the expanding palette: emergent call paradigms

The expanding palette:emergent CALL paradigms

Lawrie HunterKochi University of Technology

http://www.core.kochi-tech.ac.jp/hunter/

The need for distance

"...countries and companies that de-emphasize basic research are speeding up at the bottom, but slowing down at the top – where it really matters –

and thus decelerating the kind of research that accelerates the arrival of the future."

Alvin and Heidi Toffler, "Speeding up research slows breakthroughs."

The Daily Yomiuri, May 28, 2006

Classroom

TeachingpracticeLearner

characterization

Objectives andContent domains

Curriculumpolicy

Learningtheory

Societaldemands

Learnerneeds

Institutiondesign

ITLL

Methodologiesand Content

CALL scenario design flowchartHunter (2001)

http://www.core.kochi-tech.ac.jp/hunter/CALLL/

Classroom


characterization


Curriculumpolicy

Learningtheory

Societaldemands

Learnerneeds

Institutiondesign

ITLL

CMC-based CALL vs.

Intelligent CALL

(tool vs tutor)

Multi-lab

Virtual lab: www(distance ed)

CALL lab




HighsoftwareClassroom


characterization


Curriculumpolicy

Learningtheory

Societaldemands

Learnerneeds

Institutiondesign

ITLL

CMC-based CALL vs.

Intelligent CALL

(tool vs tutor)

Multi-lab

Virtual lab: www(distance ed)

Low softwareHigh authoring

Low softwareHigh teaching

Learnercharacter-

ization

contentdomains

budgetssoftwarescenario

Learner

character-ization

Unsupervised(tutor)

Supervised(semi-tool)



CALL lab


Kern: should CALL still be called CALL?

We don’t have BALL (book assisted LL) We don’t have PALL (pen assisted LL)

1997: CALL focus on the computer2005: CALL focus on learners learning language

Kern, R. (2006) Perspectives on technology in learning and teaching languages.

TESOL Quarterly 40(1) 183-210.

Egbert: learner+

language+

context+

one or more tools+

tasks/activities+/–

peers and teachers

CALL =

Egbert, J.L. (2005) Conducting research on CALL. In Egbert, J.L. & Petrie, G.M. (eds) CALL research perspectives. Erlbaum.

Books currently used in CALL teacher education“generally address only one theoretical foundation

or one research methodology”

Egbert: re-enlarge the theoretical palette

Egbert, J.L. (2005) Conducting research on CALL. In Egbert, J.L. & Petrie, G.M. (eds) CALL research perspectives. Erlbaum.


-multiple theoretical perspectives are important:

-social and cultural contexts of tech use are expanding

-technologies are diversifying

-the goals, content and structure of CALL are evolving


Some additions to CALL paradigm tools:Research metaphorsSociocultural theoryInteractionist SLAMetacognitive knowledgeSystemic Functional LinguisticsVisualityAuthentic language"Flow"Situated learningDesign-based researchEducational ergonomics

Why hasn't the KILLER APP for ESL/EFL CALL emerged?

Why hasn't the KILLER APP for ESL/EFL CALL emerged?

It's not possible (The Sims) (until 2039: kurzweil).

That's not the problem in ELT/CALL.

It has been done, but it's being held back because it'd be stolen and shared to death.

It's being blocked by older technology (or non-technology).

It's not needed.

It’s not worth it (ELT is too too granular).

Kurzweil (2005): by 2029 a computer that is more intelligent than humans:

nearer-horizon developments in information technology will spontaneously transform our technological realities

with obvious resounding impact on education in general.

The singularity* is near

*When humans transcend biology

Layers of educational technology will peel away as they are superceded.

Electronic education paradigms will evolve likewise.

What elements of what we do now will survive such quantum change?

Aren't those persistent elements a key focus for us now?

The singularity is near

Paradigm time!

What paradigm questions should we be asking?

What paradigm thinking tools do we have now?

Should the available tools shape the questions (as is often the case) ?

? paradigm, what's a

"A paradigm is what you think about something before you think about it."

Dr. Faiz Khan

Hunter: A paradigm is ‘the way we live and how it influences our behavior.’

Paradigm question 1

Are today's young second language learners 'wired differently'?

For CALL paradigm development, focusing on technology is a limited strategy.

At the same time, almost all second language students in Japan are extensive users of ICT.

Is technology transforming the second language learner?

Paradigm question 2

Is language changing? (i.e. is communication changing?)

Language is a constantly evolving phenomenon.

Texting is changing language.

