Lawrie Hunter's recent presentations
Concept mapping and concept mapping software have taken solid hold in many realms of education in many countries, primarily for use in representing learner and instructor perceptions of the interrelations between concepts. However, it is not so easy to design effective and motivating mapping tasks, or to choose the appropriate type of mapping for a task/project/curriculum.
These
important
questions
will be addressed:
(1)
Which
kind
of mapping to use for different instructional purposes;
(2)
When
to do
mapping electronically and when by hand; and
(3)
How
to go
beyond "I do mapping in my class" to lead the learner to the use of
specific language forms and patterns.
This presentation will first outline mapping types and the structure issues underlying the witting use of maps: rhetorical structure, text structure, paragraph structure and sentence structure. Without incorporating these structures in the framing of task design, the instructor/designer will not be able to control the form of learner output.
This will be followed by a demonstration of the use of two styles of
mapping:
(1)
Novakian
mapping,
which is the most commonly used mapping in science education
today;
and
(2)
Hunter's
infostructure
mapping, which is a very limited (and thus effective)
mapping
style for second language learning tasks.
This will be followed by a demonstation of the use of four types of task constraint which the author has developed for mapping in the teaching of entry and upper advanced EFL writing. These constraint types, which reduce to easily manageable task design elements, are: map size; allowable links; rhetorical devices; and degree of abstraction. The participant will come away with a set of conceptual tools for the witting use of the mapping in the language classroom.
Conference filesConcept mapping and concept mapping software have taken solid hold in many realms of education in many countries, primarily for use in representing learner and instructor perceptions of the interrelations between concepts. However, it is not so easy to design effective and motivating mapping tasks, or to choose the appropriate type of mapping for a task/project/curriculum.
This paper sets out a set of conceptual tools for the witting use of mapping in curriculum and materials design.
These
central
questions
are
addressed:
(1)
Which
kind
of
mapping
to use for different instructional purposes;
(2)
When
to
do
mapping
electronically and when by hand; and
(3)
How
to
create
curriculum
and materials that go beyond "I do mapping in my
class" to lead the learner to the use of the specific language forms
and
patterns appropriate to each type of information.
This paper identifies mapping types and information structures underlying the witting use of maps: rhetorical structure, text structure, paragraph structure and sentence structure. Without incorporating these structures in the framing of task design, the instructor/designer will not be able to control the form of learner output.
This is followed by
an analysis of the information-related
character of two salient styles of
mapping:
(1) Novakian
mapping, which is the most commonly used mapping in science education
today;
and
(2) Hunter's
infostructure mapping, which is a very limited (and thus effective)
mapping
style for second language learning technical-oriented tasks.
The conclusion includes a description of four types of task constraint which the author has developed for mapping in the teaching of entry and upper advanced EFL technical writing. These constraint types, which reduce to easily manageable task design elements, are: map size; allowable links; rhetorical devices; and degree of abstraction.
Conference filesPhysical plant
limitations mean that not every English class
can have full access to information technology. Yet 'virtually' every
learner
does have some means, personal and/or instititutional, of personal
access to
web and media (e.g. mp3) content and technology. Though standardization
remains
an obstacle, IT uniquely presents the valuable possibility of
individualization
of learning activities, e.g. in matters such as video watching style.
For the
most part standardization obstacles can be overcome by heightening the
learner's motivation/need to access the task resources/media.
Media leverage (design of task sequence and resource interplay) can
greatly
enrich the learner's experience of a task. This presentation shows some
designs
for leverage in task motivation and agenda. For example, web- and
mobile-accessible sound files presenting 'answers' for preparation for
oral
testing of line graph language; hidden curriculum agenda in peer
assessment of
'Japlish' in student presentation videos.
Wesch
<http://blip.tv/file/2615703/> presents a call
for education to move beyond absorption learning and critical thinking
towards
developing learner creativity. The notion of creativity in language
learning
scenarios raises essential issues such as curriculum control, learner
time
demand, and input/output sequencing and proportion. The use of recently
available tools such as Cmap Tools, Yahoo Pipes and debategraph may
provide
partial resolutions to these issues, but task-intrinsic behavioral
constraints
such as media leverage, as well as content-related constraints, can
provide
overall resolutions while at the same time making tasks more effective
in terms
of motivation and available agenda.
This paper
demonstrates the application of the
pragmatics of signification and pragmatics of communication (Eco 1990:
212) to
the analysis of the interplay between the speakers of two highly
dissimilar
languages engaged in meaning negotiation by means of semantic maps.
