CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis

1. CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011

2. Why do it? • Tracy Terrell, Natural Method (1983) • “keep them happy!”

3. EXPERT: 10,000 hours • Malcolm Gladwell: Outliers (2008) • Bill Gates, UW “Timesharing” • To reach level 3: • 700 h. for Romance • 1,500+ for category IV lgs. • 2,400 h. in 4-yr. B.A. • Classes: 150/yr. (50 X 3) • Home study: 350 • 600/yr X 4 = 2,400 hours at end of B.A.

4. The New People (our students) • On November 9, 2004, $125 million was spent on the first day release of Halo 2 • Facebook, social computing • Texting • Mobile apps • Brave New World? • Our “new students” are captivated by technology

5. Which technology and how? • Blended (curriculum assisted by tech) • Hybrid (half in class + half online) • The best of both worlds? (SRI meta-analysis) http://www2.ed.gov/about/offices/list/os/technology/net.pdf • Virtual (all online) • Asynchronous only • Synchronous component added: • Text chat-IM • Video/audio/text chat

6. The Ideal Hybrid Learner?(Blake & Arispe, forthcoming) • Study of 64 L2 hybrid learners’ course outcomes correlated with: • Personality traits (Big Five Inventory) • Extraversion, agreeableness, conscientiousness, neuroticism, openness • auditory, kinetic, visual • Verbal abilities (Shipley Living Scale) • Verbal intelligence, • abstract intelligence • Learning Preferences • 2 days in class • Online “textbook” TESOROS (www.tesoros.es) • Wimba Classroom chats with two peers and instructors once a week.

7. Personality Traits: Big Five Inventory (BFI)

8. Learning Preferences byVerbal Abilities (Shipley)

9. Distance Learning in the UC • Spanish Without Walls--UC Davis Extension • Spanish 2V-3V, UC Davis main campus • Arabic Without Walls--UC Irvine • Punjabi Without Walls--UCSB, Fall 2011 • Quechua, UCLA, in progress • Filipino, in progress • New UC online pilot project

10. Types of CALL: • Tutorial CALL • Discrete programs (Rosetta Stone, Hot Potatoes, WordChamp) • iCALL (e-Tutor, Robo-sensei, Tagarela) • Mobile Apps (MindSnacks, Arabic Flash Cards) • LangBot (S. Payne, Amherst College) • CMC (computer-mediated communication) • Telecollaboration (tandem via videoconferences) • Social Computing (Facebook, LiveMocha, SL) • Games (WoW, Xenos Isle)

11. Word Champ

12. Langbot • A vocabulary “IM buddy” • Translations of words and collocations • Program learns as it goes • All data archived for research

13. E-Tutor • Heift, T. (2010). Developing an intelligent language tutor. CALICO Journal, 27, 443-459. • E-Tutor has traced the L2 interlanguage of over 5,000 students over a period of five years.

14. CMC • Wimba Classroom: • http://ucdavislive.wimba.com/launcher.cgi?room=Roadmap_2010 • Elluminate • Skype • NetMeeting • Adobe Connect • others

15. What about games? • Blake, GUP (2008) • No chapter on games

16. Educational Games 2006 Summit on ed games: “Harnessing the Power of Videogames for Learning” (2006) Students only remember: • 10% of what they read, • 20% of what they hear; • 30% if they see visuals, too; • 50%, if they watch someone model something while explaining it; • 90% if they engage in the job themselves, even if only as a simulation

17. Characteristics of a game • Designed experience • Role playing • Agency • Hypothesis testing • Practice and feedback on demand

18. Prensky (2001) • Games are a form of fun. That gives us enjoyment and pleasure. • Games are a form of play. That gives us intense and passionate involvement. • Games have rules. That gives us structure. • Games have goals. That gives us motivation. • Games are interactive. That gives us doing. • Games have outcomes and feedback. That gives us learning. • Games are adaptive. That gives us flow. • Games have win states. That gives us ego gratification. • Games have conflict/competition/challenge/opposition. That gives us adrenaline. • Games have problem solving. That sparks our creativity. • Games have interaction. That gives us social groups. • Games have representation and story. That gives us emotion.

19. Gee (2007) • Critical Learning Principle: • Psychosocial Moratorium Principle: • Identity Principle: • Amplification of Input principle: • Achievement Principle: • Practice Principle: • Regime of Competence Principle: • Multiple Routes Principle: • Situated Meaning Principle:. • Multimodal Principle. • Explicit information On-Demand and Just-in-time principle: • Discovery Principle. • Insider Principle:  Material Intelligence Principle:

20. Types of games (Thorne, Blake, Sykes, 2009): • Social virtualities, such as Second Life • Commercial MMOs, such as WoW • Made-for-education synthetic immersive environments, such as Croquelandia

21. SL cities

22. Barcelona: 169, 68, 23

23. Ciudad Bonita: 162, 99, 29 LanguageLab.com

24. Types of games • Social virtualities, such as Second Life • Commercial MMOs (massively multiple-player Online Role Playing Games), such as WoW • Made-for-education synthetic immersive environments, such as Croquelandia, Forgotten World, LiveMocha

25. Put WoW screen shot here

26. Types of games • Social virtualities, such as Second Life • Commercial MMO’s, such as WoW • Made-for-education synthetic immersive environments, such as Croquelandia (Sykes 2008)or The Forgotten World (LGN 2009)

27. Croquelandia (Sykes 2008)

29. LearningGamesNetwork

32. Symbol

33. TriWords

34. Forgotten World >>> Xenos Isle • XENOS: http://xenos-isle.com • Alex Chisholm (LearningGamesNetwork) • a open-platform gaming environment for language learning first instantiated with Chinese ESL • Concentrated on ESL learners to date but LGN invites collaborators who want to use the platform for FLs.

35. XENOS: http://xenos-isle.com

36. TriWords: match words/definitions Symbols: symbols to convey meaning Word Scrambled: IPA symbols/sounds Mail Drop: pass messages on to other players Empty-handed: match rhymes/syllable/PoS/tenses InTense: put sentences on a timeline using verb clues Rails: collect and ship items in order to fill orders Game inventory Multiplayer Single-player

45. Tutorial CALL <=> (S)CMC

46. References • Blake, R. (forthcoming). Current Trends in Online Language Learning. ARAL, 30. • Blake, R. & Blasco, J. (2001). TESOROS. BeM. http://www.tesoros.es. • Blake, R. & Arispe, K. (forthcoming). Individual Factors and Successful Learning in a Hybrid Course. • Cobb, T. (007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11, 38-63. • Heift, T. (2010). Developing an intelligent language tutor. Calico Journal, 27, 442-459. • Thorne, S., Blake, r. & Sykes, J. (2009). Second language use, socialization, and learning in Internet interest communities and onine games. Modern Langauge Journal, 93, 802-821. • U.S. Department of Education. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C. http://www.ed.gov/about/offices/list/opepd/ppss/reports.html

47. ENJOY CALL in 2011! Robert Blake Rjblake@ucdavis.edu