Amateurization is changing language.

Speed is changing language.

Ubiquity is changing language.

Paradigm question 3

Is technology evolving quantum?

Yes, of course.

However, until now quantum leaps have only impacted on the young.

e.g. older people CAN ignore cell phones / texting / wifi

Paradigm question 4

What elements of what we know/do nowwill survive the quantum leaps?

Shouldn't we focus on the elements that will survive?

Learning Paradigms (an example)Rote learning = memorisation.

Analogical/case-based reasoning = store -> recall -> adapt.

Explanation-based learning = based on partial proofs.

Inductive learning = generalising from examples.

http://www.cs.bris.ac.uk/Teaching/Resources/COMS11200/pages/tour25/tsld029.htm

A summary of 'the new learning paradigms'

Constructivism in general• Learner actively creates own meaning.Student-centered learning environments• Students’ learning drives theory (grounded design, empirically validated).Situated Cognition• People interact with their environment and meaning is made through

those interactions.Communities of practice• A collection of individuals sharing mutually defined practices, beliefs and

understandings over an extended time frame in the pursuit of a shared enterprise.

Distributed Cognition• Knowledge resides in the group.Everyday Cognition• Learning is interpreted through the lens of personal experience.

http://www.utexas.edu/courses/svinicki/382L/summary.html

Bombardment of HINTS at paradigms

http://elearnmag.org/

http://gwegner.edublogs.org/

http://www.uliveandlearn.com/http://www.itconversations.com

http://www.downes.ca/

Go back:

learning theories

Learning theory

Basis of transfer

Proponents

Mental disciplineMind substance

Theistic mental discipline

Exercise of the mind

St. AugustineCalvin

Humanistic mental discipline

Training of intrinsic mental powers

PlatoAdler/Bloom

Natural unfoldmentRecapitulation of

racial historyRousseauMaslow

Stimulus-response behaviorism

Conditioning with no reinforcement

Conditioned responses/reflexes

J. B. Watson

Conditioning with reinforcement

Reinforced response

B.F. Skinner

Interactionist theories (cognitive)

Goal insightTested generalized

insightsVygotsky

Narrative centered cultural interaction

Conceptualization / categorization

DeweyJ.S. Bruner

Sequential-linear cognitive

interaction

Expectancies from interaction

Cognitive-field situational interaction

Continuity of life experiences and

insights

Hunter's CALL paradigms

Learner images

Knowledge images

Subject centered Funnel headsKnowledge as

material

Oracy centeredGregorian chanters

Knowledge through oral rep

Literacy centered Scribes Knowledge as text

Logic centeredPlato's chat

matesKnowledge through

discourse

Learner centered Witting learnersKnowledge through

consumerism

Technology centered

Learner as a PC peripheral

Knowledge through PC experience


Learner imagesKnowledge

images


material

Oracy centered Gregorian chantersKnowledge

through oral rep

Literacy centered Scribes Knowledge as text

Logic centered Plato's chat matesKnowledge

through discourse

Learner centered Witting learnersKnowledge

through consumerism

Technology centeredLearner as a PC

peripheral


Chat


Learner images

Knowledge images


material

Oracy centeredGregorian chanters

Knowledge through oral rep

Literacy centered ScribesKnowledge as

text

Logic centeredPlato's chat

matesKnowledge

through discourse

Learner centered Witting learnersKnowledge

through consumerism

Technology centered

Learner as a PC peripheral


Drag-and-drop

1. Learners are evolving

-games as a life-games as smarteners-mass amateurization

-smart mobs / swarms / crowds /

PARADIGM THINKING TOOLS

1.Learners are evolving

1995: owned computers rare:

ACCESS rather than EFFECT sold CALL to Japan

2005: do learners have too much PC in their lives?

Need for SLA anthropology/ethnography/sociology


Brey 1997: New Media and the quality of life

-presence competition-loss of engagement-presence inflation-presence invasion-aggrievement of 3rd

parties-the problem of surrogacy-rationalization of

existence

1. Learners are evolvingemail: short, fast, frequent blogs: short, fast, frequent

http://www.csmonitor.com/2006/0515/p13s01-stct.html?s=t5

It's all about me: Why e-mails are so easily misunderstood

1. Learners are evolvingemail: short, fast, frequent blogs: short, fast, frequent

http://www.csmonitor.com/2006/0515/p13s01-stct.html?s=t5

It's all about me: Why e-mails are so easily misunderstood

"That wouldn't make me a shallow person

......would it?”

