Literaturnachweis - Detailanzeige
| Autor/in | Labour, Michel |
|---|---|
| Titel | Social constructivism and CALL: evaluating some interactive features of network-based authoring tools. |
| Quelle | In: Recall : the journal of the European Association for Computer Assisted Language Learning, 13 (2001) 1, S. 32-46 |
| Beigaben | Anmerkungen 4; Literaturangaben; Grafiken |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0958-3440 |
| Schlagwörter | Fremdsprachenunterricht; Interaktion; Lernen; Computerunterstützter Unterricht; Lernstil; Interaktion; Lernen; Lernstil; Computerunterstützter Unterricht; Fremdsprachenunterricht; Autorenprogramm |
| Abstract | A quality-based authoring tool is defined by its ability to satisfy its users' needs. In the design and use of such tools in CALL, however, very little reliable information exists about what the tutoring system really does, for example concerning its capacity to create 'interactive' lessons. Linked to this, many teachers lack the time and resources to keep up with the latest technological developments, and invariably feel they are under exploiting the possibilities of CALL. The paper proposes a typology of different types of CALL-based interactivity and interaction to help teachers better assess the possibilities of network-based multimedia authoring tools. In adopting a general social constructivist approach, the system of classification looks at how one can link different learning styles, in this case that of Mumford & Honey (1992) Learning Styles, to different types of: (1) online learner accompaniment; (2) evaluation of learner production; (3) organised structures of events/states (scenation); (4) data organisation; (5) information units; (6) frequency of choice; (7) choices made available to learners. Finally, a multimedia authoring system, LEM of Speaker (Intranet version 3.30) will serve as a demonstration of the importance of this mode of evaluation to the design and understanding of such authoring tools in CALL. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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