1. Media as Levers
task alt.medium
support
performance
Lawrie Hunter
Kochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter/
2. Media as Levers
The obvious approach:
Determine Assemble a
a framework pattern language
for CALL for CALL
optimization.
What if video games were like schools?
from
Disrupting Class
3. Media as Levers
Taking a contrarian approach:
Search for Assemble a
a framework pattern language
for CALL for CALL
optimization.
Explore the notion
‘media levers’
4. Ubiquitous IT now
Physical plant limitations =>
=>non-ubiquitous access to IT classrooms.
Yet 'virtually' every learner does have some personal access to
web and media.
Though standardization remains an obstacle,
IT uniquely affords individualization of learning activities.
Then crucial question:
How to heighten
the learner's motivation/need
to autonomously access task resources/media?
5. Beyond absorption
Wesch http://blip.tv/file/2615703/:
-stresses ‘meaningful’:
<Today’s IT ubiquity throws us into a pit of
meaninglessness and insignificance.>
so
<education needs to move beyond
absorption learning and critical thinking
towards developing learner creativity>.
6. Macro creativity or micro creativity?
Then creativity at what level, macro or micro?
Wesch stresses ‘meaningful’:
nowadays, IT ubiquity throws us into a pit of meaninglessness and insignificance.“Of
course, multiple-choice questions are an easy target for criticism, but even more sophisticated measures of
When you watch somebody who is
cognitive development may miss the point.
truly “in it,” somebody who has totally given themselves over
to the learning process, or if you simply imagine those moments in which you were “in it”
yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of
these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for
risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not
have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that
leverage the new media environment demands that we address it.
The new media environment provides new opportunities for us to create a community of learners with our students
seeking important and meaningful questions. Questions of the very best kind abound, and we become students
again, pursuing questions we might have never imagined, joyfully learning right along with the others. In the best
case scenario the students will leave the course, not with answers, but with more questions, and even more
importantly, the capacity to ask still more questions generated from their continual pursuit and practice of the
subjectivities we hope to inspire. This is what I have called elsewhere, “anti-teaching,” in which the focus is not
on providing answers to be memorized, but on creating a learning environment more conducive to producing the
types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying
biases.’
http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able
7. Macro creativity or micro creativity?
Hunter: in this discussion,
go for fascination at the micro level.
In that frame, the notion of
creativity in language learning scenarios
raises critical design issues:
curriculum control
learner time demand
input/output sequencing
input/output proportion
8. Design for creativity in task:
partial or overall solutions?
Task design to address critical design issues:
curriculum control
learner time demand
input/output sequencing
input/output proportion
Recently available tools such as
Cmap Tools, Yahoo Pipes and debategraph
provide partial resolutions to these design issues.
9. Design for creativity in task:
partial or overall solutions?
<claim>
Task-intrinsic behavioral constraints
such as media leverage,
along with
content-related and structure-related constraints,
can provide overall resolutions in macro scenarios
while at the same time
making tasks more effective
in terms of motivation and available agenda.
10. For today, let’s go non-Weschian:
Language tasks: overall solutions at the micro level
11. For today, let’s go non-Weschian:
Language tasks: overall solutions at the micro level
task same medium performance
support
task alt.medium
support
performance
Make task support medium
different from task medium
different from performance medium
12. Non-Weschian question:
how to quantify ‘involvement’?
We need a bottom line: what are the markers/degrees of
‘involvement’?
Possible markers:
Task success
Practice performance (vs. non)
Practice persistence
Reported experience
Neuro-electric
13. Task design discourse
-articulating what is usually implicit
We need a ‘pattern language’:
A designer way for talking about processing, task shaping,
involvement, media leverage.
14. Task design discourse
Tools www.patternlanguage.com
A pattern language?
Target behavior
…The language, and the processes which stem from it,
merely release the fundamental order which is native to us.
They do not teach us, they only remind us of what we know
already, and of what we shall discover time and time again,
when we give up our ideas and opinions, and do exactly
what emerges from ourselves.
Christopher Alexander,
The Timeless Way of Building
15. Task design discourse
Tools www.patternlanguage.com
A pattern language?
