Implementing institutional change for languages: online collaborative learning environments at Coventry University

Orsini-Jones, Marina

doi:10.1017/s0958344000004973

Cited by 3 publications

(1 citation statement)

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“…The members of this group consider design more generally and at a higher level of abstraction than those who discuss design in more specific ways related to an artifact (see Appendix A). Included in this category are guidelines or software design principles (Boling & Soo, 1999;Peterson, 1999), broad approaches to design conceptualisation (Borchardt, 1999;Levy, 1999), a model of CALL design (Hoven, 1999a(Hoven, , 1999bOrsini-Jones, 1999) and a user-centred methodology (Hémard, 1999). In the synopsis here, 2 At the EuroCALL Conference 2001, in Nijmegan, seven themes were used to classify conference papers.…”

Section: Design As a Principled Approach To Callmentioning

confidence: 99%

CALL by design: discourse, products and processes

Levy

2002

ReCALL

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Design' is a term that is familiar to many language teachers and CALL practitioners. It is used regularly in relation to curriculum, syllabus, course and task in the general literature and it occurs in all these areas and more in the CALL sphere where instructional design, website design, interface design and screen design are just some of the additional points of focus. This paper aims to look at CALL design in more detail. It places a particular emphasis on describing the discourse, products and processes of design in CALL. It looks at what we have learnt about design and points to areas that remain problematical. It also makes connections with cognate fields whenever these links prove helpful. This study is the second in a series of three complementary papers which look at research, design and evaluation in CALL (see Levy, 2000). All use the same corpus of CALL work as a database and the research design and methodology in each is the same. In this paper the description and discussion is based on 93 articles involving design published in books and journals published in 1999. The descriptive section is followed by analysis and interpretation with special attention given to the relationship between theory and design, and the centrality of the task and the learner in the design process.

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Section: Design As a Principled Approach To Callmentioning

confidence: 99%