The expanding palette: emergent CALL paradigms

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The expanding paletteemergent CALL paradigms

• Lawrie HunterKochi University of Technology
• http//www.core.kochi-tech.ac.jp/hunter/

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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
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Societal demands
Institution design
Learner needs
Curriculum policy
Learning theory
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/CAL
LL/
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Societal demands
Institution design
Learner needs
Curriculum policy
Learning theory
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/CAL
LL/
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Societal demands
Institution design
Learner needs
Curriculum policy
Learning theory
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)
High software
Multi-lab
Learner character- ization content domains budge
ts 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/CAL
LL/
Low software High teaching
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Kern should CALL still be called CALL? We
dont have BALL (book assisted LL) We dont
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.
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Egbert
learnerlanguagecontextone or more
toolstasks/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.
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Egbert re-enlarge the theoretical palette
Books currently used in CALL teacher
educationgenerally 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.
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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
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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 learning Design-based
research Educational ergonomics
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Why hasn't the KILLER APP for ESL/EFL CALL
emerged?
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Why hasn't the KILLER APP for ESL/EFL CALL
emerged?
It's not possible (The Sims) (until 2039
kurzweil).
Its 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.
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Kurzweil (2005) by 2029 a computer that is
more intelligent than humansnearer-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
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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
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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) ?
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? 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.

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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?
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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.
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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
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Paradigm question 4What elements of what we
know/do nowwill survive the quantum
leaps?Shouldn't we focus on the elements that
will survive?
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Learning Paradigms (an example)

• Rote learning memorisation.
• Analogical/case-based reasoning
• store -gt recall -gt adapt.
• Explanation-based learning
• based on partial proofs.
• Inductive learning generalising from examples.
• http//www.cs.bris.ac.uk/Teaching/Resources/COMS11
  200/pages/tour25/tsld029.htm

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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/summar
y.html
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Bombardment of HINTS at paradigms
http//elearnmag.org/
http//www.downes.ca/
http//www.uliveandlearn.com/
http//www.itconversations.com
http//gwegner.edublogs.org/
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Go backlearning theories
25

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Chat
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Drag-and-drop

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

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• 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 -rationa
  lization of existence

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• 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.htm
l?st5
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• 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.htm
l?st5
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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

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• 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?
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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

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1. Learners are evolving Johnson 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

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1. Learners are evolvinggames as a way of
thought Levels Progress Record
keeping Personal / group best On-line
mobbing Sci-fi warrior
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1. Learners are evolving
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...
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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."
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Learners are evolvingEmergent
organizationslime mold, ants, networked
humansModelling emergent behaviorcan we use
this tech to model social learning?
http//education.mit.edu/starlogo/
http//ccl.northwestern.edu/netlogo/
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Learners are evolving
Ian Jukes and Anita Dosaj, The Digital Disconnect
http//www.thecommittedsardine.net/infosavvy/
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Learners are evolvingURGENT Just-in-time
learner sociologyURGENT Near-instant learner
profilingUpgrade Learner gt USERUser
Experience (UX) practiceUZANTOs 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.
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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?
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2. Language is evolving
Cycle Joyce's Cycle Contour Counterpoint Mirro
rWorld Tangle Sieve Montage Split/Join
Patterns of hypertext
Mark Bernstein
http//www.eastgate.com/patterns/
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2. Language is evolving Johnson Everything
Bad Is Good for YouTV now rewards complexity
-multiple thread narrative Hill Street
Blues, The Sopranos -flashing arrows -social
networks
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2. Language is evolving new mediahistory of
the future?
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2. Language is evolving Lev Manovichfrom
narrative to databasea new electronic
literacywith deep structural implications
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2. Language is evolving Creative Commons /
metadata Free Culture remix / mash-up
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2. Language is evolving
PARADIGM THINKING TOOLS
http//www.net-art.it/
www.yhchang.com
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2. Language is evolvingitz t l8 2 stop d chAng
so go w it.http//www.transl8it.com/Electronic
literaciesInformation literaciesSocial
literacies mobs