When a
language learner's first language and target
language have profoundly different systems for encoding meaning, the
interpretation and formation of complex second language utterance are
at times
impeded by the learner's lack of a confident mapping between meaning
and second
language syntax. This paper presents information structure maps
(ISmaps), the
author's system for low-text representation of the structured
information
represented in a constrained body of utterance, and examines the use of
two
pragmatics approaches to explain the apparent success of the system in
overcoming second language learner doubt.
In
Japanese, written signs carry meaning, but in many
cases do not speak, or do not speak unambiguously. As well, Japanese is
a
left-branching language, and thus clause semantic completeness is not
the
primary processing unit in initial segmentation (whereas it is the
primary unit
in English). This results in a mindset where written utterance need not
speak,
is not expected to speak, yet where rich meaning does arise. Some
Japanese
college level learners of English, dubbed 'false beginners,' have
acquired
English vocabulary and grammar knowledge in six years of high school
study but,
resuming their study of English in college, they appear unable to make
sense
of, or sense with, strings of English lexical units.
ISmaps
provide an 'interlanguage' for a restricted
domain of English utterance: sentence level utterances consisting of
logically
related atomic lexical units with concrete referents. After using this
mapping
tool for meaning clarification for a brief period of time, false
beginners have
rather consistently demonstrated willingness to interpret received
English
utterance, and to engage in the risky business of producing English
utterance
to convey meaning.
Rational
use of ISmaps as a tool for professional
second language teaching work requires a theoretical characterization
of how
the tool functions. In its analysis of the dynamics of this scenario,
this
paper uses pragmatics of signification and pragmatics of communication,
suggested by (Eco 1990: 212).
There are a great number of mapping software products now available, for the creation of many kinds of map. The most common varieties of map are mind maps, concept maps and argument maps. This richness of offerings, along with task design considerations and the practical concerns of platform, web-readiness, cost and usability, present the course designer with a complex set of considerations.
This poster provides the program designer with a heuristic tool for mapping-related decision making, focusing on the primary issues of (1) map type, (2) content genre and (3) information-related structure. The issues presented in graphical juxtaposition in the poster are described briefly below.
(1) The choice of map type determines the linguistic or information structures which may be mapped. Mind maps (á la Tony Buzan) consist of dyads or trees with all links being associations, undifferentiated and thus masked in vagueness. Hunter's information structure maps have graphically (not textually) differentiated links, with dyad representation confined to the sentence/paragraph level. Novakian concept maps have textually differentiated links, with ongoing debate as to the syntactic range of dyad representation. Argument maps have textually signaled rhetorical devices for links, with dyad content restrained to argument moves. Rhetorical Structure Theory maps have textually signaled rhetorical devices for links, with dyads representing any of (a supposedly exhaustive) 38 rhetorical devices.
(2) Content genre here is taken to consist of essential information, background information and persuasive/poetic rhetoric. This is particularly approachable in the case of informal sci-tech reporting, since in this type of writing essential information is rather easily identified.
(3) The term information-related structures here refers to
(a) rhetorical structures (e.g. argument; e.g. situation-problem-solution-evaluation);
(b) information organization (e.g. general to specific); and
(c) information structures (at the sentence level, identified by Hunter as description, classification, comparison, sequence and cause-effect).
Other more immediately evaluated design issues include the following.
(1) Target content: the linguistic forms desired in the language output generated by the learner when processing the map. Node content refers to the linguistic units which constitute allowable node text. Dyad syntactics refer to the question as to whether a dyad should lend itself to simple reading as a sentence.
(2) Learner profile: learning style; affinity for graphical depictions of information; and experience with a variety of rhetorical styles in the second language.
(3) Learner-task-instructor interface: the way in which the map will be used as an artefact of information or communication. Cognitive weight indicates the change in cognitive load imposed by the introduction of a mapping device in the task/communication scenario. If cognitive weight is a negative value, the use of mapping has reduced cognitive load. Usability, as in the case of web usability, refers to efficiency, effectiveness and appeal of the mapping as a means to achieving a communicative goal. Key computer related issues are platform, webbability and cost.
