The expanding palette: emergent CALL paradigms

1. The expanding palette:emergent CALL paradigms Lawrie HunterKochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/

2. 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

3. Institution design Societal demands Learner needs Learning theory Curriculum policy Objectives and Content domains Teaching practice Learner characterization Methodologies and Content Classroom IT LL CALL scenario design flowchart Hunter (2001) http://www.core.kochi-tech.ac.jp/hunter/CALLL/

4. Institution design Societal demands Learner needs Learning theory Curriculum policy Objectives and Content domains Teaching practice Learner characterization Virtual lab: www (distance ed) Methodologies and Content CMC-based CALL vs. Intelligent CALL (tool vs tutor) Multi-lab Classroom IT LL CALL lab CALL scenario design flowchart Hunter (2001) http://www.core.kochi-tech.ac.jp/hunter/CALLL/

5. Institution design Societal demands Learner needs Learning theory Curriculum policy Objectives and Content domains Unsupervised (tutor) Teaching practice Learner character- ization Learner characterization Virtual lab: www (distance ed) Supervised (semi-tool) Methodologies and Content CMC-based CALL vs. Intelligent CALL (tool vs tutor) Multi-lab High software Learner character- ization content domains budgets software scenario Classroom IT LL Low software High authoring CALL lab CALL scenario design flowchart Hunter (2001) http://www.core.kochi-tech.ac.jp/hunter/CALLL/ Low software High teaching

6. 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.

7. 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.

8. Egbert: re-enlarge the theoretical palette Books currently used in CALL teacher education“generally address only one theoretical foundation or one research methodology” Egbert, J.L. (2005) Conducting research on CALL. In Egbert, J.L. & Petrie, G.M. (eds) CALL research perspectives. Erlbaum.

9. Egbert: re-enlarge the theoretical palette-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

10. Egbert: re-enlarge the theoretical palette Some additions to CALL paradigm tools:Research metaphors Sociocultural theory Interactionist SLA Metacognitive knowledge Systemic Functional Linguistics Visuality Authentic language "Flow" Situated learningDesign-based researchEducational ergonomics

11. Why hasn't the KILLER APPfor ESL/EFL CALL emerged?

12. Why hasn't the KILLER APPfor ESL/EFL CALL emerged? It's not possible (The Sims) (until 2039: kurzweil). It’s not worth it (ELT is too too granular). It's not needed. It's being blocked by older technology (or non-technology). It has been done, but it's being held back because it'd be stolen and shared to death. That's not the problem in ELT/CALL.

13. The singularity* is near Kurzweil (2005): by 2029 a computer that is more intelligent than humans:nearer-horizon developments in information technology will spontaneouslytransform our technological realities with obvious resounding impact on education in general. *When humans transcend biology

14. The singularity is near 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?

15. 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) ?

16. ? 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.’

17. Paradigm question 1Are 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?

18. Paradigm question 2Is 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.

19. Paradigm question 3Is 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

20. Paradigm question 4What elements of what we know/do nowwill survive the quantum leaps?Shouldn't we focus on the elements that will survive?

21. 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

22. 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

23. Bombardment of HINTS at paradigms http://elearnmag.org/ http://www.downes.ca/ http://www.uliveandlearn.com/ http://www.itconversations.com http://gwegner.edublogs.org/

24. Go back:learning theories

27. Chat

28. Drag-and-drop

29. PARADIGM THINKING TOOLS Learners are evolving-games as a life-games as smarteners-mass amateurization-smart mobs / swarms / crowds /

30. Learners are evolving1995: owned computers rare: ACCESS rather than EFFECT sold CALL to Japan2005: do learners have too much PC in their lives? Need for SLA anthropology/ethnography/sociology

31. Learners are evolvingBrey 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

32. Learners are evolvingemail: short, fast, frequent blogs: short, fast, frequent It's all about me: Why e-mails are so easily misunderstood http://www.csmonitor.com/2006/0515/p13s01-stct.html?s=t5

33. Learners are evolvingemail: short, fast, frequent blogs: short, fast, frequent "That wouldn't make me a shallow person ......would it?” -Lyle Lovett It's all about me: Why e-mails are so easily misunderstood http://www.csmonitor.com/2006/0515/p13s01-stct.html?s=t5

34. 1. Learners are evolvingYomiuri 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

35. Learners are evolvingJones 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?

36. 1. Learners are evolvingJohnson: Everything Bad Is Good for YouGames: interactive, thus require decision-making -a new kind of mental exercise -cognitive work: remember, and also analyze

37. 1. Learners are evolvingJohnson: Everything Bad Is Good for YouGames: 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

38. 1. Learners are evolvinggames as a way of thought Levels Progress Record keeping Personal / group best On-line mobbing Sci-fi warrior

39. de 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...” 1. Learners are evolving

40. 1. Learners are evolvingThe 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."

41. Learners are evolvingEmergent organization:slime mold, ants, networked humansModelling emergent behavior:can we use this tech to model social learning? http://education.mit.edu/starlogo/ http://ccl.northwestern.edu/netlogo/

42. Learners are evolving Ian Jukes and Anita Dosaj, The Digital Disconnect http://www.thecommittedsardine.net/infosavvy/

43. Learners are evolvingURGENT: Just-in-time learner sociologyURGENT: Near-instant learner profilingUpgrade: Learner => USERUser Experience (UX) practiceUZANTO’s MindCanvas: -user profiling for a large target group in a matter of hours RUMM: rapid user mental modelling GEMS: game emulationThis may be very fruitfully adapted to the foundation explorationsleading to CALL decision-making.

44. Learners are evolvingDonald (1991):"The kind of mental model of the world that an organism can construct depends on its representational facilities" Will our tech take us back to narrative culture? or forward to 5?

45. Patterns of hypertext Cycle Joyce's Cycle Contour Counterpoint MirrorWorld Tangle Sieve Montage Split/Join 2. Language is evolving Mark Bernstein http://www.eastgate.com/patterns/

46. 2. Language is evolvingJohnson: Everything Bad Is Good for YouTV now rewards complexity: -multiple thread narrative Hill Street Blues, The Sopranos -flashing arrows -social networks

47. 2. Language is evolvingnew media:history of the future?

48. 2. Language is evolvingLev Manovich:from narrative to database:a new electronic literacywith deep structural implications

49. 2. Language is evolvingCreative Commons / metadata Free Culture remix / mash-up

50. PARADIGM THINKING TOOLS 2. Language is evolving http://www.net-art.it/ www.yhchang.com