-Lyle Lovett


Yomiuri 06.04.05: Young Workers Lack Verbal Skills

-"with the increasing use of e-mail and Internet"-"should be more aware of human nature"-"there are things you can't convey with email”-suggestion that employers avoid hiring bloggers


Jones 2002: The Problem of Context in CMC

ICQ simultaneous with academic activities

Student position:How could you operate a computer without having your ICQ contact lists open?

1. Learners are evolvingJohnson: Everything Bad Is Good for You

Games: interactive, thus require decision-making

-a new kind of mental exercise

-cognitive work: remember, and also analyze

1. Learners are evolving Johnson: Everything Bad Is Good for You

Games: interactive, thus require decision-making

-a new kind of mental exercise -cognitive work: remember, and also analyze

"BUT it is true that a specific, historically crucial kind of reading has grown less common in this society: sitting down with a three-hundred-page book and following its argument or narrative without a great deal of distraction." p. 183


games as a way of thought

LevelsProgressRecord keepingPersonal / group bestOn-line mobbingSci-fi warrior

1. Learners are evolvingde Kerckhove p. 47 :

“Literate people are always inside looking outas if they were always in front of a page, a stage, a painting, a photograph or a film.

The exact opposite is true of the user of any form of computer-assisted visual experience...”


The evolving USER (a.k.a. learner)

Mitchell:

“We become true inhabitants of electronically mediated environments

rather than mere users of computational devices.”

"Urban life, Jim – but not as we know it."


Emergent organization:slime mold, ants, networked humans

Modelling emergent behavior:can we use this tech to model social learning?

http://education.mit.edu/starlogo/

http://ccl.northwestern.edu/netlogo/


http://www.thecommittedsardine.net/infosavvy/

Digital Native Learners

Digital Immigrant Teachers

Prefer receiving information quickly from multiple multimedia sources.

Prefer slow and controlled release of information from limited sources.

Prefer parallel processing and multitasking.

Prefer singular processing and single or limited tasking.

Prefer processing pictures, sounds, and video before text.

Prefer to provide text before pictures, sounds, and video.

Prefer random access to hyperlinked multimedia information.

Prefer to provide information linearly, logically, and sequentially.

Prefer to interact/network simultaneously with many others.

Prefer students to work independently rather than network and interact.

Prefer to learn “just-in-time.” Prefer to teach “just-in-case” (it’s on the exam).

Prefer instant gratification and instant rewards.

Prefer deferred gratification and deferred rewards.

Prefer learning that is relevant, instantly useful, and fun.

Prefer to teach to the curriculum guide and standardized tests.

Ian Jukes and Anita Dosaj, The Digital Disconnect


URGENT: Just-in-time learner sociologyURGENT: Near-instant learner profiling

Upgrade: Learner => USER

User Experience (UX) practice

UZANTO’s MindCanvas: -user profiling for a large target group in a matter of hours

RUMM: rapid user mental modellingGEMS: game emulation

This may be very fruitfully adapted to the foundation explorationsleading to CALL decision-making.


Donald (1991):

"The kind of mental model of the world that an organism can construct depends on its representational facilities"

1 episodic culture event memory

2 mimetic culture social intelligence

3 narrative culture linguistic thought, myth

4 theoretic culture formal thought, external memory devices

5 ?

Will our tech take us back to narrative culture? or forward to 5?

2. Language is evolving

Cycle

Joyce's Cycle

Contour

Counterpoint

MirrorWorld

Tangle

Sieve

Montage

Split/Join

Mark Bernstein

Patterns of

hypertext

http://www.eastgate.com/patterns/


Johnson: Everything Bad Is Good for You

TV now rewards complexity:

-multiple thread narrative Hill Street Blues, The Sopranos

-flashing arrows-social networks


new media:

history of the future?


Lev Manovich:

from narrative to database:

a new electronic literacy

with deep structural implications


Creative Commons / metadata Free Culture remix / mash-up


PARADIGM THINKING TOOLS

www.yhchang.com

http://www.net-art.it/


itz t% l8 2 stop d chAng so go w it.http://www.transl8it.com/

Electronic literaciesInformation literaciesSocial literacies [mobs]


Electronic literacies

del.icio.us / flickr / myspace

Googlebase / craigslist


Social literacies [mobs][crowds]

Rheingold’s Smart Mobs

Surowiecki’s Crowds

JOI ITO’s emergent democracyhttp://joi.ito.com/joiwiki/EmergentDemocracyPaper

John Thackara* tells of Ivan Illich’s finding that

In the 1930s, 9 out of 10 words a man heard by age 20 were spoken directly to him.

