The expanding palette: emergent CALL paradigms

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

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

Classroom
Teaching
practice
Learner
characterization
Objectives and
Content domains
Curriculum
policy
Learning
theory
Societal
demands
Learner
needs
Institution
design
IT
LL
CMC-based
CALL
vs.
Intelligent
CALL
(tool vs tutor)
Multi-lab
Virtual lab: www
(distance ed)
CALL lab
Methodologies
and Content
Hunter (2001)

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

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: 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.

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

Egbert: re-enlarge
-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
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).
That's not the problem in ELT/CALL.
It has been done, but
it's being held back because it'd be stolen and shared to death.
It's being blocked by older technology (or non-technology).
It's not needed.
It’s not worth it (ELT is too too granular).

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.
The singularity* is near
*When humans transcend biology

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

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.

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.ht
ml

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

Learning
theory
Basis of
transfer
Proponents
Mental discipline
Mind substance
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
Stimulus-response
behaviorism
Conditioning with
no reinforcement
Conditioned
responses/reflexes
J. B. Watson
Conditioning with
reinforcement
Reinforced
response
B.F. Skinner
Interactionist
theories
(cognitive)
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

Hunter's CALL
paradigms
Learner images
Knowledge
images
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
Knowledge
through
consumerism
Technology centered
Learner as a PC
peripheral
Knowledge
through PC
experience
Chat

Hunter's CALL
paradigms
Learner
images
Knowledge
images
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
Knowledge
through
consumerism
Technology
centered
Learner as a PC
peripheral
Knowledge
through PC
experience
Drag-and-drop

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

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

Brey 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

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

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

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

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?

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

Johnson:
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

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

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...”

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."

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/

http://www.thecommittedsardine.net/infosavvy/
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

URGENT: Just-in-time learner sociology
URGENT: Near-instant learner profiling
Upgrade: Learner => USER
User Experience (UX) practice
UZANTO’s MindCanvas:
-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.

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

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

Johnson:
TV now rewards complexity:
-multiple thread narrative
Hill Street Blues, The Sopranos
-flashing arrows
-social networks

new media:
history of the future?

Lev Manovich:
from narrative to database:
a new electronic literacy
with
deep
structural
implications

Creative Commons / metadata
Free Culture
remix / mash-up

PARADIGM THINKING TOOLS
www.yhchang.com
http://www.net-art.it/

itz t% l8 2 stop d chAng so go w it.
http://www.transl8it.com/
Electronic literacies
Information literacies
Social literacies [mobs]

Electronic literacies
del.icio.us / flickr / myspace
Googlebase / craigslist

Social literacies [mobs][crowds]
Rheingold’s Smart Mobs
Surowiecki’s Crowds
JOI ITO’s emergent democracy
http://joi.ito.com/joiwiki/EmergentDemocracyPaper

John Thackara* tells of Ivan Illich’s 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.”
3. Technology is evolving quantum

Coherence studies:
Latent Semantic Analysis @ CU Boulder http://lsa.colorado.edu/
3. Technology is evolving quantum

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

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

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

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

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

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

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

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

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