Conference filesConcept mapping: styles, techniques and language tasks
Presented at JALTCALL 2009, Toyo Gakuen University, Tokyo June 6 2009
Download
the
intro
powerpoint
(.ppt
1.5
MB)
Download
the
mindmaps
powerpoint
(.ppt
0.3 MB)
Download
the
ISmaps
powerpoint
(.ppt
1.3 MB)
Download
the
Novakian
powerpoint
(.ppt
1.4 MB)
Download
the
decision
matrix
powerpoint
(.ppt
3.0 MB)
Download
the
info-rhetoric
separation
powerpoint
(.ppt
0.1 MB)
Download
the
Cmap-ISmap
comparison
powerpoint
(.ppt
0.2 MB)
Download
the
argument
mapping
powerpoint
(.ppt 1.0 MB)
Download
the
RST
powerpoint
(.ppt
0.3 MB)
Cmap
link label constraint for the structural narrowing of
constructivist second language tasks
CMC2008 - 3rd International Conference on Concept Mapping, September
20-26, 2008
Tallinn University, Tallinn, Estonia / Helsinki University, Helsinki,
FinlandIn
constructivist
second language (L2) learning environments, particularly in relatively
teacher-remote situations such as those involving Learning Management
Systems
(LMS), learner freedom can be an obstacle to the achievement of
specific educational
objectives. This paper presents an example of task-narrowing achieved
by Cmap
interface related task design.
The use of concept
map systems based on associational links can result in excessive task
performance freedom. Cmaps have labelled
links, and by constraining the content of the link
labels, we can constrain learner behavior towards more articulate
expression,
while still retaining a high degree of task performance freedom. By
constraining the nature of link labels the materials designer can push
the
learner to very specific language structure behaviors.
This purposeful
constraining of task is illustrated by the author's work with the
informal
technical academic English register (used for example in science
magazines and
presentation scripts). An important second language reader/writer skill
is the
ability to distinguish between (1) technical content and scientific
argument
and (2) motivating or persuasive rhetoric.
This paper
presents
the author's adaptation of Cmaps and Cmap tools for L2 learner
analysis of technical text and for
the subsequent writing of technical text, using Cmaps for argument
mapping.
Limiting
writing
task
freedom
by constraining Cmap link type
WorldCALL conference
2008, Fukuoka International Conference Center
Download
the powerpoint
(.ppt 2.3 MB)
Let's Be
Novakian: Constraining Task with Structural
Mapping Software
JALTCALL annual conference
2008, NUCB Nagoya
Download the powerpoint (.ppt 2.8 MB)
I. What is Critical Thinking?
The term "critical thinking" has been defined variously, and EFL
teachers interested in building CT into their content are often
confounded by a confused offering of materials.
This presentation outlines the major variations of the CT theme:
American-style issues-based adversarial discourse, de Bono's
issues-based divergent thinking, formal logic, and foundation literacy
skills.
II. The task-based approach in "Critical Thinking" and "Thinking in
English."
The second section of the presentation details the presenter's
task-based approach to leading upper beginners and lower intermediates
towards the skills required to begin the study of critical thinking, as
embodied in his textbook, "Critical Thinking."
The learning process involves four steps:
INPUT (demonstration/listening/reading of
vocabulary and phrases;
USAGE PRACTICE (activities and tasks using the vocab and phrases;
AUTHENTIC TASK (arranging information, solving problems); and
EXPRESSION (reporting task results as presentations, dramas, videos or
written reports).
III. Information structures vs. language structures.
IV. Hands-on practice in building a lesson unit.
View
the
powerpoint online
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powerpoint (.ppt 6.0 MB)
Download the handout
Graphics for cognitive load reduction
JALT Annual Conference, Tokyo, November 2007
Second language writers of English for critical thinking are performing a number of cognitive activities simultaneously: recalling lexical units, remembering appropriate register and attending to sentence word order, and orchestrating rhetorical structure and readability. In addition to lack of confidence in decoding the wording of problems, this amounts to considerable cognitive load. This presentation outlines the author's collection of graphical tools for reducing such cognitive load: illustrations, sentence charts, readability charts and knowledge structure maps, and demonstrates the use of each tool.
Illustrations can support and/or confirm the learner's comprehension of task input language, and can motivate problem solving, thus backgrounding language concerns. Sentence charts are highly prescriptive, but do afford check-list confirmation that the writer has gotten all the necessary parts together for sentence construction. Readability charts enable the learner to keep in mind some basic principles of cohesion, and to confirm cohesion after writing. Knowledge structure maps (following Mohan, 1986) keep learner attention on the information aspect of task, even during learner composition. The use of information maps as graphical heuristics is also shown here. As well, a decision matrix is proposed which can help clarify instructor decisions about (a) degree of explicitness of scaffolding and (b) assessment criteria (e.g. selection of best lexical model; correct application of model).
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powerpoint online
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MB)
(References are in the ppt.)