Target behavior
Pattern language emerges from practice:
look at some examples first =>
16. Media lever example 1:
Task: learners are to prepare for a challenge where they must write sentences to describe
the information embodied in any one of a set of line graphs with discrete data points.
INPUT LEVER OUTPUT
line graph audio file writing task
Media lever: provision of web- and mobile-accessible sound files containing 'answers’,
i.e. model language for the powerpoint set of graphs being studied.
Observations:
In class practice sessions were lackadaisical and slow/stopped.
~70% of students did report accessing the web files in their own time.
~30% of those transcribed the speech.
Frequent mention of having enjoyed the challenged of matching the unnumbered sound
files to the numbered powerpoint graphs.
17. Media lever example 1 – clever extensions
Task: learners are to prepare for a challenge where they must write sentences to describe
the information embodied in any one of a set of line graphs with discrete data points.
Media lever 1: make sound files available on the web, each file containing the utterance
for one graph in the flashcard set. Listening is foregrounded.
Media lever 2: put the sound files, unlabeled, in random order on the web. Learners
must match the sound files to the graph slides. Both listening and graph decoding are
foregrounded. Higher cognitive load.
Media lever 3: provide sound files for only some of the graph slides. Both listening and
graph decoding are foregrounded, and decision-making and pattern application are
forced. Even higher cognitive load.
Media lever 4: make the graphs similar in content. Listening is foregrounded. Make the
graphs dissimilar in content. Analytical process if foregrounded.
18. Media lever example 1 power variation 1:
Task: learners are to prepare for a challenge where they must write sentences to describe
the information embodied in any one of a set of line graphs with discrete data points.
INPUT LEVER OUTPUT
1 3
2 2 4
3 5 1
4 1 2
5 4
3 writing tasks
5 line graphs
5 audio files (jumbled)
(jumbled)
Media lever: provision of web- and mobile-accessible sound files containing 'answers’
but in jumbled order. Learners must match sound levers to task inputs.
19. Media lever example 1 power variation 2:
Task: learners are to prepare for a challenge where they must write sentences to describe
the information embodied in any one of a set of line graphs with discrete data points.
INPUT LEVER OUTPUT
1
2 4 1
3 1 2
4 2 3
5 4
5
3 audio files 5 writing tasks
5 line graphs
(original order)
(jumbled)
Media lever: provision of web- and mobile-accessible sound files containing 'answers’
to only some tasks. Learners must match sound levers to task inputs, and must transfer
the training to the remaining unleveraged tasks.
20. Conscious threshold
Remembering that
media levers’ power lies below the conscious threshold.
Remembering that the learner should be placed in executive role as much
as possible – or at least feel situated there.
Atmosphere change => attitude change
21. Conscious threshold
Example:
rikai.com's web page mouseover reading tool:
compared to a JEJ dictionary,
completely different atmosphere.
Results: completely different
text attack attitude.
L2 Nihongo learners have responded
ecstatically to discovery of this tool.
Analysis: Asked to analyze their response,
the learners gave signs of not having thought
analytically about the tool.
22. Media lever example 2:
Task perception: at times
it is motivating to provide
a 'distractor task' so as to
background the actual task.
Low-tech example*:
Task: in a textbook, learners are to copy the sentences from the left hand
page and adapt them to express the data given on the right hand page
(information substitution) (appealing).
Writing and calculation are foregrounded, reading backgrounded.
Covert task: read the left hand page (unappealing).
*don’t forget: not all media are electronic
23. Media lever example 3:
Task: learners are presented with a mystery,
embodied in a ‘scene of the crime’ drawing.
Learners are to do abduction:
find a believable explanation
for all the evidence in the graphic.
24. Media lever example 3:
Task: learners are presented with a mystery,
embodied in a ‘scene of the crime’ drawing.
Learners are to do abduction:
find a believable explanation
for all the evidence in the graphic.
Obvious procedure:
brainstorm in L1; compose in L2.
Media lever:
learners receive pages of
'fodder’ model sentences
for composition within
the problem solving task.
Outcome:
hint searching is foregrounded;
reading is backgrounded.
