Learner Autonomy and CALL

Last week’s assignment focused on learning styles are used to enhance and extend individualized learning in the CALL- computer-assisted language learning classroom. This week’s assignment continued to focus on individualization by contimplating learner autonomy and how it relates to CALL. Along with my own research, I also read the recommended two articles:

1. Promoting independent learning through language learning and the use of IT, by Christian Shyh Chiuan Chia (2005)
2. Theory and Research: Autonomy and Language Learning by Deborah Healey (2007)

As I read these articles, I kept thinking how today’s youth are far more independent and computer savy than I ever was. In today’s world of “Me”, or maybe I call should call it “MyWorld”, where there are Web sites such as MySpace, MyScene, and many other self-centered cyber environments, I am surpised that learner autonomy is not being studied more. There are three questions I am hoping to answer by the end of this reflection.

1. How do we use technology to encourage students to be life-long learners?
2. Are students becoming self-regulated just because you are using technology?
3. Are they really learning?

First, let me define autonomy and recap the definition of CALL.

• Autonomy a Greek derivitive meaning “law” or one who gives oneself his/her own law. (Wikipedia 2007)
• CALL, computer-assisted language learning is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a substantial interactive element (Wikipedia 2007)

Given these definitions, CALL can be used in the development of learner autonomy. It allows educators to create electronic language-learning environments that allow the learner to be in control of their own learning, or better said “self-regulated” in developing, maintaining, the challenging their own educational development. No, I do not believe that students are becoming self-regulated just be teachers are using technology, but because the students themselves are becoming more self-centered.

However, are students really learning? According to Christian Shyh Chiuan Chia, Promoting independent learning through language learning and the use of IT, students are starting to really learn via autonomous learning. Chia sites that this type of learning has been harder for some cultures compared to others, based on their beliefs. Because most of America’s youth live in “MyWorld”, they are aware of the concept of self. They have been brought up to believe the world is centered on them. However, the concept of self-centered types of learning was difficult for the Chinese cultural to grasp because there is no world for “self”. The lack of the concept of self actually held Chinese students back from fully grasping to be autonomous. According to Chia, students believed that knowledge came from teachers and textbooks. However, the study showed that these students were able to learn at the end of the study.

In this article, Chia describes how the National Institute of Education (NIE), which is a part of Nanyang Technological University (NTU), supports Singapore schools. The NIE offered self-directed courses and self-access learning that complemented the development of learner autononmy. She explains how the NIE allowed students take “bridge’ courses and to take responsibility for their own learning. After the students participated in this program, they realized that this type of class taught them how to study and to get knowledge on their own, not through teachers. Chia explains that it is essential to help learners be autonomous. Furthermore, learners become more efficient in their learning if they did not rely on their teacher to provide them with resources or solve their problems. It makes students more self-reliant and prepares them for the real world, and hopefully become life-long learners.

Chia also states that independence in learning has become fundamental because of globalization.

The second article, Theory and Research: Autonomy and Language Learning, Healey explains autonomous learning and language learning are connected and how current views of autonomy has moved away from isolated learning and moved toward social settings and flexible interdependence. Healey explored Oxford’s model that contained four interrelated but differing perspectives:

1. Technical perspective – focus on the physical situation
2. Psychological perspective – focus on characteristics of learners
3. Socio-cultural perspective– focus on mediated learning
4. Political-critical perspective– focus on ideologies, access and power structure

Healey explained how applying Oxford’s four principles on autonomy to CALL underline the multiple facets involved in enabling learners to be self-directed in technology-enhanced environments. She stressed that teachers must be committed to encouraging autonomous learning. She said that teachers could not create autonomy in learners, but how technical, psychological, socio-cultural, and political aspects of learning along with CALL, can be used to enable and enhance learning environments conductive to autonomy.
In summary, today’s students live in MyWorld, where independent study is not only acceptable, but also expected. Today’s students want their own training, which is also entertaining. CALL is the prefect method to encouraging today’s whiz kids to be life-long learners, be self-regulated, and really learn!

