miLexicon: Designing to promote better connections between people, multi-modal experiences of new language (vocabulary) and resources that support learning from these experiences
[miLexicon: Overview] [miLexicon: Study Phase One] [miLexicon: Study Phase Two] [miLexicon: Study Phase Three]
Study Overview
In this project, as designer and researcher I am applying the EoR framework to help me map and better understand self-directed language learning contexts.
On this Wiki I aim to describe the methods I am using for data capture and analysis and illustrate how these help me work through the 3 phases of the EoR framework (see links below).
In this case the apparent linearity of these phases may be misleading. I am following a design-based research methodology and not only iterating through but also jumping back and forth between these phases - e.g. while trying out a design idea in phase 3, I realise there are unanswered questions from phase 2 & 1 and I return to do some more data capture and/or analysis, sometimes employing new methods. These new investigations and analysis can lead to new hypotheses and design ideas, so I jump back to design.
Phase 1: Mapping Self-directed Language Learning Contexts
Phase 2: Identifying Relationships
Phase 3: Designing Scaffolds and Adjustments
Case Description:
| Research Setting: |
Self-directed in/formal foreign language vocabulary learning |
| Participants: |
Interviews & learner narratives provided by successful adult learners of foreign languages
Myself as language teacher, language learner & designer
Participatory formative evaluation of software by adult learners of foreign languages
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| Focus: |
Pedagogic & Software design: promoting and supporting self-directed vocabulary learning through software functionality and user interface design |
| Design Problem: |
How can we support learners in:
- capturing foreign language vocabulary as they encounter it (across in/formal settings),
- remembering, revisiting and investigating this new language
- exploiting the multitude of social, informational and other resources available to support self-directed inquiry into and learning of new vocabulary.
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| Design Type: |
Emergent, exploratory and participatory |
| Research Aim: |
To identify and describe events, circumstances, and learner interactions with resources on which successful self-initiated vocabulary learning may be contingent
To identify, design and evaluate adjustments to learner context that support and promote the occurence of contingencies identified above
To specify scaffolding (with fading) that prompts and supports learners to act to exploit these contingencies
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[miLexicon: Overview] [miLexicon: Study Phase One] [miLexicon: Study Phase Two] [miLexicon: Study Phase Three]
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