Designing Tasks for Complex Virtual Learning Environments

The central role of tasks has long been acknowledged in foreign language pedagogy (e.g. Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), in the context of CALL (Furstenberg, 1997; Chapelle, 2001; Hampel, 2006; 2010; Levy & Stockwell, 2006; Thomas & Reinders, 2010) and, spec...

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Autor principal:	Malgorzata Kurek
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2015
Materias:	task design learning environment community building collaboration teacher training Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/d7daccdd3076465e87994f61d55d39aa
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id	oai:doaj.org-article:d7daccdd3076465e87994f61d55d39aa
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spelling	oai:doaj.org-article:d7daccdd3076465e87994f61d55d39aa2021-11-25T13:21:54ZDesigning Tasks for Complex Virtual Learning Environments10.5565/rev/jtl3.6332013-6196https://doaj.org/article/d7daccdd3076465e87994f61d55d39aa2015-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/633https://doaj.org/toc/2013-6196 The central role of tasks has long been acknowledged in foreign language pedagogy (e.g. Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), in the context of CALL (Furstenberg, 1997; Chapelle, 2001; Hampel, 2006; 2010; Levy & Stockwell, 2006; Thomas & Reinders, 2010) and, specifically, in literature on online collaboration (Dundis & Benson, 2003; Gruba, 2004; Müller-Hartmann 2000; 2006; O’Dowd & Ware, 2009; Guth & Helm 2011; Dooly & O’Dowd, 2012). In complex learning environments such as those of intercultural online exchanges (IOEs), the role of tasks is particularly pronounced as they drive and structure learners’ activity in and through a complex, technology-rich multimodal, multilingual and multicultural context. In such an environment opportunities for learning are not obvious and need to be activated through adequate and relevant tasks. This article discusses the role of tasks in structuring learner activity in complex learning environments (CLEs), best exemplified by intercultural online exchanges (IOEs). First, the concept of complex learning environments (CLEs) are presented, followed by those aspects of task design that best address their complexity, including the role of tasks in executing teaching presence, the workplan-process dichotomy, the role of tasks in fostering community building, concluding with an overview of the mutual task-tool relationship and brief recommendations for training teachers in task design. Malgorzata KurekUniversitat Autònoma de Barcelonaarticletask designlearning environmentcommunity buildingcollaborationteacher trainingSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 8, Iss 2 (2015)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	task design learning environment community building collaboration teacher training Special aspects of education LC8-6691 Language and Literature P
spellingShingle	task design learning environment community building collaboration teacher training Special aspects of education LC8-6691 Language and Literature P Malgorzata Kurek Designing Tasks for Complex Virtual Learning Environments
description	The central role of tasks has long been acknowledged in foreign language pedagogy (e.g. Ellis, 2003; Willis, 1996; Müller-Hartmann & Schocker, 2011), in the context of CALL (Furstenberg, 1997; Chapelle, 2001; Hampel, 2006; 2010; Levy & Stockwell, 2006; Thomas & Reinders, 2010) and, specifically, in literature on online collaboration (Dundis & Benson, 2003; Gruba, 2004; Müller-Hartmann 2000; 2006; O’Dowd & Ware, 2009; Guth & Helm 2011; Dooly & O’Dowd, 2012). In complex learning environments such as those of intercultural online exchanges (IOEs), the role of tasks is particularly pronounced as they drive and structure learners’ activity in and through a complex, technology-rich multimodal, multilingual and multicultural context. In such an environment opportunities for learning are not obvious and need to be activated through adequate and relevant tasks. This article discusses the role of tasks in structuring learner activity in complex learning environments (CLEs), best exemplified by intercultural online exchanges (IOEs). First, the concept of complex learning environments (CLEs) are presented, followed by those aspects of task design that best address their complexity, including the role of tasks in executing teaching presence, the workplan-process dichotomy, the role of tasks in fostering community building, concluding with an overview of the mutual task-tool relationship and brief recommendations for training teachers in task design.
format	article
author	Malgorzata Kurek
author_facet	Malgorzata Kurek
author_sort	Malgorzata Kurek
title	Designing Tasks for Complex Virtual Learning Environments
title_short	Designing Tasks for Complex Virtual Learning Environments
title_full	Designing Tasks for Complex Virtual Learning Environments
title_fullStr	Designing Tasks for Complex Virtual Learning Environments
title_full_unstemmed	Designing Tasks for Complex Virtual Learning Environments
title_sort	designing tasks for complex virtual learning environments
publisher	Universitat Autònoma de Barcelona
publishDate	2015
url	https://doaj.org/article/d7daccdd3076465e87994f61d55d39aa
work_keys_str_mv	AT malgorzatakurek designingtasksforcomplexvirtuallearningenvironments
_version_	1718413466448953344

Designing Tasks for Complex Virtual Learning Environments

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