References:

• Wikipedia, found at http://en.wikipedia.org/wiki/Computer-assisted_language_learning, last updated October 16, 2007, Copyright Wikipedia, All rights reserved.
• Christian Shyh Chiuan Chia (2005), Promoting independent learning through language learning and the use of IT, National Institute of Education, English Language & Literature Academic Group, 1 Nanyang Walk, Singapore, © 2005 International Council for Educational Media
• Healey, Deborah, 2007, CALL Environments: Research, Practice, and Critical Issues, Chapter 25. Theory and Research: Autonomy and Language Learning, in Joy Egbert and Elizabeth Hanson-Smith, Editors, CALL Environments: Research, practice, and critical issues. Alexandria, VA: TESOL.

Learning Styles

This week reading assignment explored different methods of enhancing and extending learning styles in the CALL classroom. According to Dr. Karen Y. Ngeow, noted authority on the subject and author of the article, Classroom Practice: Enhancing and Extending Learning Styles Through Computers, "if students are to enhance the way in which they learn language, they first must be willing to take responsibility for their own learning, work collaboratively with their peers, and investigate different methods of practicing". (Ngeow 1999)

Ngeow expressed the importance of teaching students to be "conscious" of their individual strengths and weaknesses in regards to learning styles. In the article noted above, she detailed three learning style principles. (Ngeow 1999)

1. Learners who are more conscious of their learning of their learning styles make better use of learning opportunities.
2. Learners learn better, when they are provided with learning opportunities that enhance and extend their learning preferences.
3. Learners work better with new learning styles when they are given guided opportunities to practice.

There are several methods teachers can use to identify their student’s particular learning style, such as:

• group discussions,
• self-rated questionnaires, and
• computer-based scoring devices.

Students must also be able to identify their own learning style. One way to help students in identifying their learning style is to guide them to create individual learning profiles. (Ngeow 1999) Learning profiles are designed to help the student become a more strategic, active, and independent learner by better understanding their individual learning styles which can facilitate learning.

Another principle Ngeow described is that educators must provide students with learning opportunities where students can organize their thoughts, therefore enhancing and extending their learning preferences. Computer software, such as Microsoft Word can be used by students to organize information. Concept mapping is another technique that can be used to organize thoughts and information. There are software programs, such as the one found on the link above and in the graphic shown here that can help you organize your thoughts. I tried this software and found it very effective. Graphic found on www.Mindapp.com (www.mindapp.com 2007)

Learners need guided practice opportunities to explore applying different learning styles. Ngeow’s article explained how Howard Gardner’s Multiple Intelligence (MI) theory could be used as part of a learning activity to enhance and extend learning styles in CALL classrooms. The MI theory reflects upon the multiple ways in which people learn. According to Gardner, eight “intelligences” exist within us all. The links below, found on EdWeb, describe the intelligences. (www.edweb.com 2007)

• Musical Intelligence
• Bodily-Kinesthetic Intelligence
• Logical-Mathematical Intelligence
• Linguistic Intelligence
• Spatial Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence
• Naturalist Intelligence

Ngeow described how the MI theory can be part of a learning activity where students pick computer software from a list of computer software based on their individual learning styles to use for an upcoming language-learning project. The students are then asked to describe why they picked that particular software to the class. The teacher guides the class through a group discussion about how the use of multiple types of computer software and even combining computer software can be used to enhance learning styles. This activity is followed by the teacher introducing the MI theory to the class. She or he explains how MI is like the use of different types of computer software and how types of intelligences, like software can be used to enhance learning of new languages. (Ngeow 1999)

In conclusion, I agree that there are probably hundreds of different methods for enhancing and extending learning styles with computers in the classroom. I know this assignment made me think of ways I would enhance the way I develop corporate training to include for different types of learners styles. I try to incorporate different aspects such as text, audio, and graphics when developing web-based training to appeal to all styles of learners. However, according to Ngeow, it is only through being aware of their own learning styles and exploring various modes and means to learning that students can really be successful learners. Once students are aware of how they learn, participation in a CALL classroom will not be intimidating, but rewarding. My only question is, will elementary age children really take on this challenge? hmmmmm....

