Please enable JavaScript.
Coggle requires JavaScript to display documents.
Design For CALL - Coggle Diagram
Design For CALL
INTRODUCTION
:fire:
technology-rich and learner-centred learning contex :star:
re-thinking and re-designing pedagogies
Educational design-project based innovation :star:
project based innovation
learning process
individual stand-alone technological tools
relationship between technology, pedagogy and language learner :star:
unsystematic
frameworks and approaches.
theoretical lens to examine CALL design :star:
systematic,
holistic
principled and sustainable way.
factors
complexity of the contemporary learning environments
capturing and designing for both the macro nd micro
Strengths of CALL :star:
interdisciplinary
multidisciplinary
CALL's Focus extensions :star:
ecologies and architecture of a learning environment
learning process (learn-place and learn-time)
two subfields of CALL :star:
TBLT
DCALL
SIMILARITIES :check: (CALL & DfL)
task-based T&L
activity-centred design
online learning
sociocultural context
constructivist principles
designing pedagogical tasks
learner-centred learning
Design for learning (DfL)
Forward-oriented design for learning :pencil2:
Aspects/Phases
Re-design
designing originally with built-in support and flexibility to be performed easily and fluently
e.g. design of new communication platforms
Reflection
ensuring actionable data gathered at learn time for system evaluation.
e.g. design of assignment-submission alert
Orchestration
providing support for the teacher’s work at learn-time
e.g. system design for teacher intervention in students’ ‘slow’ pairing and grouping
Configuration
anticipating and preparing/equipping what students/other agents might configure suiting their specific needs
e.g. system design for co-teaching and team-marking prompted by a new teaching arrangement – team-teaching
An ecology of learning :fountain_pen:
Possible Connections
Human
e.g. between human/learner activity
Non-human
e.g. between the material/digital elements of the
system
Context of a Learner
buildings
books
technologies
tools
ther participants (e.g. the teachers)
knowledge and skills
learner
social environment
An architecture of learning :pencil2:
Frameworks
myraid of things
(e.g. voice tools, headset)
material and non-material stuffs
(e.g. digital files)
big agents
(e.g. teachers, learners)
various physical settings and sociocultural contexts
Building Blocks
activity dimensions
the set
on the top
the social
on the bottom
the epistemic
physically and socially situated
Pattern-based approach :fountain_pen:
Added dimensions
Sociocultural epistemic design
Task specification & semantics
pedagogical patterns
learning design principles
T&L activities
Basic structure
context
solution
problem
DFL TAKES THE POSITION OF
:check:
Teachers as designers
Teaching as design
Innovation-making use of existing knowledge and adding to it
effective design considers
learning and teaching ecology
architecture of a
learning environment
CALL learning environment includes
artefacts
language-learning
apps
websites
Others
CALL
CALL
:fire:
three phases :fire:
underlying pedagogical and methodological approaches :fire:
Behaviourist CALL
Integrative CALL.
Communicative CALL
2003 Revamped :fire:
Restricted CALL :star:
Open CALL :star:
Integrated CALL :star:
normalisation of technology via :check:
invisibility
intergrated
concept of Atomised CALL :check:
wikis
teacher-led or self-access activities
social networks
personal learning environments
‘learning is no longer technology-driven but needs-driven :check:
pedagogy-driven CALL design approach :star:
more rigid and principled
extremely detailed
extremely detailed,
comprehensive
steps
including the description of the learning environment
system requirements,
learning architecture,
activity framework
linguistic/didactic
functionalities
iterative conceptualisation
specification, and evaluations of preuse and
postuse.
social presence (SP) :star:
cognitive, social and teaching presence,
commonly referenced frameworks for investigations
of formal higher-level online education
the centre of the language
learning and teaching process, :check:
The centre of material and
task design
Social CALL :star:
shift
from the learning-via-transmission mode of pedagogy towards social technologies,
developments in portable digital devices
constructivist
principles
promoting participative and collaborative learning
make learners active agents and users of the target language
producing authentic language-learning environments
utilising the task-based
approach
urges that a much more productive rather than passive role
interactive and visually stimulating environments
for problem-based learning.
enhance
engagement, collaboration and learner motivation
within a more decentralised,
democratic and learner-centred environment
Distance CALL
emerged in mid 90s
The synergies between traditional distance-language learning and CALL gave birth to DCALL
pedagogical concerns for DCALL
explicitness
flexibility
sociocultural contexts and the learning environments
the process of choosing technology in particular sociocultural contexts
the contribution of “low-end” technologies
potential and contribution of new learning environments
TASK BASED LANGUAGE TEACHING :explode:
criticised for lacking a ‘pedagogical dimension
must try to understand the demands of ‘everyday pedagogy’
at the classroom level
have detailed information/description on activity, involvement, purpose
and language use.
language learning is set in a
sociocultural context
develops through interactions
develops through interactions
Second dimension of :fire: TBLT
sociocultural dimension
focus beyond language to culture
descriptions of the learners and social settings
eg :rules of classroom interactions,
division of labour, community
3 levels of tasks
Symbolic and material artifacts
Subject and collective
community, rules and division of labour
Active System AS :check:
computer-mediated communication (CMC) environments :check:
technologymediated
TBLT
on a par with
new developments
potential synergies between
TBLT and CALL was finally formally put into CALL’s agenda :check:
digital translation of
face-to-face or paper-and pencil tasks
CONCLUSION
:unlock:
CALL
long-term technological innovation
valuable in education & technology
DfL
If merged with CALL
add value to CALL
could play major role
DESIGN FOR CALL :lock:
adopt latest developments
in learning design
TASK DESIGN AND CALL
:check:
task-based pedagogical
approach and Online courses
Challenges
The process of design
the learners
the context
language pedagogy
empirical findings
Effective design should include
ecologies of the study
architecture of a
learning environment
MAJOR DIFFERENCE :warning:
Design foci