some people, the camera. I'm not big into brands or the latest gizmo, and couldn’t care less about what my phone looks like.
But then my boyfriend introduced me to the world of smartphones. He explained what the different phones and operating systems could do. And with his advice, I quickly bought a nokia n73 and changed from O2 to T-mobile to get a decent data plan, although I got ripped off on T-mobile's roaming charges (not cost effective if you live between Derry and Donegal).
But with the dataplan, I could access the web all day for the flat rate of £1. So suddenly I was able to check gmail through the gmail app, check google maps, browse the web etc.
Of course, checking mail meant needing to reply to mail...needing to reply to mail meant a data input problem, so I bought a bluetooth igo Stowaway fold-out keyboard for £40.
Having solved my data input problem, I installed quickoffice - so now I can view and edit word docs, excel sheets and powerpoint presentations. I've got the 85,000 words of my unfinished novel on my phone. That's where I edit it these days.
When I wake with great blog or game ideas in the middle of the night, I input them into my phone. It's where I do my shopping list. My expenses. I use the calcium calculator app.
I've stored music and podcasts on my phone. I've used the camera instead of my usual camera. I've taken pictures and videos of the neices and nephews. And pictures of the wine labels I've enjoyed so next time I'm in the offie, I can browse my wine label collection for one I liked.
And for learning French, I use my slovoed French dictionary - with thousands of text and audio entries, I can translate and learn on the go.
When the iphone arrived, I couldn't understand the fuss to be honest. Yes it is soooooo pretty. And touchscreens are where it's at (no more figuring out what buttons to put where – just produce one really nicely designed device and let the software do the work. When you've figured out how to do something better, you just upgrade the software).
But I'd been using my phone to do pretty much anything the iPhone can do, and maybe a bit more. So when I read in this Guardian article yesterday that 'The launch last year of Apple's iPhone proved that people will use the internet on a mobile phone' I got a bit annoyed.
The iPhone did not prove that people will use the Internet on a mobile phone. However, the iPhone ad campaign was the first mobile campaign that took time to teach people how they could use their phone.
The iPhone, ironically, is the first phone that I can think of that wasn't sold on its looks. No sexy models caressing the casing. No hot young dudes connecting with their equally hot friends on the latest must-have phone.
Apple didn’t have to sell the phone on how sexy it looked. It was an Apple product. Looking sexy was a given.
What they did instead was use their 30 second ad to give the consumer a brief tutorial in how to use your mobile. They showed us how to send an email. How to browse the web. How to check the weather on your phone.
Irritatingly, this does mean that proud new iphone owners spend their time giving me tutorials in how to send an email or browse the web. I have to say, Apple do it better. And quicker - check out their ads here.
The same Guardian article has quoted Scott Horn, general manager of Microsoft's mobile communications business group as saying "Our goal is to put a smartphone in every person's pocket."
First things first, for advertising, communications and learning, mobile technology's where it's at. More people have mobiles than have PCS. Smartphones are a stepping stone. Google and Microsoft are both throwing lots of time and money at the mobile market.
But the big problem I find here is not the phone or the software. It's the data plans. Scott Horn can put a smartphone in everyone's pocket, but what's he going to do about the rip-off data plans?
The mobile phone operators have realised that consumers want more than just text and talk. And that if we want to talk, we might want to use VoiP. Instead of texting, we want IM. And they don't want that.
I’ve got an O2 web bolt-on on my phone. O2 describe this as being ‘Unlimited Internet Access’.
What it really means is that I can browse the web and get email. I can use no more than 200MB of data per month. I can’t use internet radio, audio streaming, video streaming, skype, msn or any other instant messaging, no VoIP, no P2P, no FTP, no remote desktop, no remote access of any sort, no modem use.
And this wonderful deal only applies to UK usage…if I go abroad (which for a Northern Irish consumer means if I visit sunny sunny Cavan) I’ll be charged £8/MB.
Mobile operators used to only have to figure out ways of selling incredibly lucrative talk and text packages to consumers. Now they have to deal with all the different types of demands that mobile web brings with it.
And I get the feeling that until the mobile operators can figure out a way to truly fleece me on each individual mobile need I have (which might take them years), or until Google become a network provider, I’ll have the endure the joys of ‘Unlimited Internet Access’.
This is an old video on mobile technology, but it's quite interesting. It features American model, Anina, who has been named Nokia Champion the last two years in a row for her innovation in the mobile space.
The interview was NERDTV's first interview with a woman. And it shows. The interviewer, Robert Cringly, seems mostly pleased that he is interviewing a model, rather than being engaged in Anina's talk. But the video's well worth the watch.
Couldn't find it on youtube to embed here, so you'll have to visit PBS.