References:

• Ngeow, Karen, Y, (1999) Classroom Practice: Enhancing and Extending Learning Styles Through Computers, In J. Egbert & E. Hanson-Smith (Eds.) CALL Environments: Research, Practice and Critical Issues (pp. 302-314), Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
• EdWeb, http://www.edwebproject.org/edref.mi.th1.html found on October 12, 2007, Copyright © EdWeb: Exploring Technology and School Reform, by Andy Carvin. All rights reserved.
• Howard Gardner’s Website, http://www.howardgardner.com/ found on October 12, 2007, Copyright © 2006 Howard Gardner. All rights reserved.
• MindAppTM , http://www.mindapp.com/Pc/CreateMapFlash.asp found on October 15, 2007, Copyright © 2007 Varatek Software, Inc. All rights reserved.

Web Site Evaluation #2

Essentials of a Web Site

Before starting my search for a great Web site, I wondered what actually makes for a great Web site. So, I started my research the way I start every research today, online. I started on a Web site I frequent often called, Web Reference and asked; what makes a great Web site? I was linked to an article by Andrew B. King titled, What Makes a Great Web Site? Besides having the basics, such as being responsive most users using a 56 kbps modem, well-organized, attractive, and easy to read, I found out that there are several essential traits to a great Web site. (www.Webreference.com, 2007)

According to King, a Web site should:

• Contain original content that is credible, well edited, valuable, and timely. Therefore, the Web site content should be updated regularly.
• Be customized to meet the needs of the users. King referred to this as “one-to-one Web sites, where the information is custom-tailored to the user's preferences.
• Have interactivity. Interactivity is good because it engages the user and makes the site memorable.

Processing all these essential characteristics is what makes a person want to stop and stay a while, and return, making for a great Web site. (King, 2007)

Searching For a Web Site

To find a great Web site to evaluate and use to develop a lesson plan, I used two search engines: MSN Live Search and Google. On these search engines, I used a search technique described in this reading assignment: The Four NETS. (Doge, 2005)

1. N: Start Narrow


2. E: Use Exact phrases


3. T: Trim the URL


4. S: Seek Similar pages

I was looking for an easy CALL, Computer-Assisted Language Learning Web site that provided lessons for learning Farsi. The first search engine I tried was MSN Live Search. Using the first and second NETS, narrow and exact phrase, I entered the phrase “English to Farsi” into the search field. I received 28,594,218 results! So using the tried to be more exact, therefore narrowing down my results, so I entered “Easy Farsi Lessons” into the search field and received 104, 737 results. The great thing about narrowing down your list and using exact phrases is that you waste less time searching through pages of Web sites that are not what you really want. By being more specific, the results went from over 3 million to about 1 hundred thousand.

The first Web site I opened was www.easypersian.com. Bingo! This was the exact type of Web site I really was looking for. There are well over 100 Farsi lessons, including audio clips, writing instructions, and more. However, before I was satisfied with my search, I went to the Google search engine and inputted the words: English-Farsi and Farsi-English dictionary into the search field. I received only 16,600 results. I noticed that some of the same Web sites appeared on both the MSN and the Google search. I tried the Web site AriaDic.com, which was great for translating an English word into Farsi, but after a little more research noticed this site would not give me the proper pronunciation of a word in Farsi, only English. After looking at a few more Web sites, I decided to go back to www.easypersian.com to use for this project.

Evaluating a Web Site

Now that I had a Web site to evaluate, I used several resources to evaluate the Web site, such as the Essential Web Site Traits noted above, the Checklist for Evaluating Web Sites, and other Web site evaluation questions provided in the reading assignment. While evaluating the Web site for essentials traits, I also looked for items such as authority, accuracy, purpose, currency, design, organization, and ease of use.

Location and Name:

• The URL of the Web site: http://www.easypersian.com
• The title of the Web site: Easy Persian by Hassen H

Essentials Traits:

• Original content: Yes, however, not being familiar with other types of language learning Web sites, I think this Web site has original content. This site was very impressive in the way it shows the user how to write a letter in Farsi. Farsi is a difficult language to write. It shows the user how to write both small and larger case letters using Flash.
• Customized: Yes, the Web site is customized to the user. There are 140 lessons. The learner can go directly to the level or type of lesson they need.
• Interactivity: Yes, the Web site is very interactive. The learner can click to see the word in Farsi, how to write a letter, and hear a correct pronunciation.

