Tilly Harrison University of Warwick 27 th January 2012

History of CALL, Learning Styles and Constructivism ( ) Basics of Designing a WebQuest ( ) 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)

Stage1970s–1980s: Structural CALL 1980s–1990s: Communicative CALL 21st century: Integrative CALL TechnologyMainframePCsMultimedia and Internet English-teaching Paradigm Grammar- Translation and Audiolingual Communicative Language Teaching Content-based, ESP / EAP View of languageStructural (a formal structural system) Cognitive (a mentally- constructed system) Socio-cognitive (developed in social interaction) Principal Use of Computers Drill and practice Communicative exercises Authentic Discourse Principal objective AccuracyAnd fluencyAnd agency The Three Stages of CALL (Warschauer, 2000)

Stage1970s–1980s: Structural CALL 1980s–1990s: Communicative CALL 21st century: Integrative CALL TechnologyMainframePCsMultimedia and Internet English-teaching Paradigm Grammar- Translation and Audiolingual Communicative Language Teaching Content-based, ESP / EAP View of languageStructural (a formal structural system) Cognitive (a mentally- constructed system) Socio-cognitive (developed in social interaction) Principal Use of Computers Drill and practice Communicative exercises Authentic Discourse Principal objective AccuracyAnd fluencyAnd agency Computer RoleTUTORTOOLMESSENGER The Three Stages of CALL + Benson’s Role of the Computer

Stage1970s–1980s: Structural CALL TechnologyMainframe English-teaching Paradigm Grammar-Translation and Audiolingual View of languageStructural (a formal structural system) View of learningBehaviourism (stimulus and response / conditioning / rewards / reinforcement) Principal Use of Computers Drill and practice Principal objective Accuracy Computer RoleTUTOR Based on the Three Stages of CALL + Benson’s Role of the Computer

Stage1980s–1990s: Communicative CALL 21st century: Integrative CALL TechnologyPCsMultimedia and Internet English-teaching Paradigm Communicative Language Teaching Content-based, ESP / EAP View of languageCognitive (a mentally- constructed system) Socio-cognitive (developed in social interaction) View of learningLearners have different learning styles Constructivism Principal Use of Computers Communicative exercisesAuthentic Discourse Principal objective And fluencyAnd agency Computer RoleTOOLMESSENGER Based on the Three Stages of CALL + Benson’s Role of the Computer

Cognitive  Knowledge Affective  Feelings and emotions Psychomotor  Manual and physical

KNOWLEDGE  drawing 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

SchoolUndergraduate 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. RECALL COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

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 Scaffolding  to help the students get started Transformation Scaffolding  to help the students transform the information Production Scaffolding  to 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?