Authoring a Web‐enhanced interface for a new language‐learning environment

This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Web‐based Java programming, CALL authoring and language teaching expertise, it strives to generate new CALL‐enhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (Hémard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a student‐controlled navigational space based on a mixed learning environment approach, and (c) promote a flexible, network‐based, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific language‐learning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions

Building the foundations of professional expertise: creating a dialectic between work and formal learning

Recent critiques of management and teacher education curricula and teaching pay particular attention to the disconnection between the de-contextualised, formal knowledge and analytical techniques conveyed in university programs and the messy, ill-structured nature of practice. At the same time research into professional expertise suggests that its development requires bringing together different forms of knowledge and the integration of formal and non-formal learning with the development of cognitive flexibility. Such complex learning outcomes are unlikely to be achieved through a 'knowledge transmission' approach to curriculum design. In this article we argue that in many ways current higher education practices create barriers to developing ways of knowing which can underpin the formation of expertise. Using examples from two practice-focused distance learning courses, we explore the role of distance learning in enabling a dialogue between academic and workplace learning and the use of 'practice dialogues' among course participants to enable integration of learning experiences. Finally, we argue that we need to find ways in higher education of enabling students to engage in relevant communities of expertise, rather than drawing them principally into a community of academic discourse which is not well aligned with practice

Cognitive apprenticeship : teaching the craft of reading, writing, and mathtematics

Includes bibliographical references (p. 25-27)This research was supported by the National Institute of Education under Contract no. US-NIE-C-400-81-0030 and the Office of Naval Research under Contract No. N00014-85-C-002

Innate talents: reality or myth?

Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants, and the seemingly spontaneous emergence of exceptional abilities in young children, but there is also contrary evidence indicating an absence of early precursors of high skill levels. An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, opportunities, habits, training, and practice are the real determinants of excellence

Higher Education Working Together to Help Catholic Schools: The Greater Milwaukee Catholic Education Consortium

This essay was developed from a panel presentation by Henk and Maney, as well as other key professional colleagues, delivered at the 2012 CHEC Conference. The essay describes the formation and initial work of a consortium of five institutions of higher education in the greater Milwaukee area, including Alverno College, Cardinal Stritch University, Marian University, Marquette University, and Mount Mary College

Distance learning of foreign languages

doi: 10.1017/S0261444806003727This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching

Teaching Authentic English Pronounciation

Most of the evidence from different research and literature indicates that learners beyond the age of puberty cannot acquire authentic pronunciation of a second language, because the articulation muscles have already lost their flexibility to be able to make new sounds which has not been in the first language. However, there are some adult learners who have the ability to achieve a perfect native like pronunciation of English. In relating Howard Gardner?s (1983) theory of multiple intelligences (MI) to second language learning, we can more easily discern the acquisition of authentic accent by adult learners in spite of the flexibility loss of the vocal cords. According to Gardner?s theory, which attaches important features to the notion of intelligence, learners within a wide range of IQs can be successful in acquiring a second language. In this regard, “musical intelligence” -the forth intelligence in Gardner?s theory- can explain the relative ease that learners have in perceiving and producing the intonation patterns of a language. This research aims to seek ways to enhance the ability of language learners to acquire more native-like pronunciation by the aid of their musical intelligence which is almost an innate ability in everyone. Keywords: Teaching, English & Pronounciatio