Authority and Accuracy:

• The author of the Web site - Hassen H
• Part of the URL that gave clues about authorship: Since the Web site ends with “.com”, I assume it is for commercial use for a company.
• Author’s Qualifications: There is a note from the author on the contact page stating: “Years of experience in teaching…”

Purpose and Content:

• The purpose of the Web page or site: Educational - According to the Web site, “Easy Persian is a totally free source for you if you are looking for comprehensive online lessons to learn Persian or Farsi as spoken in Iran. It also helps you write in Farsi with step-by-step instructions.”
• The purpose in my own words: It is an extensive bank of Farsi lessons for any level, from beginners to advanced learners. However, I think this Web site is designed for adults.
• The content: Lessons for learning Farsi
• Balanced, objectives, and factual information: Yes, the information found on the lessons is factual, however, there are links to Hassen’s blog and link to a religious page.
• Contact Information : easypersian@hotmail.com
• In what ways is the software or Web site interesting to the target audience? Easy-to-follow and broken into small sections where the user can go directly to the lesson they need.
• What are the language goals for this software or Web site useful/effective? The goal of this Web site is to teach a person to read, speak, and write in Persian /Farsi. Yes, it is effective in the way it starts from scratch and slowly builds to an advance level. It goes beyond memorizing, to engaging the learner to interactive with the text.
• Practice, Assessment, Feedback, if yes give examples: Yes, there are useful drills, samples, links, and links to books for each lesson. There is also a translation page.
• External Documents: What external documents (some guides) does the software or Web site include? There is a link to a Persian converter. Are they effective? Yes, this program converts Persian/Farsi text written in the following transliteration scheme to the Persian script. It translates English to Persian and Persian to English.

Currency:

• Date last revised, modified or updated: The actual Web site does not state last revision date, however, the Copyright states 2007, therefore, I assume the site is current. In addition, there is a link to a blog where the last entry date was June 28, 2007. There also links to chats and the news.
• Importance of currency to the type of information available on this Web site: Not very, this type of information is timeless. The language itself does not change. However, it is important to keep the links current.
• Maintenance: The Web site appears to be well maintained.
• Broken links (Error 404 messages): No, I have not found any broken links.

Design, Organization, and Ease of Use:

• Overall appearance: The Web site is well designed and organized. The links to all 140 lessons are in numerical order.
• Easy to read and navigate - The layout is organized, not to busy, and easy to read. There are no extras, such as graphics, etc, just helpful text, and audio clips.

Strengths and Weaknesses:

• What are the strengths of this software or Web site? The strength of the Web site is that there is a wealth of information available to the user, yet it is not over whelming to the beginner. The information is provided as requested by the user, not the Web site.
• How can this software or Web site be improved? Even though there is a link to a converter, I think the site could include one within the site, where the user can use it on each lesson. It should also allow the user to speak and receive feedback on each lesson.

References:

• MSN Live Search found at http://www.msn.com/ on October 8, 2007 Copyright © 2007 Microsoft, All Rights Reserved.
• Google Search found at www.google.com on October 8, 2007 Copyright © 2007 Google, All Rights Reserved
• Dodge, Bernie, 2005, Four NETS for Better Searching found at http://Webquest.sdsu.edu/searching/fournets.htm on October 5, 2007, No copyright found.
• University of Maryland, Evaluating Web Sites, found at http://www.lib.umd.edu/guides/evaluate.html, on October 8, 2007, Copyright © 2006 University Libraries. University of Maryland All Rights Reserved
• University of Maryland, Checklist for Evaluating Web Sites, found at http://www.lib.umd.edu/guides/Webcheck.html, on October 8, 2007, Copyright © 2006 University Libraries. University of Maryland All Rights Reserved
• King, Andrew B., What Makes a Great Web Site? Found at http://www.Webreference.com/greatsite.html October 8, 2007, Copyright © 2007 Jupitermedia Corporation, All Rights Reserved.
• AriaDic.com, found at http://www.ariadic.com/ on October 8, 2007, Copyright © 2006 AriaDic.com, All Rights Reserved.
• Easy Persian, found at http://www.easypersian.com/ on October 8, 2007, Copyright © 2001-2007, Easy Persian, All Rights Reserved.
• Alijsh found at http://alijsh.googlepages.com/tl_persian_convertor.htm on October 8, 2007, Copyright © 2006-2007, alijsh.googlepages.com. All rights reserved.

