I am working on a project that includes the creation of two technologies for learning languages. I decided that adapting a new instructional design model from scratch will help implement these technologies: the model will be followed to develop the instruction needed for learning languages.
You should not select the technology first. You should use an "Educational Engineering" process to first identify your outcome goals for the class, and their measurements of success...and then the kinds of learning activities that can allow students to achieve those goals. Only after that should you select the technology by which those learning activities can be performed. See this book chapter:
Chapter Educational Engineering for CALL and MALL
Interesting question. I think you might start by asking how a child learns language at the knee of its mother. The mother talks aloud about the things (nouns) around her. This can become your jpgs. She does actions, and the child learns verbs. This could become your mp4s. She sings; this tonality could become your mp3s. She reads books. This could become your text to speech program. Educational music videos can teach exercise and dance. Monkey-see; monkey do. Child see; child do. Pick two.
Do a what-if thought experiment: If the child is put into a conceptual bubble, as if any contact with humans would contaminate and kill it, how would you educate it? This will help you to transform your thinking to what can be provided virtually. Yes, yes, yes, we all know that physical contact is vital. This is a thought experiment only, intended to get you thinking about what can be virtualised.
The exciting thing is that one can use the world's best jpgs, html, mp3s, mp4s to teach the child language. The child can be self-directed. Cultivate innate curiosity. Make education fun, a game. Google Scholar “gamification”. Remember interaction is vital. Copy the core idea of a language lab: Hear recordings of yourself mimicking the global master.
You should not select the technology first. You should use an "Educational Engineering" process to first identify your outcome goals for the class, and their measurements of success...and then the kinds of learning activities that can allow students to achieve those goals. Only after that should you select the technology by which those learning activities can be performed. See this book chapter:
Chapter Educational Engineering for CALL and MALL
Thank you Michael W. Marek and Ian Kennedy for your valuable replies And the reading you’ve sent to me. Both tools I am working on are new AI technologies, and the objectives for learning are set the day I decided to create them. Now, the learning model is more about what Ian Kennedy suggested except that the model is not about what to use (resources) it is about How... which means... if I want to teach you a grammatical rule, I will definitely use mp3s and videos.. but How is something that the instructional designer need to set in a learning model to follow as a consistant methodology: it can be read, explore, try and test... it can be another combination! Now, to develop that, we need steps to develop the model... is it by setting logic model? Is it by using UX user experiment feedback? is there something else that makes the model balanced with the usage of AI ?!
An Effective Instructional Model for Teaching English Language Learners within the Mainstream Classroom
Sofia Viktorova Vladimirova
The whole educational delivery is too big for us to model all at once. So we divide it into MODULES: The user (student) model, the tutorial (teacher) model, the educational (didactic) model...
To get there, start small. One mini-micro-lesson unit. One aim. One student. One lesson plan... One step at a time.
Let us take the learning model and lay it out for inspection and criticism. Here is my example. AI offers some powerful possibilities for research. For example, I have been using an AI program to accept 400 words, and to write 400 more words! Of course, they have to be accepted or revised. The program hinted that I needed to introduce direct speech; then subsequently hinted that I needed to introduce another speaker, and even made up a name for this character! Students will read this post, so I am not going to name the program here!! It would be fun to look at teaching creative writing unit using such a tool to help the imagination.
Lesson objective: Be imaginative today in your creative writing for pleasure (The HOW follows)
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