Instructional Design for Language Learning Software

1
Instructional Design for Language Learning
Software

• Constructivist approach creative use of software

• Language Learning
• contextualized not isolated chunks of knowledge
• attention on meaning
• authentic engagement

Instructional Design -active engagement -explorat
ion -authenticity
2

• Context - exercises related to the
  context
• vs.
• Problem - engage in context
  Problem challenge mindful engagement
  authentic involvement Cognitive conflict or
  puzzlement stimulus for learning and determines
  the organization and nature of what is learned.
  The search for a solution leads learner to look
  for meaning in the language presented, and in the
  following steps of resolution, create meaning.
  (Savory Duffy, 1995)
• Authenticity (Egbert Hanson-Smith, 1999)
  - by relating the learning activity to the
  learner through the question to be asked.
  Building ownership over the problem and engaged
  with the language as in real life while
  performing the tasks following the problem.

3

• To design a problem based learning
• anchor all learning activities to a larger task
  or problem,
• support the learner in developing ownership for
  the overall problem or task,
• design an authentic task,
• the task and the learning environment to reflect
  the complexity of the environment they should be
  able to function in at the end of learning,
• give the learner ownership of the process used to
  develop a solution,
• learning environment to support and challenge
  the learners thinking,
• encourage testing ideas against alternative views
  and alternative contexts,
• opportunity for and support reflection on both
  the content learned and the learning process.
  Savory
  and Duffy (1995)

4

• - Introduction the problem as anchor and to
  set the challenge. (Mindful engagement
  authenticity) Choices available for continuation
  into context.
• - Step 2 language input - context for the
  problem language use exploration. Resources
  (explicit implicit). Explicit resources
  visual/audiovisual so that the learners can have
  visual input which would help understand the
  meaning and audio, which would help develop
  listening and oral skills. Text- as a visual
  aids, and help learners see what they hear in
  written form. Depending on the type of problem,
  the explicit resources need to also involve hints
  for reaching a solution or provide information
  about ways for reaching a solution, so as to
  improve engagement with the material.
• Implicit resources hyperlinks to
  explanation of vocabulary, grammar points,
  pronunciation, hints and help function. A menu
  and is accessible when needed. Supplementary
  information on structural aspects of the language
  can be provided through links while introducing
  language in its natural, contextual use as is
  made possible through hypertext.
• - Step 3 learners create their own solution
  to the problem by either modifying what is
  available or selecting from among the choices or
  creating from scratch. Actions have consequences
  (feedback and engagement).