In the 1970s, 9 out of 10 words a man heard by age 20 were spoken through a loudspeaker.

Illich (1982): “Computers are doing to communication what fences did to pastures and what cars did to streets.”

* (book: Inside the Bubble) http://www.doorsofperception.com/

3. Technology is evolving quantum

http://www.doorsofperception.com/

Coherence studies: Latent Semantic Analysis @ CU Boulder http://lsa.colorado.edu/

3. Technology is evolving quantum

Mass amateurisation of everything:

“...over the last fifteen years or sopretty much all media creation hasstarted to be deprofessionalised.”

http://www.plasticbag.org/archives/2003/09/weblogs_and_the_mass_amateurisation_of_nearly_everything.shtml

http://www.plasticbag.org/archives/2003/09/

Morville:The age of findability

”...the growing size and importance of our systems place a huge burden on findability.”

Ambient Findability. O’Reilly & Associates Inc (2005/10)

http://www.boxesandarrows.com/view/the_age_of_findability

http://findability.org/

http://www.boxesandarrows.com/view/the_age_of_findability

A paradigm shift:

User view IT paradigmUser

identity

The bodyComputer as a

toolTool user

The mindComputer as a

gatewayExplorer

Body and mindComputer as an

intimateExecutive

UbiqComputer as

invisible

intimateSci-fi warrior

“Student”

Rotemethod-

ology

Control groupresearch

SLATheoryCALL

gizmos

Curriculumcentered

Literacy

Lineartext body

Statictext

3.Narrative

culture

Paradigmpalette

Expanding theparadigm palette

“Student”

Rotemethod-

ology

Learner


SLATheoryCALL

gizmos

Learningtheories

Ethno-graphic

research

LearnercenteredCurriculum

centered

Virtuallearning

environments

Learningmanagementmethodology

Literacy

Web/infoliteracies

Lineartext

Hyper-text

Digitalimmigrant

body

mind

Statictext

Searcha-bility

(database)

4.Theoreticculture

3.Narrative

culture

Paradigmpalette


“Student”

User

Rotemethod-

ology

Learner


SLATheoryCALL

gizmos

Learningtheories

CognitiveScience

Ethno-graphic

research

DesignedLearnercenteredCurriculum

centered

Virtuallearning

environments

Userexperienceresearch

Socialsoftwarereality

Learningmanagementmethodology

Emergence

Literacy

Web/infoliteracies

Socialliteracies:

mobs/crowds

Lineartext

Hyper-text

Textfragments(database)

Openlearning

commons

Digitalnative

Digitalimmigrant

body

mind

body/mind

Design-basedresearch

Statictext

Searcha-bility

(database)

Findability,tags,

folksonomies

Back to narrative?or on to 5?

4.Theoreticculture

3.Narrative

culture

Paradigmpalette


“Processing” immediacy and presence

Immediate processing

Delayable processing

Minimumpresence

Maximumpresence

Testsfor points

Classroompaper tasks

Conversation

Classroomquestioning

Dictation

Cell phonepush

Homework

Drag n’ drop

Point n’ click

Chat

emailchat

SMSchat

(Hunter, 2003. This concern willsoon disappear.)


---but if processing and presence disappear as CALL designer concerns, where will we be?

We will be in the land of THE USER the land of EVERYTHING NOW, INVISIBLE.

So what should we worry about?

i.e. what would you tell Will Wright (Mr. Sims) if he were to build you the killer app for ELT?


What would you tell Will Wright (Mr. Sims) if he were to build you the killer app for LL?

LANGUAGE LEARNING SUPPORT

USEREXPERIENCE

CHARACTERIZATIONOF LANGUAGE LEARNING

DESIGNKNOWLEDGE

LEARNINGTHEORY

for

for

for

for

Paradigm reflection tools(choose some)

L2 learning as cognitive learningLearning as social / networked activityEmergence / modelling thereofShort, fast, frequent interaction

The learner as user [sci-fi warrior]User profiling

Comprehension studiesHypertext studies / coherence studies

The untaught learner

Thank you so much for your kind attention.

Lawrie HunterKochi University of Technologyhttp://www.core.kochi-tech.ac.jp/hunter/

the expanding palette: emergent call paradigms

Documents

research perspectives

research methodologyegbert

basic research

kind of research

theoretical foundation

theoretical paletteegbert

expanding palette

killer app