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Design for CALL – possible synergies between CALL and design for learning…

- - - - narrate a sequence of T&L activities
      - relate and map the activity to the learning design principles
- - - - learners age group
      - learners background
    - - potential & contributuion of environment
      - technology
    - - distance
      - isolation
      - transpparent
- - - - Explore & understand the interaction and relationship (elements, optimize resources)
      - Pattern based approach (Cross- disciplinary pedagogical patters)
      - Try to capture & articulate its own unique epistemic design pattern
      - CALL teachers build & share design knowledge among practitioners.
    - - Forward oriented design for learning
        
        Timely-shifting design thinking and activities from traditional design-as-final-products to design-as-process
      - Re-orientates teachers to a forward-looking , proactive design stance
      - Pattern based approach
      - Ecology and Architecture of Learning
        
        Micro
        
        Social
        
        Ex: Relationship and interactions between participants and elements
        
        Macro
        
        Physical
        
        Ex: Learning space, Artefacts , Computer files , Online tools
        
        Epistemic
        
        Ex: Learning material & Instructional sequencing
- - - - focus on individual needs
      - Integrate task & technology genuinely and productively
- - - - Evolution in CALL field
        
        distance CALL (DCALL)
        
        relationship between technology, pedagogy and language learner
        
        instructional design
        
        technical system in technology
- - - - activities shaped by
        
        social setting/organization
        
        learners' physical/digital setting
        
        learners' circumstances