25. Media lever example 3 variation 1:
Task: learners are presented with a mystery,
embodied in a ‘scene of the crime’ drawing.
Learners are to do abduction:
find a believable explanation
for all the evidence in the graphic.
Media lever 3.1:
give the fodder in text
when the task is introduced.
Outcome: the reading of the fodder
is foregrounded,
as a source of problem solving help.
26. Media lever example 3 variation 2:
Task: learners are presented with a mystery,
embodied in a ‘scene of the crime’ drawing.
Learners are to do abduction:
find a believable explanation
for all the evidence in the graphic.
Media lever 3.2:
give the fodder after the students
have developed solutions.
Outcome: problem solving is foregrounded,
and the fodder becomes the matrix
for a search for L2 versions
of what they want to say.
27. Media lever example 3 variation 3:
Task: learners are presented with a mystery,
embodied in a ‘scene of the crime’ drawing.
Learners are to do abduction:
find a believable explanation
for all the evidence in the graphic.
Media lever 3.3:
make the fodder available as
sound files linked from objects
in the problem picture
Outcome: listening is foregrounded
and cognitive load reduced.
28. Media lever example 3 variation 4:
Task: learners are presented with a mystery,
embodied in a ‘scene of the crime’ drawing.
Learners are to do abduction:
find a believable explanation
for all the evidence in the graphic.
Media lever 4:
make the fodder long audio files
of whole solutions.
Outcome:
problem solving is backgrounded,
listening is foregrounded
and cognitive load reduced.
29. Media levers point to:
The need for a framework for cognitive task design work.
The need for a pattern language for professional deliberation.
30. CALL cognitive task design work
Designer NEEDS
A pattern language?
www.patternlanguage.com
Designer WANTS
…The language, and the processes which stem from it,
merely release the fundamental order which is native to us.
They do not teach us, they only remind us of what we know
already, and of what we shall discover time and time again,
when we give up our ideas and opinions, and do exactly
what emerges from ourselves.
Christopher Alexander,
The Timeless Way of Building
32. Tensions (to germinate pattern language)
Hunter's tensions of interest
Interface/task – learner perception of curriculum
Representation – message comprehension
Processing type – learner persistence
Processing variation – learning effectiveness/efficiency
Use of metalanguage – learner attack style
Representation type – cognitive load in task scenario
Representation type – degree of abstraction
– curriculum transparency
Representation type – degree of abstraction
– task success
33. Tensions (to germinate pattern language)
Hunter's tensions of interest
Interface/task – learner perception of curriculum
Representation – message comprehension
Processing type – learner persistence
Processing variation – learning effectiveness/efficiency
Use of metalanguage – learner attack style
Representation type – cognitive load in task scenario
Representation type – degree of abstraction
– curriculum transparency
Representation type – degree of abstraction
– task success
34. “Processing”: a pattern language element
L2 processing
Information processing Language -> information
identify sounds/words/phrases
Recognize symbols find L1 equivalent
Identify a pattern find mental construct equivalent
Identify a problem identify anaphora/exophora
Select a transformation identify discourse pattern
Select a technique identify discourse intent
Apply a technique
Evaluate results Information -> language
mimic sounds/symbols
create sounds/symbols
encode visual impressions
encode discourse impressions
encode text impressions
build discourse from intention
35. “Processing” types
PROCESSING
TYPES
Remembering
OUTPUT TASKS
INPUT TASKS Accumulating
Transforming
Pointing
Listening Naming
Moving
Looking Describing
Watching Classifying
Making a noise
Reading a symbol Comparing
Speaking
Reading text Finding an answer to a question
Selecting an answer to a question
Drawing
Feeling Applying a rule
Writing
Smelling Describing a rule
Making
Tasting Discovering a rule
Sequencing
Applying a process By carefully monitoring the modes
Inferring
Analyzing
of task input and output,
Synthesizing the designer can lead the learner to
Evaluating
Deciding a wide variety of cognitive activities
(here "processing").
