DESIGN FOR CALL
click to edit
click to edit
CALL research and significant synergies
Design for Learning
Task-based language teaching
click to edit
Computer-assisted language learning
An architecture of learning is an alternative framework for capturing, designing, and analyzing learning networks. emphasizes the connections between the agents and a range of things implicated in learning networks. comprehensive and sophisticated analysis. designing tasks which (1) incorporate individual, group work, and network interaction, and (2) consciously aim at positioning students as co-teachers and peer-learners. things that cannot be designed and activity-centered design approach.
An Ecology of Learning
Forward-Oriented Design for Learning = practical and effective
Pattern-based approach epistemic design. to improve the design and a strong commitment to generating knowledge for design. This sets the basic structure for a design pattern: the problem, context, and solution, a three-component structure.
Possible Synergies between CALL and design for learning
Common ground between CALL and Design for Learning
Constructivist principles, promoting participative and collaborative
learning
Task-based teaching & learning
Designing pedagogical tasks
Learner-centered learning
Activity-centered design
6 approaches of CALL
Stakeholders
Interactive and collaborative learning environments
Practicioners
Researchers
Designers
Commercial materials developers
Learners
Open CALL
restricted CALL,
Integrated CALL
pedagogy-driven CALL
Social CALL
Atomised CALL
Orchestration
Configuration
Reflection
Re-Design
Built-in support and flexibility (smooth reuse and enactment)
Configure for specific needs
Support teacher's work during learning
system evaluation based on actionable data (systematic way of evaluation)
Learners are active participants in learning process.
Shift to learn-centred design
the learning system is complex and dynamic - connection between human and non-human.
influenced by resource elements of learners' ecology
click to edit
click to edit
Dimensions of TBLT
Focus on individualised-learners and their learning environment.
Sociological dimension
Technology-mediated TBLT
Pedagogical Dimension
involvement
Purpose
detailed information/description on activity
Language use
Descriptions of the learners
Social settings
Aspects in Design for learning
CALL Aspects in CALL
an activity-centred design
activity is situated, shaped subtly
and powerfully by individual learners’ physical/digital settings
The social setting/organisation
Complexity
TBLT
DCALL
Concerning the learning process
Definitions
Design for learning:
CALL:
focus to the ecologies and architecture of a learning environment, and most importantly to the learning process.
It is a theory of learning grounded firmly in the contemporary understanding on how people come to learn what they need to know
Technology-integrated learning; online learning
Sociocultural context of learning
Design for learning
Ecology of Learning
Architecture of Learning
Capturing and
analysing learning networks
Macro
Micro
epistemic (e.g. learning material, instructional sequencing)
social (e.g. relationships and interactions between participants
and elements: groups, teams, roles, divisions of labour, community, organisational forms, etc.)
physical (e.g. learning space, artefacts, computer files, online tools)
click to edit
Difference between CALL and Design for Learning
Design for learning focuses more on learning process
click to edit
click to edit
Task Design & CALL
Process of Design(Colpaert, 2015)
Task, Design & the Architecture of Pedagogical Spaces(Samuda, 2015)
click to edit
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
design is cyclic
designing systematically also becomes pertinent
complex
emerging
configurative
Distance CALL
DCALL
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
Distance Education
video/audio-cassette
broadcast
telephone
emergence of a plethora of distance and online CALL courses (Thomas et al,. 2012)