Introduction
| Research
papers |
Caminos a la expresividad: a constructivist approach to computer-based language learning
Sally-Ann Kitts (University of Bristol) describes Caminos a la expresividad,
a series of four computer-based tutorials developed specifically to respond
to the needs of advanced learners of Spanish.
(This article first appeared in CILT's bulletin for higher education,
Higher, issue 3, September 2001).
Caminos a la expresividad (Pathways to Expressivity) centres on authentic texts from Spanish and Latin American sources on a variety of themes of contemporary relevance and interest to students studying for a degree in Spanish. Written in Asymetrix Toolbook using the CALScribe template as a starting point (Kitts and Whittlestone, 1998), the aim is twofold: firstly to provide information and ideas on contemporary topics which students can use as starting points for discussion as they develop and refine their own ideas and go on to express themselves in written and spoken contexts; secondly, to offer practical assistance with language development and manipulation in terms of clarifications and explanations of complex or unusual aspects of syntax and lexis and through interactive self-assessment exercises on grammar, vocabulary, comprehension and composition. The tutorials are linked to and supplemented by a website which expands upon the topics covered and offers additional information and ideas on developing language skills.
Each of the Caminos tutorials begins with an introductory page providing information on the content and the structure. The contents page follows with clickable buttons linking to each text and to the exercise choices and website. Progress through the tutorials can be in either a straightforward linear fashion or via a more open, exploratory approach, according to the learning preference of the individual student (Jones, Jacobs and Brown, 1997). The core texts are contained in scrolling boxes and have hotword links offering discussion and clarification on items of syntax and lexis (while at present Caminos contains only written texts, both audio and video texts can easily be included). As well as basic navigation aids, the lower area of each screen of text contains buttons opening a notepad and leading to a multiple-choice comprehension exercise. Additional exercises based on topics arising from the texts offer reinforcement work in composition, vocabulary and grammar. Different formats are used, some involving self-assessment, others in a quiz form (all with feedback and scoring), others suggesting further ways to extend students' language skills.
Caminos has been developed in accordance with constructivist principles of learning, in particular those set out by Grabinger and Dunlap in their theory of the REAL - Rich Environment for Active Learning (Grabinger et al, 1997). These can be summarised as encouraging students to take responsibility for their learning through generative learning activities in authentic and realistic contexts with varied assessment techniques that encourage and measure higher-order thinking and involve a collaborative approach (for a full discussion of how Caminos has been developed and evaluated in accordance with these principles, see Kitts and Hancock, 1999). For any teaching and learning approach to be successful, it is vital that students be motivated to make full use of it. Additionally, for computer-based programmes in particular, integration into the curriculum as a whole is essential if students are to find the programme really helpful and worth using. For the past two years, Caminos has been integrated into the final-year language curriculum through links with oral presentations and essay writing. Following an introductory class which explained the concept and offered practical assistance, students explored Caminos on an open-access basis and made use of the texts and supplementary material to generate ideas which they then developed into 4 individual oral presentations and 2 written compositions. This coming session 2001-2, students will additionally be involved in group projects involving the linguistic exploration of new texts on topics of their own choice, the best of which will form the basis for the creation of new tutorials that will expand the topical and linguistic coverage of the series. This is a key feature of Caminos, not just in terms of student motivation, but also in practical terms, since it enables the material to remain up-to-date and relevant to varying student interests and demands without the need for extensive reworking and additional preparation to be carried out each year.
References
Grabinger, R. S. and Dunlap, J. C. 'Rich environments for active learning:
a definition' in ALT-J 3(2): 5-34 (1995).
Grabinger, R. S., Dunlap, J. C. and Duffield, J. A, 'Rich environments
for active learning in action: problem-based learning' in ALT-J
5(2): 3-17(1997).
Jones, P., Jacobs, G. and Brown, S, 'Learning styles and CAL design: a
model for the future' in Active Learning 7: 9-13 (1997).
Kitts, S.-A. and Hancock, J. T., 'Putting theory into practice: the creation
of REALs in the context of today's universities' in ALT-J, 7(2):
4-14 (1999).
Kitts, S.-A. and Whittlestone, K. D, 'CALScribe: a multimedia template
ideal for CALL development' in ReCALL 10(2): 4-11.(1998).
Further information
It is planned that Caminos will be trialled and evaluated by a number of other HE institutions over the next 18 months before being made more widely available. A Portuguese version, Caminhos a Expressividade, is also being developed.