36. “Processing” immediacy and presence
Immediate processing
Tests
Dictation Conversation
for points
Chat
Classroom
Classroom questioning
paper tasks
Minimum Maximum
presence Point n’ click
SMS presence
chat
Drag n’ drop email
chat
Cell phone
push
Homework
Delayable processing
37. Pro-con
Cause-effect
Classification
Description
Sequence
Comparison
Inference
Remembering
Accumulating
Transforming
Naming
Describing
Classifying
to decide task type
Comparing
Finding an answer to a question
Selecting an answer to a question
Applying a rule
Describing a rule
Discovering a rule
Sequencing
Applying a process
Inferring
Merging content and processing
Analyzing
Synthesizing
Evaluating
Deciding
38. Sequencing of tasks
Remembering
Accumulating
Transforming
Sample 1: False beginners
(repeating same content in each task) Naming
Describing
Aural only Classifying
A1:listen and repeat Comparing
A2-listen and repeat cumulative Finding an answer to a question
A3-listen and draw/signify graphically
Selecting an answer to a question
A4-listen and complete pattern clozes
Applying a rule
A5-listen and problem-solve
Describing a rule
Read/write Discovering a rule
W1-reverse of A3 Sequencing
W2-A4 with no listening Applying a process
W3-Read cases and discover rules Inferring
W4-Read cases and draw scenarios Analyzing
W5-Read cases and solve problems Synthesizing
Evaluating
Deciding
39. An essential pattern language element:
Baddeley and Hitch’s
1986 model of working memory,
with its 3 components.
Three-component model of working
memory
-assumes an attentional controller, the
central executive, aided by two
subsidiary systems:
1. the phonological loop, capable of
holding speech-based information, and
2.the visuospatial sketchpad, which
performs a similar function for visual
information.
The two subsidiary systems form active
stores that are capable of combining
information from sensory input, and from
the central executive. Hence a memory
trace in the phonological store might
stem either from a direct auditory input,
or from the subvocal articulation of a
visually presented item such as a letter.
40. Working memory model extended (2000)
Phonological loop: Central
Executive
Important for short-term storage
-ALSO for long term phonological learning
Phonological Visuo-spatial
Loop Sketchpad
Visual Episodic Language
semantics LTM
Associated with
-development of vocabulary in children
-speed of FLA in adults
Baddeley, A. D. (2000) The episodic buffer: a new component of working memory?
Trends in cognitive sciences 4(11) 417-423.
41. Working memory model extended (2000)
Phonological loop effects: Central
Executive
1. Phonological similarity
2. Word-length
3. Articulatory suppression
Phonological Visuo-spatial
4. Code transfer Loop Sketchpad
5. Central rehearsal code,
not operation Visual Episodic Language
semantics LTM
Baddeley, A. D. (2000) The episodic buffer: a new component of working memory?
Trends in cognitive sciences 4(11) 417-423.
42. A most promising task design tool:
Baddeley’s model of working memory,
Central
Executive
with its (since 2000) 4 components.
The episodic buffer:
-assumed capable of storing infor- Phonological Episodic Visuo-spatial
mation in a multi-dimensional
Loop Buffer Sketchpad
code.
-thus provides a temporary
interface between the slave Visual Episodic
systems and LTM. semantics LTM Language
-assumed to be controlled by the
central executive Shaded areas: ‘crystallized’ cognitive systems
-serves as a modelling space that capable of accumulating long-term knowledge
is separate from LTM, but which
forms an important stage in Unshaded areas: ‘fluid’ capacities (such as
longterm episodic learning. attention and temporary storage), themselves
unchanged by learning.
Baddeley, A. D. (2000) The episodic buffer: a new component of working memory?
Trends in cognitive sciences 4(11) 417-423.
43. Shall we compose
a pattern language for CALL?
...a promising notion
…The language, and the processes which stem from it,
merely release the fundamental order which is native to us.
They do not teach us, they only remind us of what we know
already, and of what we shall discover time and time again,
when we give up our ideas and opinions, and do exactly
what emerges from ourselves.
Christopher Alexander,
The Timeless Way of Building
44. Thanks for your attention.
Downloads from
http://lawriehunter.com/presns/tw4/
http://www.core.kochi-tech.ac.jp/hunter/
http://slideshare.net/rolenzo/
Contact (please)
