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Taming Teaching Agents, Meaning
Technologies, and Participatory Dramas
Phil Hubbard
Stanford University
CALICO 2000
![](3D"slide0001_image003.gif")
![](3D"slide0001_image004.gif")
![3D"Text](3D"slide0050_image005.gif")
What=
217;s
happening out there?
•<=
/span>The computer as tool dominates teacher’s
conception of CALL (=
CALL =3D
the Internet)
•<=
/span>Tutorial CALL methodology has progressed much more=
slowly than the technology, perhaps even devolved&=
#13;•We need mo=
re
CALL research, but we also need more clever,
thoughtful, justifiable development
<=
span
style=3D'font-size:75%'>•So letR=
17;s
consider three of these wild “core technologies”…=
From Ray Kurzweil...
̶=
0;It
is now 2009…. Intelligent courseware has emerged as a common means of learning. Recent controversial studies have shown that children can=
learn basic skills such as reading and math just a=
s readily with interactive learning software as with=
human teachers…” (p. 191)
<=
/span>
̶=
0;[In
2019] most learning is accomplished using intelligent, software-based simulated teachers.=
221;
(p. 204)&#=
13;
The Age of Spir=
itual
Machines, Viking Press, 1999.
Definition
A teaching agent
is a programmed entity which has
deliberate, distinguishable characteristics leading the user to recognize it as functioning in=
a teaching role normally played by a live human.
=
;
<=
/span> www.ananova.com
<=
![if !vml]>![](3D"slide0005_image007.jpg")
The Promise of Teaching Agents
•<=
/span>We are recognizing computers as social actors (see
Reeves and Nass, =
The Media Equation)
•<=
/span>We can create a physical presence and a personalit=
y that
connects with the learner
=
;
•We can portray expertise convincingly
<=
/span>
•<=
/span>We can program in anticipatory
interaction, initiating teaching moves and responding to learner input in =
a way
that gives the impress=
ion of
human-human interaction
•<=
/span>We can adapt to the learner to some degree: we can
monitor patterns of learn=
er use
and act on that information to improve teaching
•
Problems with Teaching Agents
Taming Teaching Agents
•<=
/span>Build them to act—and interact—like te=
achers
(whether or not they l=
ook
like teachers)
•
•<=
/span>Get expert classroom teachers and tutors centrally involved
in their development=
and
testing
•<=
/span>Get more data on how successful tutors interact wi=
th
learners
•<=
/span>Build on research and development of agents in oth=
er
fields: information techn=
ology,
e-commerce, customer service, etc.
•<=
/span>Try different varieties; let learners have input&#=
13;
•<=
/span>Get teachers to buy into the idea that they are
co-teaching, not being
replaced
Definition
Meaning
aids are integrated features of a
program that make the me=
aning
of a language item (word, phrase, text, grammatical marker, grammatical structure, etc.) m=
ore accessible, e.g.
– <=
/i>Glossaries (native and target language)
–<=
/span> Capt=
ions for
spoken forms (or audio for written forms)
–<=
/span> Slow=
er,
clearer versions of spoken forms
–<=
/span> Para=
phrases
or explanations
–<=
/span> Audi=
o or
text translations
Definition
Meaning
technologies are meaning aids tha=
t are
based on applications that =
automatically
make the meaning of a langu=
age
item more accessible, e.g.
– <=
/i>Hypertext-linked on-line dictionaries
<=
/span>
–<=
/span> Conc=
ordance
programs
–<=
/span> Capt=
ions for
spoken utterances (speech to text)
–<=
/span> Slow=
er,
clearer versions of spoken utterances
–<=
/span> Para=
phrases
or explanations
–<=
/span> Audi=
o or
text translations
The Promise of Meaning Technologies
<=
span
style=3D'font-size:86%'>•The ability to make meaning transparent to the
learner
Problems with Meaning Technologies
•<=
/span>Learners don’t know when or how to use them
appropriately
•<=
/span>Except for concordance programs, we don’t ha=
ve any
established body of research a=
nd
practice to guide their use
•<=
/span>They may enhance comprehension but interfere with =
acquisition
•<=
/span>They may enhance comprehension but interfere with
building processing skills=
•<=
/span>Their cognitive impact is likely to be different w=
ith
different learners at diffe=
rent
levels
•They are often added by developers because they ca=
n be, without a consideration of their pedagogical role<=
/span>
![](3D"slide0049_image010.gif")
Las cataratas de Iguazú están situadas entre Argentin=
a,
Brasil y Paraguay, co=
n una
altura de 82 metros y tienen la forma de una =
herradura de caballo. El nombre de las catarat=
as
proviene de la pa=
labra
Guaraní "Aguas Grandes". El primer explorador españ=
;ol que vio las cataratas fue Álvar
Núñez Cabeza de Vaca en 1541. =
Las cataratas tienen 4 kilómetros de an=
chura.