Authentic Activities in Web-based Training

This week’s reading assignments about authentic activities was very interesting. Though I read both articles, Authentic Activity as a Model for Web-based Learning, by Reeves, Herrington, and Oliver (2002) caught my attention. What I do currently is search for new ideas for incorporating these types of authentic activities to enhance my training.

The article discussed 10 characteristics of Authentic Activities, which are:

1. Have real world relevance
2. Ili-defined, requiring students to define the tasks and sub-tasks need to complete the activity
3. Comprised of complex tasks to be investigated by students over a sustained period of time
4. Provide the opportunity for students to examine the task from a different perspectives, using a variety of resources
5. Provide the opportunity to collaborate
6. Provide the opportunity to reflect and involve students beliefs and values
7. Can be integrated and applied across different subject areas and extend beyond domain specific outcome
8. Are seamlessly integrated with assessment
9. Create polished products valuable in their own right rather than as preparation for something else
10. Allow completing solutions and delivery of outcomes

The examples used in this articles were cute and apparently from 2002. The first Research Methods Course was well organized, colorful, and engaged the learner to move around the office / research center as they would in a real world environment. When I read this article, I could not help but think of what I do as an instructional designer.

As stated in our class forum discussion, I am not a teacher, but I have incorporated authentic tasks into the corporate classroom. One way I have done this is by including real world and on-the-job type training exercises.

For example, At Eli Lilly, I developed several health and safety courses. In a course about safety harnesses, I had the students learn the reasons why harnesses were important by watching video featuring real employees who did not wear their harnesses as they were instructed. This video showed the harsh reality of not following proper safety regulations. After the video, the course was designed to include easy-to-follow steps, practice exercises, and then the students were graded on their ability to apply their harness. The reason these authentic tasks were valuable is that it saved lives.

As an instructional designer, I strongly believe that it is crucial to create as much of real world environment as possible. Another example of us of authentic activities I have created for a course is one I am currently developing for computer application for AT&T Billing Representatives.

The web-based course allows students to first watch a realistic demonstration, and then perform the same steps on their own in a controlled online environment. I created helpful hints, and error messages that lead the student through out the task. There are assessment questions, and build-in challenges the student must perform to successfully complete the course.

To develop this course, I am using an AT&T learning management system and other software applications, such as Flash and Captivate. Using these applications, I can actually make the task in more of a game that the learner wants to complete, and move on the next level.

In conclusion, even though this article was written in 2002, I agree with Reeves, Herrington, and Oliver's Ten Characteristics of Authentic Activities. The themes and issues they noted are still true today in the ever-changing world of Web 2.0!

References:

• Reeves, Herrington, and Oliver, 2002, Authentic Activity as a Model for Web-based Learning, paper presented at the Annual Meeting of the American Educational Research Association in New Orleans, LA, USA April 1-5, 2002.

Wiki with Rea

I had fun learning more about wiki this week. The main lesson is that wiki is no owned by Wikipedia. Click here to access my wiki page: http://reabreck.wikispaces.com/

Have Fun!
~ Rea

CALL in the Classroom

This week reading assignments included the following three articles and an accompanying PowerPoint about the use of advance technology in the CALL classroom.

• Peyton, J.K. (1999) Theory and Research: Interaction via Computers


• Anderson, T. (2003) Getting the Mix Right Again: An updated and theoretical rational for interaction


• Chen, C. (2007)Technology-enhanced Language and Cultural Learning: A Cross-cultural Global Education Project and Show Me The World PowerPoint (PPT)

My first thoughts of the E-pal project conducted Chen was that it was similar to my ideas and suggestions for infusing Web 2.0 into the classroom. It is funny how some many of instructional design methods and practices are being used in the field of CALL. When I read this paper and the associated PPT, I was engrossed in how this project was actually accomplished.