Lingro have translated their site into French, Spanish, German, Italian and Polish, so massively expanding their targe user base.
And they've launched some brand new FREE language learning tools (again I ask, HOW are they doing it???). I've not had a chance to play properly with everything, but I've grabbed two of their widgets to help ESL readers of my blog.
The first of these is a badge that enables users to open my page in Lingro. This means they can then translate it to the language of their choice. If this is helpful for any of my readers who have English as a second language, please please let me know! It's near the bottom of the right-hand column - try it out now.
The second widget for your blog or website displays a real depth of thought from the Lingro team. When users find a translation missing in Lingro, they can use the widget to contribute a translation for the missing word. This is clever because although the Lingro team have put a huge up-front effort into creating their tools and resources before launching, the Web 2.0 model of their ongoing project requires user-generated content to continually add value. Disseminating widgets to where their people might need them most is a great idea.
I haven't had time to check out the other tools, so if anyone has a go and wants to feedback here, they're more than welcome!
New FREE Lingro language learning tools include:
- a "sentence history" page that lets you see the sites you've visited through Lingro, the words you clicked on and the sentences they were in. - A new dictionary building tool that lets people enter translations of missing words. - A Swedish dictionary which translates back and forth between all the other languages on Lingro (Lingro say they've had loads of requests for it from users).
I'm a fan of Lingro...but I'd love to know what other people think! Post a comment with what you think of Lingro's new tools.
Check out my previous post on Lingro for more info on the website and tools.
lingro.com is a cool new language-learning website I've been using this week.
lingro is different from other language-learning sites I've seen. First of all, it's free. Working with an open-source philosophy, lingro has created dictionaries for learners of English, Spanish, French, German, Italian and Polish.
The dictionaries are open-source - if you don't find a word, you can add it. Or if you're using a derivative of a root word, you can link to the root word (not sure if what I link to affects what other people see, or if it's just my dictionary).
But lingro isn't just a collection of open-source dictionaries. The lingro team have cleverly linked together a series of tools. First you can look up a word in the dictionary. You'll get a definition(s), perhaps a phrase, and in some cases audio.
You can then add this word to your wordlist. From your wordlist you can then review words, or go to the games section to learn them. At the moment, the only game is a basic flashcard game, but the team are working on putting more together.
Apart from the dictionaries, you can also use their web viewer. The web viewer doesn't translate an entire page from one language to the next - it enables you to click individual words for a translation. I know I've used something like this in Firefox before - it's a great little tool for someone who's trying to improve their understanding, but is lacking key words. You can add the words you look up to your wordlist - giving you a list of vocab you need to work on.
Lastly, lingro has a file viewer, which enables you to open a file (.txt, .doc, or .pdf) in your web browser. You can then click each individual word in that doc for a translation, and add words to your word list for further learning.
For a test, I tried opening my 60 page word doc of 'Le Petit Prince' with images. Lingro's file viewer was able to cope with this long, image-heavy doc and quickly opened the file ready for use. Pretty cool.
Essentially, a lot of what lingro offers is not new. Language dictionaries aren't. Word lists aren't. Page viewers and integrated translators aren't. Flashcards certainly aren't. But what lingro does is it joins the dots...everything is integrated. It streamlines the process. It's pretty simple to use. And it's free.
The lingro.com team is made up of Artur Janc, Paul Kastner and Holmes Wilson who are all lingotechnophiles (I just made that word up!). They seem to be a pretty cool bunch, who are all for making it easy for people to learn and be creative using opensource technologies.
But guys...here's a question from someone who's trying to create online language learning resources, who loves opensource, who loves web 2.0, who believes learning shoudl be free and open to everyone...how are you funding your work??? I'd love to be creating free language learning materials for Irish, but can't get a model that enables me to create quality materials and interesting learning engines while not starving...and certainly no model that interests the funders!
When I was growing up, I learned what I knew from these main sources:
- people teaching me things they knew (like how to tie your shoelaces, where to get the sweetest blackberries in Autumn - a limited number of books (purchased in bookstores, or borrowed from libraries) - TV (both educational and entertainment) - newspapers - school
I read a book a day as a child. I read anything I could get my hands on, mostly because the supply was so limited. And I learned what I could where I could.
But now the Internet gives us 24/7/365 access to almost any information in a bewildering array of formats. And Christian has asked said that the challenge is not now in getting information to people, but rather in making sure information is "being continuously accessed and kept alive in the minds of individuals...to create the conditions which sustain a dimension of human capital which results in the data being continually accessed and "embedded" in living humans."
I don't think that this is a new problem...we've had this problem for centuries. We've always had information...but have we always embedded it, shared it and used it?
