Instructional Design for Multimedia: Towards a Learner-Centred CELL (Computer-Enhanced Language Learning) Model
Hoven, Debra L. (1997) Instructional Design for Multimedia: Towards a Learner-Centred CELL (Computer-Enhanced Language Learning) Model. In Murphy-Judy, Kathryn A. (Ed.) NEXUS: The convergence of language teaching and research using technology. Computer Assisted Language Instruction Consortium (CALICO), Duke University, Durham, South Carolina, USA, pp. 98-111.
Designers and users of computer-assisted language learning (CALL) software have long been aware of the difficulties inherent in trying to design the means whereby a machine can provide an effective environment for a learner to learn language, when language is such an essentially human tool of communication (Halliday, 1985; Vygotsky, 1978). This paper proposes that an ideal model for multimedia instructional design for language learning needs to derive from principles similar to those being employed in mainstream language teaching and learning models. This sociocultural model is based on a Hallidayan conceptualisation of the nature of language as being contextually embedded, and a Vygotskian conceptualisation of the relationship between mind, language, communication and culture.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Repository Staff Only: item control page