It was like reading my own thoughts. I personally would have developed a similar lesson plan to include two classes from different parts of the world to interact with one another on several different levels throughout out the school year. Chen had her class “telecollaborate” internationally and cross culturally with a class in the United States. The goal was similar to what my goals would be to have the students learn different cultures and languages from a direct perspective.

Due to the growing demand of multiliteracies, there is a need to prepare our children for the new world of communication technology, which includes global, digital, visual, information literacies. Chen’s project went beyond mere email. She introduces linguistics by includes visual and audio aspects of learning a new languages and cultures. Multiliteracies pedagogy is a completely new world. It is actually making countries that seemed oceans apart as close as one’s backyard.

The study of using Web 2.0 to further enhance CALL in the classroom included Peyton’s study of computer networking in the classroom. Both this article and Anderson’s Getting the Mix Right, went into various methods and technology available for student interaction. I was interested in the student-student, student-teacher, teacher-content, student-content, and teacher-teacher interactions. I never really thought about the latter, teacher-teacher interaction. However, in order to successfully interact with students in another class in a different part of the whole, teachers must be in close contact.

Overall, this week’s reading helped me to realize the advancements talking place in the CALL classroom. I am excited with article I read about CALL. Thanks for sharing Chien-Han.

References:

• Chen, Chien-Han (2007).Technology-enhanced Language and Cultural Learning: A Cross-cultural Global Education Project (Show Me The World PowerPoint)


• Peyton, J.K. (1999). Theory and Research: Interaction via Computers, In J. Egbert & E. Hanson-Smith (Eds.) CALL Environments: Research, Practice and Critical Issues (pp. 17-26). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.


• Anderson, T (2003) International Review of Research in Open and Distance Learning, Volume 4, Number 2, ISSN: 1492-3831, Getting the Mix Right Again: An updated and theoretical rational for interaction, Athabasca University

Web 2.0 and Learning Languages

When I first heard the term Web 2.0, it really did not affect me. Everyone now seems to use the “.0” version reference to refer to their newly improved product. The term “Web 2.0” actually is used to refer to the second generation of web communities according Wikipedia. Web 2.0 is like the latest version of the World Wide Web, just like the new versions of computer software and games. Wikipedia (2007)

Web 2.0 is a new way of using the Web to conduct research, provide education, and explore the world. Services such as wiki, blogs, podcasts, and YouTube allow people to communicate faster, and more effectively than ever before. There are also services called Web feeds, such as RSS (Really Simple Syndication) and Atom. According to Wikipedia, this feeds are a summary of the content associated with a Web site. It allows you to keep track of your site in less time. Just by clicking a feed icon, a user can check their website and/or blog for new content. Wikipedia (2007)

You can see that I have an Atom Web feeder. I am using an RSS for another class on a shared Google account to write a group paper. My team can share our contributions and ideas by publishing them to the Web, from anywhere, also for you language-learning gurus – in any language! This would be great for sharing a website globally, with a different language-speaking classroom.

Web 2.0 can be traced back to 2004. However, one of the latest video sharing Web sites to hit cyber space in 2005 is YouTube. YouTube allows users to upload, view, and download video clips. This new technology is being used by schools, the media, and anyone wanting to create a video blog versus a regular text blog. It is only in it second year, but I can only image where YouTube will go, especially in the CALL classroom! Check out the YouTube link I added to my blog.

Photo Credit:
Photos are graphics used in this blog entry are from Wikipedia.com.

References:

• Wikipedia: http://en.wikipedia.org/wiki/Web_2.0 , this page was last modified, September 12, 2007, Copyrights: Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc.
• Wikipedia: http://en.wikipedia.org/wiki/RSS, this page was last modified September 10, 2007. Copyrights: Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc.
• Atom Enabled: http://www.atomenabled.org/, found on September 12, 2007, Copyright © 2004 – Atom Enabled Alliance
• YouTube: http://m.youtube.com/ found on September 12, 2007 Copyright © 2007 YouTube, Inc.