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TASK (WEEK 2 & 3): Design for CALL - possible synergies between CALL…
TASK (WEEK 2 & 3): Design for CALL - possible synergies between CALL and design for learning
INTRODUCTION
A new theoretical approach for education design (DESIGN FOR LEARNING) has emerged to provide a new way to think & design pedagogies among researchers, professional designers & teachers.
aim : to open up educational process by reusing and representing current successful educational designs for further sharing and discussing (Sun, 2016)
theoretical position : learning can't be designed but can be designed for
therefore, the emphasize should be directed on activity-centred design (what the students do)
designers must be aware that activities is shaped by:
individual learners' physical/digital setting
social setting/ organisation
learners' circumstances that constantly evolving
main focus:
forward-oriented design for learning
ecology of learning
architecture of learning
pattern-based approach
DESIGN FOR LEARNING is a theory of learning grounded firmly in the contemporary understanding of how people come to learn what they need to know to thrive in modern life (Goodyear & DImitriadis, 2013)
technology-enhanced learning (TEL)
Computer-assisted language learning (CALL)
Establish the role of technology in language learning
evolution of focus in CALL field
artefacts & technical systems in technology learning
instructional design
distance CALL (DCALL)
highlighted the relationship between technology, pedagogy and language learners' needs
DESIGN FOR LEARNING FRAMEWORK:
Pattern-based approach
investigated problem of technology-enhanced learning (TEL) in epistemic form
try to connect epistemic design, tasks and activity
use semantics and specialization to investigate epistemic design
provide the description of the problem and context in which the method is applicable
aim to externalize the knowledge to allow accumulation and generalization of solutions through discussion of all community members regarding the design
3 components structure for design pattern
the problem
context
solution
pedagogical (added by Laurillard (2012) in order to capture the pedagogy and learning principles behind the tasks
allow designers to:
narrate sequencing of teaching-learning activities
relate & map the activity to the learning design principles
CONCLUSION
this articles review the connections between CALL, learning design and the realities of technology-enhanced language learning environments
possible synergies between CALL & design for learning
similarities of CALL and design for learning as they emphasize:
learner-centred learning
task-based teaching & learning
activity-centred design
technology-integrated learning & online learning
sociocultural context of learning
participative and collaborative learning (constructivist principles)
designing pedagogical tasks
DISTANCE CALL /DCALL
Explicitness
transparents
no one to ask if we stumble
Flexibility
learners of all age
learners of all walks
Sociocultural & Learning Environments
process of choosing technology
contribution
potential
Foward/ Future Oriented design for learning
Redesign
revision
modifications
Reflection
not just one-off use
reflective thinking
Orchestration
bringing about harmony
Using all resources in classroom
Configuration
re-configuration
co-configuration
AN ECOLOGY OF LEARNING
re-focus educational planning and design, and to have the individual learners at
the centre.
connections between the learners, teaching design and campus planning (at university) in a learning system. :
e.g. between the material/digital elements of the system, between human/learner activity
context of a learner
learner
technologies
books
knowledge and skills
tools
other participants (e.g. the teachers)
the attempts to shift the focus of design and
analysis to an individualised learner and his/her learning environment.
to understand and explore the relationships and interactions
to reap the potential benefits afforded by the wide range of available resources
to optimise the resources available to a learner
AN ARCHITECTURE OF LEARNING
an alternative framework for capturing, designing and analysing learning networks
increasing complexity of modern learning environments
big agents (e.g. teachers, learners)
myriad of things (e.g.
voice tools, headset)
material and non-material stuffs (e.g. digital files)
various physical settings
sociocultural context
anything that can be designed with the goal of supporting somebody's learning comes to our remit
The relationships
interactions between the agents and a range of other elements are complex,
entangled, and evolving; all things are constantly influencing, shaping and being
shaped by each other.
Three dimensions of activities
set
social
epistemic
CALL
APPROACHES
Restricted CALL
Software, teacher's role and feedback offer limited and controlled alternatives to students.
Open CALL
Software, teacher's role and feedback offer free, flexible, and unlimited interactions with computers and occasionally with users.
Integrated CALL
Computers. digital devices and web-based resources offer normalized and everyday communicative practices and processes.
Social CALL
Encourages engagement, collaboration and learner motivation within a more learner-centred environment through problem-based and task based learning.
Atomised CALL
Personalized learning and learning is not driven by technology.
Task design and CALL
Task-design involves the creation of the original tasks, the major or minor adjustments during teaching, the re-design by learners to meet their own needs and so on.
Pedagogy-driven CALL
It is a detailed specification of what is needed for language-teaching and learning purposes in a specific context and attempts to describe the technological requirements to make it work.
TASK-BASED LANGUAGE TEACHING (TBLT)
Pedagogical and sociocultural TBLT
Sociocultural
Focus on language, culture, and social settings
Development of sociocultural context through interactions between the teacher and learners and among themselves
Pedagogical
Tasks should be pedagogically assembled
Bottom-up methods on teaching and learning
Technology-mediated TBLT
Tasks and technology are genuinely and productively integrated in the classroom.
Creates opportunities for genuineness in interactions
Promotes individualized learning