Dimensions of Media Object
Comprehensibility
IWoM3C: 2nd International Workshop on Machine-Mediated Multimodal
Communication
7th IEEE International Conference on Advanced Learning Technologies
July 18-20, 2007 Niigata, Japan
The work towards a human-communication paradigm for the guidance of machines within the frame of the new multidisciplinary approach of machine-mediated communication (e.g. Elsayed, [1]) gives rise to important subordinate questions. With the development of a pattern language in mind, this paper outlines the author's structural model of content information for second language learning materials and from that frame examines the question of what factors influence the difficulty of comprehension of a media object. This is one approach to the question of how media objects carry information. The discussion of parameters of difficulty is grounded in related issues in second language learning materials, which are germane here: the much examined notion of ‘considerate text’ has recently evolved into looking at ‘considerate multimedia,’ an even more complex matter. A tentative list of parameters of difficulty in media object comprehension is developed here, opening questions of significance and applicability for machine automation.
Graphical Anchoring of Second Language Writing
Task
Symposium on Second Language Writing, Nagoya, September 2007
The emerging non-native writer (NNW) of technical English, seen
here in the case of the Japanese undergraduate engineering student, is
attempting a multi-level orchestration of rhetorical moves and cohesion
devices, information elements and lexical units up to the sentence
level.
Non-native writing, then, carries a considerable cognitive
load. It requires the writer to hold in conscious mind several types of
linguistic representation: information, information structure,
rhetorical structure and grammar. If some of these can be represented
graphically, likely cognitive load will be reduced.
This paper presents several load reducing graphical
representations currently in use in the curriculum and materials
designed by the author; these representations provide writing task
'anchors' for information structures (cf. Mohan, 1986), sentence
patterns and rhetorical structures.
Mohan, B.A. (1986) Language and content. Addison-Wesley.
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online
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MB)
(References are in the ppt.)
Working memory and text-to-speech-to-text in
language task
EuroCALL, September 2007, Coleraine, N. Ireland
Recent advances have made text-to-speech and
speech-to-text (T2S2T) software usable in a very practical sense, and
the user can now both create text by speaking naturally and listen to
electronic text. This suggests that working memory as modeled by
Baddeley (1986, 2000, 2001) can now be externalized to some extent,
which would in turn impact on cognitive load in language task.
Olive (2003) reports findings from dual-task experimentation which link
writing task and short-term storage. In a time of earlier technological
capability, Ong (1998) claimed that cultures that do not have a system
of writing (primary oral cultures) and those that do (chirographic
cultures) think differently as a result of the writing difference. Ong
said that a second orality dominated by electronic modes of
communication has emerged in Western culture. This second orality has
aspects of both oral and chirographic modes. Ong suggested that
orality-literacy differentiation would influence our interpretation of
various kinds of writing. If text-to-speech-to-text empowerment were to
become broadly used, hypertext, which is just settling into a
mainstream niche, would have to undergo a severe framework
reconstruction.
This paper juxtaposes Ong’s second orality and Baddeley’s model of working memory, with its (since 2000) 4 components, the phonological loop, the visuospatial sketchpad, the central executive and the episodic buffer. Workable T2S2T promises to change the nature of cognitive load constraints in language learning task. It also makes Baddeley's concept of working memory look like a most promising task design tool. This presentation examines whether a new third kind of orality may emerge from the new T2S2T technological reality, and makes some tentative observations based on the exploratory hands-on experience of second language users.
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online
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(References are in the ppt.)
Hunter presentations at http://lawriehunter.com/cv/presns.htm
Media Object Comprehensibility
3rd Orality
Thinking
in
English
The uses of powerpoint
The Style Dossier
CALL
paradigms
"Processing" Heuristic
Hypertext Accessibility
Thinking in English
Your own textbook
ESP
graphics
Semantic mapping
Signalling
text
structure
CALL in a shadowing curriculum
Shadowing
v.
2.0
Genres for critical thinking
IT
and Education
CALL lab planning
CALL lab
pics
Motivation in a CALL lab
Text
nouveau
CMediated L2 Tech writing
Text
Nouveau
II
Push: Semiotics of CALL
Technical HyperText and the Non-native Reader:
Information Structures and Rhetorical Framings
HyperText 2005 Salzburg
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powerpoint online
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MB)
Thinking in English: task support with
graphics and varied processing
Task Based Learning 2005 Leuven
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powerpoint online
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MB)
Blending Tasks, Motivation and Ownership of Text
East Shikokuku JALT 2005
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powerpoint online
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"Processing" as a Heuristic for CALL Task
Design
EuroCALL 2005 Krakow
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online
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Anticipating thunderous change: reflection
tools for paradigm work
JALTCALL 2005 Biwako, Kyoto
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online
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