Instructional Design for Language Learning Software Constructivist approach: creative use of software Language Learning -contextualized: not isolated chunks of knowledge -attention on meaning -authentic engagement Instructional Design -active engagement -exploration -authenticity

Context -> exercises related to the context vs. Problem -> engage in context Problem = challenge => mindful engagement + authentic involvement Cognitive conflict or puzzlement: stimulus for learning and determines the organization and nature of what is learned. The search for a solution: leads learner to look for meaning in the language presented, and in the following steps of resolution, create meaning. (Savory & Duffy, 1995) + Authenticity (Egbert & Hanson-Smith, 1999) - by relating the learning activity to the learner through the question to be asked. Building ownership over the problem and engaged with the language as in real life while performing the tasks following the problem.

To design a problem based learning: 1.anchor all learning activities to a larger task or problem, 2.support the learner in developing ownership for the overall problem or task, 3.design an authentic task, 4.the task and the learning environment: to reflect the complexity of the environment they should be able to function in at the end of learning, 5.give the learner ownership of the process used to develop a solution, 6.learning environment: to support and challenge the learner’s thinking, 7.encourage testing ideas against alternative views and alternative contexts, 8.opportunity for and support reflection on both the content learned and the learning process. Savory and Duffy (1995)

- Introduction: the problem as anchor and to set the challenge. (Mindful engagement + authenticity) Choices available for continuation into context. - Step 2: language input - context for the problem + language use + exploration. Resources (explicit & implicit). Explicit resources: visual/audiovisual so that the learners can have visual input which would help understand the meaning; and audio, which would help develop listening and oral skills. Text- as a visual aids, and help learners see what they hear in written form. Depending on the type of problem, the explicit resources need to also involve hints for reaching a solution or provide information about ways for reaching a solution, so as to improve engagement with the material. Implicit resources: hyperlinks to explanation of vocabulary, grammar points, pronunciation, hints and help function. A menu and is accessible when needed. Supplementary information on structural aspects of the language can be provided through links while introducing language in its natural, contextual use as is made possible through hypertext. - Step 3: learners create their own solution to the problem by either modifying what is available or selecting from among the choices or creating from scratch. Actions have consequences (feedback and engagement).