The expanding palette emergent CALL paradigms Lawrie Hunter

The expanding palette: emergent CALL paradigms Lawrie Hunter Kochi 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

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

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

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

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 computer 2005: CALL focus on learners learning language Kern, R. (2006) Perspectives on technology in learning and teaching languages. TESOL Quarterly 40(1) 183 -210.

Egbert: CALL = learner + language + context + one or more tools + tasks/activities +/– peers and teachers Egbert, J. L. (2005) Conducting research on CALL. In Egbert, J. L. & Petrie, G. M. (eds) CALL research perspectives. Erlbaum.

Egbert: re-enlarge 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.

Egbert: re-enlarge 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

Egbert: re-enlarge 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

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). It’s not worth it (ELT is 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.

The singularity* is near 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. *When humans transcend biology

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?

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 now will 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/COMS 11200/pages/tour 25/tsld 029. 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/382 L/summary. html

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

Go back: learning theories

Mental discipline Mind substance Stimulus-response behaviorism Interactionist theories (cognitive) Learning theory Basis of transfer Proponents Theistic mental discipline Exercise of the mind St. Augustine Calvin Humanistic mental discipline Training of intrinsic mental powers Plato Adler/Bloom Natural unfoldment Recapitulation of racial history Rousseau Maslow Conditioning with no reinforcement Conditioned responses/reflexes J. B. Watson Conditioning with reinforcement Reinforced response B. F. Skinner Goal insight Tested generalized insights Vygotsky Narrative centered cultural interaction Conceptualization / categorization Dewey J. 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 heads Knowledge as material Oracy centered Gregorian chanters Knowledge through oral rep Literacy centered Scribes Knowledge as text Logic centered Plato's chat mates Knowledge through discourse Learner centered Witting learners Knowledge through consumerism Technology centered Learner as a PC peripheral Knowledge through PC experience

Chat Hunter's CALL paradigms Learner images Knowledge images Subject centered Funnel heads Knowledge as material Oracy centered Gregorian chanters Knowledge through oral rep Literacy centered Scribes Knowledge as text Logic centered Plato's chat mates Knowledge through discourse Learner centered Witting learners Knowledge through consumerism Technology centered Learner as a PC peripheral Knowledge through PC experience

Drag-and-drop Hunter's CALL paradigms Learner images Knowledge images Subject centered Funnel heads Knowledge as material Oracy centered Gregorian chanters Knowledge through oral rep Literacy centered Scribes Knowledge as text Logic centered Plato's chat mates Knowledge through discourse Learner centered Witting learners Knowledge through consumerism Technology centered Learner as a PC peripheral Knowledge through PC experience

PARADIGM THINKING TOOLS 1. Learners are evolving -games as a life -games as smarteners -mass amateurization -smart mobs / swarms / crowds /

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

1. Learners are evolving Brey 1997: New Media and the quality of life -presence competition -loss of engagement -presence inflation -presence invasion -aggrievement of 3 rd parties -the problem of surrogacy -rationalization of existence

1. Learners are evolving email: 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/p 13 s 01 -stct. html? s=t 5

1. Learners are evolving email: 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/p 13 s 01 -stct. html? s=t 5

1. Learners are evolving 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

1. Learners are evolving 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 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

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

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

1. Learners are evolving de Kerckhove p. 47 : “Literate people are always inside looking out as 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 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. "

1. Learners are evolving 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/

1. Learners are evolving 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 http: //www. thecommittedsardine. net/infosavvy/

1. Learners are evolving URGENT: Just-in-time learner sociology URGENT: Near-instant learner profiling Upgrade: Learner => USER User Experience (UX) practice UZANTO’s Mind. Canvas: -user profiling for a large target group in a matter of hours RUMM: rapid user mental modelling GEMS: game emulation This may be very fruitfully adapted to the foundation explorations leading to CALL decision-making.

1. Learners are evolving Donald (1991): "The kind of mental model of the world that an organism can construct depends on its representational facilities" 1 episodic culture 2 mimetic culture 3 narrative culture 4 theoretic culture 5? event memory social intelligence linguistic thought, myth formal thought, external memory devices Will our tech take us back to narrative culture? or forward to 5?

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

2. Language is evolving Johnson: Everything Bad Is Good for You TV now rewards complexity: -multiple thread narrative Hill Street Blues, The Sopranos -flashing arrows -social networks

2. Language is evolving new media: history of the future?

2. Language is evolving Lev Manovich: from narrative to database: a new electronic literacy with deep structural implications

2. Language is evolving Creative Commons / metadata Free Culture remix / mash-up

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

2. Language is evolving itz t% l 8 2 stop d ch. Ang so go w it. http: //www. transl 8 it. com/ Electronic literacies Information literacies Social literacies [mobs]

2. Language is evolving Electronic literacies del. icio. us / flickr / myspace Googlebase / craigslist

2. Language is evolving Social literacies [mobs][crowds] Rheingold’s Smart Mobs Surowiecki’s Crowds JOI ITO’s emergent democracy http: //joi. ito. com/joiwiki/Emergent. Democracy. Paper

3. Technology is evolving quantum John Thackara* tells of Ivan Illich’s finding that In the 1930 s, 9 out of 10 words a man heard by age 20 were spoken directly to him. In the 1970 s, 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 Coherence studies: Latent Semantic Analysis @ CU Boulder http: //lsa. colorado. edu/

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_amateurisation_of_nearly_everything. shtml

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/

A paradigm shift: User view IT paradigm User identity The body Computer as a tool Tool user The mind Computer as a gateway Explorer Body and mind Computer as an intimate Executive Ubiq Computer as invisible intimate Sci-fi warrior

Literacy Linear text 3. “Student” Narrative culture body Paradigm palette Static text Rote methodology Curriculum centered Control group research CALL gizmos SLA Theory Expanding the paradigm palette

Learner Digital immigrant 4. Theoretic culture Web/info literacies Hypertext Literacy Linear text Searchability (database) body Paradigm palette Static text Rote methodology Learning management methodology 3. “Student” Narrative culture mind Curriculum centered Control group research CALL gizmos Virtual learning environments SLA Theory Learner centered Ethnographic research Learning theories Expanding the paradigm palette

Social literacies: mobs/crowds Digital native User Learner Text fragments (database) 4. Theoretic culture 3. “Student” Narrative culture Literacy Linear text Findability, tags, folksonomies Digital immigrant Web/info literacies Hypertext Searchability (database) body Paradigm palette Static text Rote methodology Learning management methodology Emergence Open learning commons Back to narrative? or on to 5? mind Designed Virtual learning environments Social software reality Learner centered Curriculum centered Control group research CALL gizmos body/mind SLA Theory Ethnographic research Learning theories Design-based research User experience research Cognitive Science Expanding the paradigm palette

“Processing” immediacy and presence Immediate processing Tests for points Conversation Chat Classroom questioning Minimum presence Classroom paper tasks Point n’ click Drag n’ drop Homework Dictation Maximum presence SMS chat email chat Cell phone push (Hunter, 2003. This concern will Delayable processing soon disappear. )

“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?

“Processing” immediacy and presence What would you tell Will Wright (Mr. Sims) if he were to build you the killer app for LL? DESIGN KNOWLEDGE for USER EXPERIENCE for for LEARNING THEORY LANGUAGE LEARNING SUPPORT CHARACTERIZATION OF LANGUAGE LEARNING

Paradigm reflection tools (choose some) L 2 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

Thank you so much for your kind attention. Lawrie Hunter Kochi University of Technology http: //www. core. kochi-tech. ac. jp/hunter/