Tilly Harrison University of Warwick 27 th January 2012

Tilly HarrisonUniversity of Warwick

27th January 2012

• History of CALL, Learning Styles and Constructivism (12.05 - 12.15)

• Basics of Designing a WebQuest (12.15- 12.20)

• Brainstorming in groups (12.20 – 12.35)• Choosing a Template and Links (12.35 –

12.45)• Break (10 mins)• Working on your WebQuest (12.55 –

1.45) • Feedback / Discussion (1.45 – 1.55)

Stage 1970s–1980s: Structural CALL

1980s–1990s:Communicative

CALL

21st century:Integrative CALL

Technology Mainframe PCs Multimedia andInternet

English-teaching Paradigm

Grammar-Translation and Audiolingual

Communicative Language Teaching

Content-based, ESP / EAP

View of language Structural(a formal

structural system)

Cognitive (a mentally- constructed

system)

Socio-cognitive(developed in

social interaction)

Principal Use of Computers

Drill andpractice

Communicative exercises

AuthenticDiscourse

Principal objective

Accuracy And fluency And agency

The Three Stages of CALL (Warschauer, 2000)


1980s–1990s:Communicative

CALL


Technology Mainframe PCs Multimedia andInternet





View of language Structural(a formal

structural system)

Cognitive (a mentally- constructed

system)

Socio-cognitive(developed in

social interaction)


Drill andpractice

Communicative exercises

AuthenticDiscourse

Principal objective

Accuracy And fluency And agency

Computer Role TUTOR TOOL MESSENGER

The Three Stages of CALL + Benson’s Role of the Computer


Technology Mainframe



View of language Structural (a formal structural system)

View of learning Behaviourism (stimulus and response / conditioning / rewards / reinforcement)


Drill and practice

Principal objective

Accuracy

Computer Role TUTOR

Based on the Three Stages of CALL + Benson’s Role of the Computer

Stage 1980s–1990s:Communicative CALL


Technology PCs Multimedia andInternet




View of language Cognitive (a mentally- constructed system)

Socio-cognitive(developed in social interaction)

View of learning Learners have different learning styles

Constructivism


Communicative exercises AuthenticDiscourse

Principal objective

And fluency And agency

Computer Role TOOL MESSENGER

Based on the Three Stages of CALL + Benson’s Role of the Computer

• CognitiveKnowledge

• AffectiveFeelings and emotions

• PsychomotorManual and physical

• KNOWLEDGEdrawing out factual answers, testing

recall and recognition• COMPREHENSION

translating, interpreting and extrapolating

• APPLICATION to situations that are new, unfamiliar

or have a new slant for students

• ANALYSIS breaking down into parts, forms

• SYNTHESIS combining elements into a pattern not

clearly there before• EVALUATION

according to some set of criteria, and state why

School Undergraduate

Postgraduate

Learning and remembering facts.

Understanding what you have learned

Applying what you have learned to a real situation

Breaking a problem down into parts and showing how the parts relate to each other

Putting different ideas together to make an argument

Evaluating different ideas to see how they relate to each other.

RECALLCOMPREHENSIONAPPLICATION

ANALYSISSYNTHESISEVALUATION

• Schema Theory existing background knowledge

determines interpretation of new experiences enables us to make predictions

Knowledge is organised We recognise patterns

• The learner constructs knowledge making use of what s/he already knows

• The learner is not an ‘empty vessel’• Collaboration, negotiation of meaning

and reflection are key for learning

“Built into the WebQuest process are the strategies of cognitive psychology and constructivism. First, the question posed to students can not be answered simply by collecting and spitting back information. A WebQuest forces students to transform information into something else: a cluster that maps out the main issues, a comparison, a hypothesis, a solution, etc.” March 1998

• “In order to engage students in higher level cognition, WebQuests use scaffolding or prompting which has been shown to facilitate more advanced thinking…

• By breaking the task into meaningful "chunks" and asking students to undertake specific sub-tasks, a WebQuest can step them through the kind of thinking process that more expert learners would typically use..” March 1998

• Reception Scaffoldingto help the students get started

• Transformation Scaffolding to help the students transform the

information

• Production Scaffoldingto help the students show what they have

gained

• T-spider

• WebQuest page

• Start with your students – what do they need?• Choose a topic• Think about the end product - what will be the

transformation(s)?• Chunk the topic• Find the relevant resources• Choose the tasks, scaffold the learning• Include real world interaction?• Choose a template for the WebQuest pages• Make sure you write a fun and motivating

introduction!• Think about evaluation – how will you assess or wrap

up the WebQuest?

1. Models real life behaviour

2. Requires higher level thinking skills

3. Uses the Internet well

4. Is not a report or a simple procedure

5. Is not simply ‘web experiences’

6. Is motivating and useful!

•Alternative History•Analysing for Bias•Behind the Book•Beyond the Book•Commemorative•Comparative Judgement•Compilation• Concept Clarification•Persuasion•Concrete Design•Exhibit•Generic•Genre Analysis•Historical Story

•In the Style of….•Meeting of Minds•On Trial•Parallel Diaries•Persuasive Message•Policy Briefing•Recommendation•Simulated Diary•Teaching to Learn •Time Capsule•Travel Account•Travel Plan

Go back to your school groups from Tuesday.

Together think of the kinds of topics and tasks that are motivating at that level.

Share out the ideas so that two pairs work on something different.

Go to the WebQuest Garden page One of the pair should log in and make

sure you add the code you are given UK112ICT

Work through the suggested stages. Give feedback to your school’s other pair.

How easy did you find it to adapt the WebQuest model for ELT?

Would they work in your context? Why? Why not?

Advantages? Limitations?

Documents

Tilly Harrison University of Warwick 27 th January 2012