And I feel this issue now compounded by new problems. Our digital information formats haven't been around long - we're still learning how best to use them. We have to figure out how to get people to read and understand our digital information. And once they've read it, how do we get them to remember it?
The way I work now, when I read any information, I make a decision about whether or not I need to store the fact. If it's something I know I can access on the Internet via mobile or my laptop, I often make a decision not to remember the information. If it's something I've read in a book, I often make digital notes so I can quickly access the information later on my trusty laptop, rather than trying to find the book. But this information is just data. It stays on my PC. I can come back and find it, but it doesn't feel like part of the knowledge I carry in my head.
However, some information is so amazing, so sticky, so exciting or so interesting it just embeds itself in my head. I don't get a choice. And this then becomes part of my knowledge.
I agree with Christian - Libraries or the Internet can contain infinite amounts of information. But it's how we use that information, the connections and deductions we make, that create knowledge. I guess data/information are like building blocks. But knowledge is what enables us draw up the architect's plans.
Recently I got to chat to Tom Harte of imcreative.co.uk. Tom is an Interactive Incentive and Performance Management solutions provider.
A what?
Tom designs interactive games that enable employers to drive productivity in a creative and competitive way. These games enable workers to compete against each other at work.
Tom demo'd some of his solutions for me. By rewarding productivity with real-life rewards - anything from extra holidays to cash bonuses - his games increase motivation levels. Workers can view their performance on their PC, or on a big screen on the operational floor. They can even compete individually or as a team against co-workers across the globe. And it turns out that harnessing the basic human urge to win is very good news for productivity and profits.
From the instant Tom showed me his solutions, I knew they work. Because one summer I worked in a shirt factory. We did a 10 hour day with one half hour break for dinner. I was at the end of the factory line - ironing shirts before they were packaged for delivery. I had to iron a minimum of 80 shirts an hour to earn my basic wage.
Everyone had their minimum number of pockets to sew, sleeves to cut out, or collars to fit. And all we did all day long was mentally compute whether or not we'd done enough work to make a bonus. And if we had made our bonus, how much it was. And whether we'd earned more than the person sitting nearest you.
If only Tom's games had been around then! Providing workers with incentives makes them perform better. And providing learners with incentives makes them learn better.
It's long been known that a Hogwart's style 'house' system helps children in schools achieve more. In a house system, pupils belong to one of a number of houses, and these houses compete over the year to win points.
But we only have Performance League tables, pored over retrospectively by anxious parents and governors. These tables report on how pupils have performed - they don't actually help the pupils perform.
So is it about time that our Government perhaps invests in an Interactive Incentive solution for our schools? Perhaps a nationwide performance board that reflects who's doing what well, when and where?
Imagine a system where the houses in each school compete internally for points, then the highest performing house goes on to compete locally, then nationally. Couldn't this really motivate all types of learning performance - from sport and academia through to social action?
Incentives like education-related trips or scholarships could be awarded. Top houses could be profiled. And instead of an empty facebook-style chattering space, we could have an educational space that rewards, connects and motivates learners.
In 2003 I read this BBC article on teaching children to write using computers, rather than pencils and paper. I haven't heard much about the practice since, but following a conversation with my mother (an ex-primary school teacher) on how myself and my brothers and sisters learned to read and write, I became interested in it again.
In Norway, 18 schools decided to teach children how to write just by using PCs. So instead of spending hours and hours being taught how to draw the 26 letters of the alphabet using one hand, the children are taught how to type using all ten fingers. This makes the act of writing a lot easier for children.
Arne Trageton, the associate professor in education at Stord/Haugesund College says he is not opposed to handwriting. But points out that in the 'real' world, hardly anyone writes by hand anymore. Yet in our schools small children are forced to handwrite at a time when it is a challenge to their developing motorskills.
Traditional hand-writing skills are taught in the Norwegian schools - but they are introduced at the age of 8, when the children pick the skill up much more quickly.
The director of the school district, Vidar Aarhus, describes the practice as 'learning by playing' and believes that the children become better writers because they avoid 'technical difficulties' of mastering the physical act of writing.
Handwriting still matters in today's school system. Despite the fact that most pupils will graduate into a world where the occasional scribbled post-it note is likely to be the most they will have to hand-write, they must take exams by hand. Research has shown that pupils with faster handwriting get better exam results. The researchers who discovered this have recommended that we teach handwriting throughout school. Why? Why not teach children the keyboard skills they're going to need - the skills that will give them an advantage in the 'real' world? And why not let them take exams by PC?
But back to Writing without Pencils. I really like the idea that children can spend time becoming creators at an early age, rather than consumers. And instead of making small children sweat over recreating a legible 'q', you can free them to explore creating words and sentences, to expressing themselves.