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2. Language is evolvingElectronic
literaciesdel.icio.us / flickr / myspace
Googlebase / craigslist

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2. Language is evolvingSocial literacies
mobscrowdsRheingolds Smart
MobsSurowieckis CrowdsJOI ITOs emergent
democracyhttp//joi.ito.com/joiwiki/EmergentDemoc
racyPaper

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3. Technology is evolving quantum
John Thackara tells of Ivan Illichs 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.doorsofpercep
tion.com/

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Coherence studies Latent Semantic Analysis _at_ CU
Boulder http//lsa.colorado.edu/
3. Technology is evolving quantum
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Mass amateurisation of everything ...over
the last fifteen years or so pretty much all
media creation has started to be
deprofessionalised. http//www.plasticbag.org/
archives/2003/09/ weblogs_and_the_mass_amateuri
sation_of_nearly_everything.shtml
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Morville The age of findability ...the growing
size and importance of our systems place a huge
burden on findability. Ambient Findability.
OReilly Associates Inc (2005/10)
http//www.boxesandarrows.com/view/the_age_of_fi
ndability http//findability.org/
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A paradigm shift

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3.Narrative culture
Student
Literacy
Lineartext
body
Curriculumcentered
Paradigm palette
Statictext
Control groupresearch
Rotemethod-ology
SLATheory
CALLgizmos
Expanding the paradigm palette
60
Digital immigrant
Learner
4.Theoreticculture
Web/infoliteracies
Hyper-text
3.Narrative culture
Student
Literacy
mind
Lineartext
Learnercentered
body
Curriculumcentered
Searcha- bility(database)
Paradigm palette
Statictext
Control groupresearch
Rotemethod-ology
Ethno-graphicresearch
SLATheory
CALLgizmos
Learningmanagementmethodology
Learningtheories
Virtuallearningenvironments
Expanding the paradigm palette
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Digitalnative
Back to narrative? or on to 5?
User
Socialliteracies mobs/crowds
Digital immigrant
Learner
4.Theoreticculture
Textfragments(database)
Web/infoliteracies
body/mind
Hyper-text
3.Narrative culture
Student
Literacy
mind
Designed
Lineartext
Learnercentered
body
Curriculumcentered
Findability, tags, folksonomies
Searcha- bility(database)
Paradigm palette
Statictext
Control groupresearch
Rotemethod-ology
Ethno-graphicresearch
SLATheory
CALLgizmos
Design-basedresearch
Learningmanagementmethodology
Learningtheories
Userexperienceresearch
Virtuallearningenvironments
Emergence
CognitiveScience
Open learning commons
Socialsoftwarereality
Expanding the paradigm palette
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Processing immediacy and presence
Immediate processing
Tests for points
Conversation
Chat
Classroom questioning
Dictation
Classroom paper tasks
Minimum presence
Maximum presence
SMS chat
Point n click
Drag n drop
email chat
Cell phone push
Homework
(Hunter, 2003. This concern will soon disappear.)
Delayable processing
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Processing immediacy and presence ---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?
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Processing immediacy and presence What would
you tell Will Wright (Mr. Sims) if he were to
build you the killer app for LL?
DESIGNKNOWLEDGE
for
USEREXPERIENCE
for
LANGUAGE LEARNING SUPPORT
for
CHARACTERIZATIONOF LANGUAGE LEARNING
for
LEARNINGTHEORY
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Paradigm reflection tools (choose some) L2
learning as cognitive learning Learning as
social / networked activity Emergence /
modelling thereof Short, fast, frequent
interaction The learner as user sci-fi
warrior User profiling Comprehension
studies Hypertext studies / coherence
studies The untaught learner
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Thank you so much for your kind attention.
Lawrie HunterKochi University of
Technology http//www.core.kochi-tech.ac.jp/hunter
/