Computer Assisted Language Learning

Learning a second language can be pretty tough. I started learning Spanish when I was in 7th grade. I had a break and then took a year or so in high school and at least two semesters in college. I can hardly speak a lick. I still remember some vocabulary and can put together some basic subject-verb-object sentences, but that’s about it. I don’t understand most of what is spoken by native spanish speakers. It’s frustrating.

I’m having a hard time seeing how a computer program can get beyond behaviorist ways of teaching and learning. In class someone suggested having native speakers involved or provide voice recognition. Both of those options, while ideal, do not appear to be in the realm of possibility at this time. The former because of cost, the second because of technology. I don’t know that voice recognition has advanced far enough to really be a viable option to gauge how a learner is progressing.

CALL is still a positive step in language learning and has a lot of potential. I see that some programs provide options for how information is presented so it can be tailored to a learner’s preferences. I’m assuming it can be programmed like some national tests like the GRE where as I get better the information gets harder (should I so choose to go this direction). I think a behaviorist approach to language learning coupled with situational learning is a good mix. Drill-and-practice some of the vocabulary but as soon as possible start using it in realistic setting.

My son is currently involved in a first-grade Spanish two-way immersion program. I actually sought advice to Dr. Graham’s father, Dr. Ray Graham, before placing him in the program. He was so helpful in deciphering research on immersion and encouraging us to have our son give it a try. It’s too soon to tell what the outcome will be, but my son is enjoying himself so right now that’s half the battle. His Spanish teacher has told us that he is a smart boy but needs to work on his vocabulary. Some of the students started this program in kindergarten so I think he’s behind in comparison. This tells me that a little drill-and-practice may be in order for the foundational words (things like colors, big/small, tree, house, school-words, etc). If he can get those then conversations he hears while immersed in Spanish may make a little more sense. I think he will be able to figure out words he doesn’t know hearing them in context with words he does know–that’s where the behaviorism coupled with constructivist (situational) theory may be a good thing.

Instructional Gaming

Jak & Daxter, the reason I don't own a game console

As an instructional designer I do see value in instructional gaming. As a mother instructional gaming terrifies me. Let me qualify that. I beleive there is a distinction between educational gaming and simply identifying skills learned through gaming in general. In my mind there is a difference in quality between what you learn in Quest Atlantis and what you learn in World of Warcraft. One could argue that all games teach you something. It may be the appropriate ratio of chemicals in a scientific experiment or it may be how to blow up a virtual tank, but I suppose you could argue you’ve learned. In both cases you’re probably required to problem solve, think critically, and follow rules. But is there a trade-off?

I am concerned that to learn from WoW requires a serious commitment of time. Further I worry about the addictive nature of some of the MMORPGs. To be fair, I don’t have first-hand experience. I only have experience with platform games such as Jack and Daxter, Sonic, and Spyro. Total kid’s stuff and without the ability to collaborate like WoW and others. But even playing those games gave me a sense of accomplishment. Unfortunately as I mulled over what exactly I had accomplished I realized it was nothing other than wasting a colossal amount of time. So I think one needs to be careful in relying on games to teach skills that could be taught in other ways with less risk of the negative side effects. I’m not saying that games shouldn’t be used nor should they be discounted as a viable means of instruction, but to ignore potential unintended consequences is dangerous.

Ask me in a few years what I think–once my son starts to notice we don’t own a game console.

Storytelling

When I worked for the Center for Teaching and Learning one of the instructional designers, Jessica, often talked about the importance of storytelling as an instructional method. When I first heard this I didn’t have an immediate “Ah ha!” reaction. But the more I thought about it and paid attention to the way I learn the more I think Jessica is right. If we can wrap concepts up in stories to deliver them to learners it is possible it will be easier for them to process new knowledge. It’s not just the entertainment factor, though it probably doesn’t hurt, but stories have a better chance of connecting with prior knowledge.

One of the most effective techniques for me to acquire new knowledge is through simile, metaphor, and analogy. In some cases could these be considered stories? Albeit very short story but a story none the less. In my work we often use the process of construction as a simile for software design. We tell each other short stories about home building to get across concepts, to explain where we are in the process. Last week we were discussing the best time to do a second round of testing. To come to a decision we mulled over a short story, “If we do bug tracking right now it’s like doing a second walk-through after only the dings in the paint job have been fixed. What about the missing light bulbs and outlet coverings? Do we want to come and do an inspection after each ding has been repaired and each light bulb is installed, or do we want to wait until the whole list from the first inspection is done?” We came to a decision to wait and test after further work was finished. Talking in “story” helped us all relate and better understand the issue before us.

Christijan, Jered, and Danny made a good presentation about the importance of story. Nearly everything they said resonated with me. One point that didn’t resonate with me was to refer to storytelling as a  technology. This may expose a basic lack of understanding on my part on something I should understand by now. Isn’t storytelling more a method than a technology? Is there really a difference? Is this question going back to the Clark/Kozma debate (not sure which side I’m on since earlier I talked about stories as a delivery mechanism. Hmmm, sounds familiar)? Better go refresh my memory with notes from the beginning of the semester.

I wish I was a better storyteller. I trip over myself. I could take advice from Ira Glass:

Educause ’09

photo courtesy Flickr user moqub

I’m spending the week in Denver at the Educause annual conference. I’ve heard a number of things that relate back to what we’re learning in class. It’s great when I recognize a learning theory or instructional method that I might not have caught before. Here are a few of the things I heard from presenters that rang true:

Diane Sieber

- Real learners construct their own knowledge
- Successful courses depend on active community of learners
- Learning Affordances of collaborative tools: Participatory, Decentralized (folksonomy vs. taxonomy), Emergent, Network Effect

Gardner Campbell

- LMS tools are very instructor-centric. Info is pushed out. Students are very good at interacting with this as they’ve done it all their lives. But engagement doesn’t get at anything real–it’s a stimulus response. Need to get deeper and get in contact with each other.
- Even if you’re doing the automaticity drills the bigger picture needs to be in view, if not the student is too focused on extrinsic motivation (the grade).

Jim Collins

- The signature of mediocrity is not an unwillingness to change, but chronic inconsistency
- Good leaders are not optimists in that they don’t deny the brutal facts but they don’t lose the faith that they will prevail
- We need not only a to-do list, but also a stop-doing list
- We are not imprisoned by our mistakes, circumstances, setbacks, economy, cards we’re dealt or staggering defeats. We are freed by our choices, and the ones that nobody can see.