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DESIGN FOR CALL, 6 approaches of CALL - Coggle Diagram

- - - - It is a theory of learning grounded firmly in the contemporary understanding on how people come to learn what they need to know
    - - focus to the ecologies and architecture of a learning environment, and most importantly to the learning process.
- - - - Constructivist principles, promoting participative and collaborative
        learning
      - Task-based teaching & learning
      - Designing pedagogical tasks
      - Learner-centered learning
      - Activity-centered design
      - Technology-integrated learning; online learning
      - Sociocultural context of learning
    - - Design for learning focuses more on learning process
  - - - Capturing and
        analysing learning networks
        
        Macro
        
        epistemic (e.g. learning material, instructional sequencing)
        
        physical (e.g. learning space, artefacts, computer files, online tools)
        
        Micro
        
        social (e.g. relationships and interactions between participants
        and elements: groups, teams, roles, divisions of labour, community, organisational forms, etc.)
- - - - Sociological dimension
        
        Descriptions of the learners
        
        Social settings
      - Technology-mediated TBLT
      - Pedagogical Dimension
        
        involvement
        
        Purpose
        
        detailed information/description on activity
        
        Language use
  - - - Practicioners
      - Researchers
      - Designers
      - Commercial materials developers
      - Learners
  - - - learning doesn't occur by accident
      - designers & teachers should create specifics materials in the construction of CALL learning environment
    - - task-as-workplan vs task-in-action
      - how tasks are open to mediation by teachers & learners carrying out the tasks
      - how teacher has both strengths & limitations in relation to a specific learning context
      - practice design & scope of design are more complex
      - task design involves the creation of original tasks, major & minor adjustments during teaching, re-design by learners to meet their own needs
      - design is an emergent phenomenon, less amenable to prior manipulation
    - - design as a process
        
        complex
        
        emerging
        
        configurative
  - - - studying at a distance and isolation
      - learning process should be totally explicit and transparent
      - build in flexibility in all aspects of a distance programme for an optimal learning experience
      - highly integrated activity
      - the process of choosing technology in particular sociocultural context, the contribution of "low-end" technologies, and the potential and contribution of new learning environment
    - - print
      - video/audio-cassette
      - broadcast
      - telephone
- - - - Support teacher's work during learning
    - - Configure for specific needs
    - - system evaluation based on actionable data (systematic way of evaluation)
    - - Built-in support and flexibility (smooth reuse and enactment)