Abstract

The purpose of this paper is to present a specific case of CALL task design adopting the patterns-based learning design approach. The approach provides a common framework/vocabulary for educational designers, particularly teachers, to systematically capture, articulate, make explicit, share and reuse expert knowledge of teaching and good design. Over the past 10–15 years, considerable advances have been made in both learning design (LD) and learning analytics (LA) research in terms of research outputs. However, the anticipated impact and benefits, e.g. the patterns-based approach, to the everyday practice of teachers and learners have been invisible or mostly unrealized. Research to explore CALL task design with reference to LD and LA is underrepresented in the literature. The aim of this paper is to explain the challenges faced by CALL designers/teachers in task design and reflect on them methodologically with relation to the patterns-based approach. It firstly provides an overview of the CALL task design literature to highlight the gaps and weaknesses in the research and practice, followed by an introduction of the concept of design patterns. This paper then examines three CALL tasks from two current online language learning beginners courses in a New Zealand university, and develops them into design patterns. Explanation of how they were developed and discussion of the possible added value of design pattern to the design of CALL tasks are provided.

摘要

本文的目的是展示一个采用基于模式的学习设计方法的 CALL 任务设计的具体案例。该方法为教育设计者，尤其是教师提供了一个通用框架/词汇，以系统地捕捉、阐明、明确、共享和重用教学和良好设计的专家知识。在过去的 10-15 年中，学习设计 (LD) 和学习分析 (LA) 研究在研究成果方面都取得了相当大的进步。然而，预期的影响和好处，例如基于模式的方法，对教师和学习者的日常实践是不可见的或大多没有实现。参考 LD 和 LA 探索 CALL 任务设计的研究在文献中代表性不足。本文的目的是解释 CALL 设计者/教师在任务设计中面临的挑战，并在与基于模式的方法相关的方法论上对其进行反思。它首先概述了 CALL 任务设计文献，以突出研究和实践中的差距和弱点，然后介绍了 CALL 任务设计的概念。设计模式。然后，本文从新西兰一所大学的两个当前在线语言学习初学者课程中检查了三个 CALL 任务，并将它们发展为设计模式。解释了它们是如何开发的，并讨论了设计模式对 CALL 任务设计的可能附加值。