Has anyone experienced this method of teaching a child to write?
I've been taking a bit of time out to get my place in Belfast redecorated and as near to finished as I'll be able to do, so I've not been focusing on my e-learning work. But I have been thinking about some discussions I've read on the left-brain, right-brain theory. It started with Donald Clarke's reaction to Clive Shepherd's Neuromyths post.
I only know the basics of how the brain works, although I've bought some books and bookmarked some sites so I can read up on the subject when my DIY torture is over. My interest in how the brain learns isn't just academic or professional. In my early 20s I acquired a brain injury. The first thing I was told about my brain injury is that brain damage is permanent. That what has been destroyed will never come back. That I might be able to 'compensate' for my losses, but I would never get anything 'back'.
This is a frightening situation to be in when you can't remember your second name, what you did five minutes previously, or how to finish the sentence you have started. When you don't know how to tie your shoelaces, how to make a cup of tea or even feed yourself. I didn't know the names of objects like a cooker, fridge or chair. At 23 I was bedbound, feeling like a toddler with a whole world of learning in front of me. Except my brain wasn't the information-hungry tabula rasa of a child. It was full of holes. Damaged.
Recovery has taken years. And in the event I feel I have learned a lot about how I learn, how I retain information and how you it's possible not just to 'compensate' for brain damage, but how you can overcome it.
One of the things i feel very strongly is that my brain has two very different basic modes, which may be labelled as 'left' and 'right', but would probably be more usefully described for me as 'verbal' and 'non-verbal'.
After my brain injury I had difficulty in perceiving depth. I would walk into a shop or down a street, and if I was unfamiliar with the space, I could not see any depth - it was as if a poster was in front of my nose, and I could not tell what was 2D or 3D. Every step felt like a step into an abyss. I overcame this simply by forcing myself to enter spaces and making my brain work. A lot of early recovery felt like this. Brute force. Making my brain work but not understanding how it was working.
Prior to the injury I was a very good portrait artist. Afterwards my depth-perception problem meant I could copy from a 2-D picture, but really struggled with drawing from life. After several frustrating years of trying to recapture my drawing skills, I found a book called 'Drawing on the Right-Hand side of the Brain'.
This book is full of the cheap pop-psychology of left-hand, right-hand brain...but the book works. It will teach you how to switch your brain into the non-verbal mode that best helps you draw. It taught me how to switch consciously into the mode best suited for the activity I was doing. It also taught me how to draw again, a skill I thought I'd lost forever.
Learning to drive was one of the last big achievements I've made since my illness. I've posted earlier about how I found this a difficult process, as it felt to me like a 'right' brain activity - non-verbal, but I felt my brain to be in constant conflict as I was being taught how to drive verbally. Since getting my licence my driving has improved leaps and bounds, because when I'm in the car, my learning is not interrupted by having to talk or listen. I simply drive and absorb what I'm doing without words. This mode is non-verbal or 'right-brain'.
The brain is an incredibly complex organ - we can't pretend to understand much more than the basics. And as humans, we like simplifications. What could be nicer than pretending that this mysterious mass of nerves and neurons can be divided into two parts and easily understood? After all, don't we have men and women, darkness and light, rain and sun?
Left-brain, right-brain isn't correct. The advances in neurology we're currently seeing will of course reveal to us a much more complex picture - after all, it wasn't so long ago that we were taught that we only use 10% of our brains.
But for me, I found that the simplification of left-brain, right-brain helped me recover from my brain injury. It has helped me immeasurably since. Of course it doesn't help any learner to apply a strict theory to how they should learn - an intuitive approach is best.
Language learning in real-life situations is both important and effective.
But when I'm on holidays, I'm not into carrying bulky phrase books or dictionaries around all day. And I hate not having audio files for pronunciation. The solution? An audio and text dictionary on my mobile.
slovoed.com are a Russian software team who provide great mobile dictionaries in over 130 languages. I've been using Slovoed's French-English dictionary to:
1 pick a word and listen to an audio file for pronunciation guidance 2 read example phrases of the word being used in different contexts 3 create flash cards 4 review flash cards with a quiz 5 personalise the dictionary with your own vocab 6 explore hot links in every entry, so you can easily jump from word to word
That's just a list of the features I find useful - you can see a full list of OS-specific features here.
With slovoed mobile dictionaries, you can get a dictionary on your mobile from just $15 (price for the Simbian OS English-French dictionary - different language partners have different prices - the Spanish-Catalan dictionary is about $60).
I've been using various ipod packages for language learning, but haven't found anything that works. I'd be interested to hear if anyone else has found an effective way of learning a language on the go?
PS...My favourite French phrase on my slovoed dictionary is under Drink/Boire:
