Learning Design: The International Standard for CALL?

1. Learning Design: The International Standard for CALL? Don Hinkelman University of Melbourne, School of Languages 札幌学院大学人文学英語英米文学科, 2006.06.04

2. Outline • Problem: Why are standards needed? • Issues: What kind of standard is best? • Depending on Theoretical Stance • Depending on Methodological Approach • Depending on Technological Trends • Depends on Development Ideology • Study: Does Learning Design fit CALL? • Case Study of an Open-source LMS Don Hinkelman, JALTCALL 2006.6.4

3. Part 1: Problem • Process: Software does not move from one site to another. Need to re-program. How do we interchange software and activities (process)? 2. Content: Content does not move easily from site to site. How do we interchange content? Not: “what is a single pattern for all CALL software? But: “how do we ensure interoperability(portability)? Don Hinkelman, JALTCALL 2006.6.4

4. Common StandardsCurrently Used by CALL Teachers • .html .xml • .jpg • .ppt.doc .xls • .php Yet all are single file standards. To exchange a full learning scenario involves a complexity of multiple files, multiple activities, multiple people & venues Don Hinkelman, JALTCALL 2006.6.4

5. Interoperability Standardsfor Macro-level Files Needs to include: • Whole courses in an LMS • Units of Learning (UOL) • fixed sequences of activities • flexible sequences of activities • Single activities [a.k.a. learning objects] Don Hinkelman, JALTCALL 2006.6.4

6. Interoperability Standardsfor Macro-level Files Some Teacher Authoring Requirements: • Granularity: ability to break down whole course into parts • Composition: ability to combine parts into a course • Editable, Arrangable: reorder, reedit, sequence • Sequencing • Multiple Paths • Multiple Groups & Roles Don Hinkelman, JALTCALL 2006.6.4

7. IMS-Learning Design • An international standard • SCORM • IEEE • IMS • Only standard devoted to collaborative learning • Inclusive of solitary, and fixed sequence learning scenarios, blended learning Don Hinkelman, JALTCALL 2006.6.4

8. IMS-Learning Design • Technical Specifications • XML “wrapper” • standard nomenclature for describing activities and process • can be pre-specified, or post-harvested • intended for all learning scenarios, commercial or proprietary, blended or non-blended Don Hinkelman, JALTCALL 2006.6.4

9. Part 2: Issues • Problem: Why are standards needed? • Issues: What kind of standard is best? • Depends on Theoretical Stance • Depends on Methodological Approach • Depends on Technological Trends • Depends on Development Ideology • Study: Does Learning Design fit CALL? • Case Study of an Open-source LMS Don Hinkelman, JALTCALL 2006.6.4

10. a. Theoretical Stance What is your core stance on learning? • Learning is solitary • Learning is collaborative Let us look at some theories of second language learning Don Hinkelman, JALTCALL 2006.6.4

11. Theories of Second Language Learning • Second Language Instruction (SLI) • Second Language Acquisition (SLA) • Second Language Socialisation (SLS) Don Hinkelman, JALTCALL 2006.6.4

12. Theory of SLI ごしどう Second Language Instruction (SLI) 第二言語指導 • Based on linguistics • A second language is learned best by learning the grammatical rules and vocabulary of the language. • It is instructed in school classrooms or on self-study materials. • Researchers analyze the language by dividing it into smaller bits (reductionism). • Teaching is by putting these small pieces in a logical order. Sentences, words and phrases are focused on. Don Hinkelman, JALTCALL 2006.6.4

13. Intermediate Words Advanced Words Present Tense Present Perfect Tense Basic Words Past Tense And so on And so on Model of SLI • Grammar Progression • Vocabulary Progression Don Hinkelman, JALTCALL 2006.6.4

14. Theory of SLA しゅうとく Second Language Acquisition (SLA) 第二言語習得 • Theory from psychology • A second language is learned best by following the natural pattern of developing a language in the brain • It is “acquired”, not instructed, in both the real world and through classroom study or self-study. • Researchers analyze the stages that learners pick up a language (interlanguage). • Researchers look at mental processes. • Teaching is by paying attention to the natural order of acquisition. Students should focus on good learning strategies, not the structure & meaning of a language. Communicative discourse is more important than sentence structure. Don Hinkelman, JALTCALL 2006.6.4

15. Model of SLA Information processing metaphor Inputs Processing Output Books Student Teaching Essays Speeches Test Answers Media Don Hinkelman, JALTCALL 2006.6.4

16. Theory of SLS 　　しゃかいか Second Language Socialisation (SLS) 第二言語の社会化 • Influenced by sociology/anthropology/ecology • A second language is learned best by joining a community that uses that language for specific purposes. • It happens through purposeful projects and tasks inside that community. • Researchers analyze the language acts and how veterans teach apprentices to do those jobs. • Teaching is by designing and facilitating a community that is full of real-life projects for students to do. • PPAARR Don Hinkelman, JALTCALL 2006.6.4

17. NS NS NS NS NS NS NS NS NS NS NS NS NS NS SS NS SS SS T VS T VS VS SS OB VS NS OV SS OV SS NS Model of SLS Ecological/Environmental metaphor Kramsch (2002), Van Lier (2001, 2005) Learning Community T=Teacher NS=Novice VS=Veteran Student OV=Outside Veteran SS=Sister School OB/OG=Alumni Don Hinkelman, JALTCALL 2006.6.4

18. Learning is solitary Standards which fit this model of reality • SCORM 1.3 • IMS-SS Don Hinkelman, JALTCALL 2006.6.4

19. Learning is collaborative Standards which fit this model of reality • None Don Hinkelman, JALTCALL 2006.6.4

20. Learning is collaborative & solitary Standards which fit this model of reality • IMS-LD • Evolved from EML (Educational Modeling Language) of Open University NL • Incorporates solitary and collaborative learning in sequences of activities • Incorporates face-to-face and online learning (blended scenarios) Don Hinkelman, JALTCALL 2006.6.4

21. b. Methodological Approach Don Hinkelman, JALTCALL 2006.6.4

22. Key Concepts • Technology: electronic, architectural, paper forms, portfolios, media, web interfaces and other non-human actors in the learning process “materialist semiotic view” • Design: continuous planning, redesign, improvisations, and refinements of pedagogy “translation/transformation view” • Blended: hybrid forms of human/technology/curriculum/methods/spaces “actor-network view” Don Hinkelman, JALTCALL 2006.6.4

23. Core Conceptual Change • CALL as a package • Client-based • Proprietary code • Licensed content • Single-user learning • CALL as an environment • Web-based • Swappable scripts • Shared content • Collaborative learning Don Hinkelman, JALTCALL 2006.6.4

24. Trends of Blended Learning • Theoretical Changes • instruction >> acquisition >> socialisation • Methodological Changes • drill training >> project-based learning • Technical Changes • laboratories >> wireless rooms • CD software >> web software Don Hinkelman, JALTCALL 2006.6.4

25. c. Technological Trends • web based software (not standalone) • modules and scripts (not packages) • teacher-based design (not professional specialists) • drag-and-drop interfaces (Flash, Red5) • reconfigurable sequences (de/reconstruction) • rewriting/reformatting of authored content • reuse of learner content • granularization of roles and permissions Don Hinkelman, JALTCALL 2006.6.4

26. d. Development Ideology Choices for teachers and developers Don Hinkelman, JALTCALL 2006.6.4

27. Part 3: Study • Problem: Why are standards needed? • Issues: What kind of standard is best? • Depending on Theoretical Stance • Depending on Methodological Approach • Depending on Technological Trends • Depends on Development Ideology • Study: Does Learning Design fit CALL? • Case Study of an Open-source LMS Don Hinkelman, JALTCALL 2006.6.4

28. Learning Design Study Groupmoodle.org • Renamed to Technology and Pedagogy Study Group Don Hinkelman, JALTCALL 2006.6.4

29. Key Text • Learning Design Don Hinkelman, JALTCALL 2006.6.4

30. Key Text • "Learning Design: A Handbook on Modelling and Delivering Networked Education and Training" • Edited by Rob Koper and Colin Tattersall Don Hinkelman, JALTCALL 2006.6.4

31. What is Learning Design? • Learning Design (LD) is an international standard for modeling flexible sequences of educational activities. It applies not only to online network-based teaching but also classroom-based or blended learning as well. Don Hinkelman, JALTCALL 2006.6.4

32. Why use LD for CALL? • IMS-LD is perhaps the only standard now proposed that allows for collaborative, socio-constructivist-oriented learning in a variety of formats. • Yet, it is a “Proposed” standard in that little software actually uses it. Don Hinkelman, JALTCALL 2006.6.4

33. Studying Learning Design • A working group at moodle.org community held a collaborative study course to analyze LD and its potential for integration with Moodle during the spring and summer of 2005. That group produced a paper which was published in August 2005. • Journal: Journal of Interactive Media in Education • Title: Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS • Authors: A. Berggren, D. Burgos, J. M. Fontana, D. Hinkelman, V. Hung, A. Hursh, G. Tielemans • Available at: http://jime.open.ac.uk/2005/02/ Don Hinkelman, JALTCALL 2006.6.4

34. Research Team • Anders Breggren • IKT-Pedagogen E-learning Consultancy, Sweden • Daniel Burgos • UNFOLD Project, Open University, Netherlands • Josep Fontana • Faculty of Translation, Universitat Pompeu Fabr, Spain • Don Hinkelman (Facilitator, Editor) • Horwood Language Centre, University of Melbourne, Australia • Vu Hung • Ministry of Education and Training, Vietnam • Tony Husch • Dept. of Educ. Psych., University of Illinois, USA • Ger Tielemans • Stedelijk Lyceum, Twente University, Netherlands Don Hinkelman, JALTCALL 2006.6.4

35. Case Study Conclusions • LD does not have flexible authoring engines • LD is not an environment (not LMS) • LD exchanges learning sequences from LMS to LMS • LD can take snapshots of a learning process at various points in time. Can record the cumulative process. • LD is not necessary for teachers to understand. Simply, it is a requirement for any LMS--open source or proprietary. Don Hinkelman, JALTCALL 2006.6.4

36. Core Issue Does IMS-Learning Design handle “bricolage” design? Don Hinkelman, JALTCALL 2006.6.4

37. Conclusion: Does LD fit CALL? No: if your conditions are as follows • Theory of learning: solitary, SLI, SLA • Method of learning: content dissemination • Technological base: broadcast/delivery mode • Development ideology: proprietary, private licensing Better Standards: IMS-Simple Sequencing, SCORM 1.2, 1.3 Don Hinkelman, JALTCALL 2006.6.4

38. Conclusion: Does LD fit CALL? Yes: if your conditions are as follows • Theory of learning: solitary & collaborative, SLS • Method of learning: project-based learning multiple learning paths collaborative, group learning • Technological base: networked,blended learning • Development ideology: open source, public licensing Don Hinkelman, JALTCALL 2006.6.4

39. Future • LD-compliant project-based language learning module to an open-source learning management system Don Hinkelman, JALTCALL 2006.6.4

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44. Refined Problem • How and when do teachers use technology? …use the internet? • Why do they choose some technology and not others? What factors? • How do they blend face-to-face technologies and online technologies? Don Hinkelman, JALTCALL 2006.6.4

45. What is a purpose? • Not practice for later “real-life” • Learning happens through doing something with real purpose, that secondarily uses a second language (not native language). • Some examples: • holding a conference (in a foreign language) • producing a magazine (in a foreign language) • hosting a visitor (in a foreign language) • going on a study tour (in a foreign language) • doing a fashion show (in a foreign language) • planting trees with a sister school (in a foreign…) Don Hinkelman, JALTCALL 2006.6.4

46. What is a community? • A group with a purpose • Veterans/Permanent members (veterans) • Teachers • Older students • Alumni (OB, OG) • Non-school community members • Apprentices/Transitory members (apprentices) • Beginning students Don Hinkelman, JALTCALL 2006.6.4

47. Part II: Trend of Blended Learning • Theoretical Changes • instruction >> acquisition >> socialisation • Methodological Changes • drill training >> project-based learning • Technical Changes • laboratories >> wireless rooms • CD software >> web software Don Hinkelman, JALTCALL 2006.6.4

48. What is a project? • A project is: • a job that needs to be done. • a classroom task that is related to a larger group effort • Some examples at SGU: • Korean exchange programs (hosting, visiting, organising) • Email exchange programs • Teaching practice, counseling practice • Bunkyodai Shogakko/Melbourne Primary School exchange • Homestay introduction letters (before going abroad) • Interviewing foreigners/international students in Sapporo • Powerpoint presentation forums • Mini-Drama Happyokai Don Hinkelman, JALTCALL 2006.6.4

49. History of Approaches and Foci in Second Language Pedagogy Don Hinkelman, JALTCALL 2006.6.4

50. Part II: Trend of Blended Learning • Theoretical Changes • instruction >> acquisition >> socialisation • Methodological Changes • drill training >> project-based learning • Technical Changes • Software: client software >> web software • Hardware: laboratories >> wireless rooms Don Hinkelman, JALTCALL 2006.6.4