Esto significa cu=
atro
veces la anchura de las Cataratas del Niágara. Las cataratas están divididas por varias is=
las,
con un total de 275 cat=
aratas
separadas. Durante la estación de las lluvias de noviembre a marzo, el caudal medio alcanza un
máximo de 12=
.750
metros cúbicos por segundo. Desde la base de las =
cataratas, un velo de neblina se alza sobre 150
metros en el aire, cre=
ando
un arco iris espectacular.
![](3D"slide0051_image011.gif")
1.¿Cuál es la altura de las Cata=
ratas
de Iguazú?
2.
2.¿Q=
uién
fue el primer explorador español que vio las cataratas?
3.
3.¿C=
uáles
son más anchas, las Cataratas del Niágara o las Cataratas de Iguazú?
![](3D"slide0052_image012.gif")
The cataracts of Iguazú are located between Argentina, Brazil
and Paraguay, wit=
h a
height of 82 meters and have the form of a horse horseshoe. The name of the cataracts comes fro=
m the
Guaraní wo=
rd
" Great Waters ". The first Spanish explorer who saw the =
cataracts was Álvar Nú6nez Head =
of Cow
in 1541. The cataracts have
4 kilometers in width. This means four times the width of the Cataracts of the Niágara. The cataracts=
are
divided by several isl=
ands,
with a total of 275 separated cataracts. During the station =
of rains of November to March, the of great vo=
lume
means reach a
maximum of 12,750 cubic meters per second. From the base of =
=
the cataracts, a fog veil raises on 150 meters=
in
the air, creating a spe=
ctacular
rainbow.
![](3D"slide0053_image013.gif")
1. Which is the he=
ight
of the Cataracts of Iguazú?
•
2. Who was the fir=
st
Spanish explorer who saw the cataracts?
=
3. Which are
wider, the Cataracts of the Niágara or the Cataracts =
of Iguazú?
=
(courtesy of
www.studyspanish.com)
Taming Meaning Technologies
•<=
span
style=3D'font-size:86%'>Create tasks oriented toward either learning or processing along with comprehension
•Design software so that these technologies are less
likely to be misuse=
d
•Train learners and teachers in how to use meaning =
technologies effectively
•Continue research and development on effective implementations
Definition
Par=
ticipatory
dramas are programs which provide=
a
direct language experien=
ce
involving the learner as a character in a developing story. They differ from stand-alone dia=
logues
and simple role plays=
in
that they are episodic.
The Promise of Participator=
y Dramas
Problems with Participatory=
Dramas
<=
span
style=3D'font-size:86%'>•The learning activities and storyline are difficul=
t to
integrate
•In the interest of “authenticity,” lan=
guage
interactions are often =
at a native to native level, and thus may exceed the learner’s
ability to internalize themTaming Participatory Dramas
•<=
/span>Make the characters and storyline interesting and
believable, but ma=
intain
clear pedagogical goals
•<=
/span>Allow the learner to play a role he or she is
linguistically capable
of
•<=
/span>Allow choices with consequences; interact through =
speech
if possible
•<=
/span>Either integrate “practice” and
“testing” activities into the story (cleverly) or keep them external
=
•<=
/span>Work on ways to get the learner to produce the
desired language, not just
click or read it out loud
Taming Participatory Dramas
•R=
eview
the “old” literature
–Wm. Flint Smith (ed.) Modern Technology in
Foreign Language Education: Applications and Project=
s (1989)
–CALICO Journal 12:4 (1995) “Thirty
Years of Computer Assisted Language Instruction: Festschrift for J=
ohn
R. Russell. (also released as Volume 3: CALICO Monograph Series)
To Tame the Beasts…
•<=
/span> Obse=
rve
other uses; think about them
•<=
/span> Revi=
ew
relevant research
•<=
/span> Deve=
lop your
best stuff…
•<=
/span> T=
hen do research on it
![](3D"slide0065_image014.gif")
![](3D"slide0065_image015.gif")
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