Veni, vidi, vici via videodisc: A simulator for instructional conversations

Schneider, Edward W.; Bennion, Junius L.

doi:10.1016/0346-251x(83)90007-6

Cited by 15 publications

(8 citation statements)

References 2 publications

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“…3 Davies & Higgins (1985) proposed a series of types for CALL programs with certain software examples. In the paper, it can be seen that Davies & Higgins (1985) have identified CALL programs as Gap-filling Exercises ("GapKit" by Camsoft, and "Gapmaster" by Wida), Multiple-choice Exercises ("Choicemaster" by Wida), Free-format Exercises ("CLEF" by Camsoft, and "Testmaster" by Wida), Tutorial Programs ("CLEF" by Camsoft), Re-ordering Programs ("Word Sequencing" by ESM and Camsoft, and "Textsalad" by Wida), Simulations ("Granville" by Cambridge University Press, the "Montevidisco" interactive videodisc (Schneider & Bennion, 1984), Text Mazes ("Mazes" by NCCALL, adapted from Berer & Rinvolucri, 1981), Adventures ("French on the Run" by Gabriel Jacobs, Silversoft), Games ("Vocab" by Vida), Cloze ("Clozewrite" by Camsoft, and "Clozemaster by Wida), Text Manipulation ("Fun With Texts" by Camsoft, and "Storyboard" by Wida), Exploratory Programs ( "S-Ending", v. Higgins & Johns, 1984:71 ff; cited in Davies & Higgins, 1985), and Writing -Word Processing programs.…”

Section: Types Of Programs Among Callmentioning

confidence: 99%

A General View on Utilization of Computational Technologies in Computer Assisted Language Learning (CALL)

Badem¹,

Akbulut²

2019

ERJournal

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Since the 1960s-1970s, the implementation of Computer-Assisted Language Learning concept has contributed to the progress made on Foreign Language Learning (FLL) in numerous ways. It has enabled the teachers and language learners to enrich the language learning process with improved interactivity with certain learning materials and gave rise to several opportunities for the development of applications in further implementation of the concept. At the present time, it is possible to witness a wide range of software and hardware developed for CALL that are able to present innovative and creative means for CALL which are, to some extent, proven successful in engaging foreign language learners with greater effectiveness. This research has been prepared in efforts of gaining a proper insight on utilization of the technological means and opportunities in CALL, and with aims to comprise an idea regarding the effects of the mentioned technologies which are and were used on CALL. In other words, this research presents an overview regarding history and typology of CALL and also types of programs in CALL.

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Section: Types Of Programs Among Callmentioning

confidence: 99%

A General View on Utilization of Computational Technologies in Computer Assisted Language Learning (CALL)

Badem¹,

Akbulut²

2019

ERJournal

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“…Two meritorious projects in Spanish are Macario (Melendez 1980} and Montevidisco (Schneider and Bennion 1983), while the interesting German disc Klavier im Haus has been repurposed in a variety of ways {Luckau 1982; Bush et al 1983). Further German and ESL projects based on custom-filmed video are in production.…”

Section: Past Present and Future: Some Considerationsmentioning

confidence: 99%

“…Such courseware develops more than just listening skills, particularly if used by small groups of students, when it tends to generate animated discussion about what options should be selected and the results of those choices. An excellent example of a conversational simulator videodisc for Spanish has already been developed (Schneider and Bennion 1983). Among the existing commercial videodiscs, at least two murder adventures designed for native speakers offer scope for repurposing:…”

Section: Individual and Small-group Situationsmentioning

confidence: 99%

ESL applications of the computer-controlled videodisc player

Wyatt¹

1984

Comput Hum

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The essence of the computer's role in language learning can be described in a single word: control. This is not intended to imply control over students, but rather a greater degree of control for students, teachers, and course developers over the spoken and written media in which language is expressed. For teachers, this offers an enhanced ability to present language materials and conduct classes in exactly the way they desire. For individuals or groups of students, it means expanded opportunities to work with materials adapted to their interests and abilities, and greater choice in the style and manner in which they use those materials. For both teachers and students, greater control over language media also offers a reduction in the "inauthentic labor" (Kemmis et al. 1977} involved in the learning process.At our current level of technology, even the most basic computer systems provide much of the necessary control over the written medium. As hardware prices continue to fall, a case can now be made that just one of the functions of this type of equipment--word processing--is sufficient to justify an investment in computer systems for use by both ESL students and their teachers.As I have argued elsewhere, however, {Wyatt 1982; Wyatt 1984) basic computer systems also have great potential in the reading class. With reading passages presented on their video screens, computers can offer students a choice among a wide range of reading topics, and then

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“…But the product might not be as interesting as custom developed video disks. Schneider and Bennion (1983) discuss one such video disk program for Spanish. It is important to note that the package was developed with funding from a grant.…”

Section: The Growth Of Caimentioning

confidence: 99%

Recent Developments in Computer Aided Instruction

Purcell¹

1984

Ann Rev Appl Ling

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In 1980 Frank Otto wrote the last entry for this series on computer aided instruction (CAI). A great deal has happened in the field since then. This brief paper will discuss several trends and issues that have recently become clear and attempt to describe the state of the field at present. The reader should be forewarned, however, that the situation is changing very rapidly, sometimes daily, and that what is true as of this writing may not be true tomorrow. The entire field of computers is changing very rapidly.

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Veni, vidi, vici via videodisc: A simulator for instructional conversations

Cited by 15 publications

References 2 publications

A General View on Utilization of Computational Technologies in Computer Assisted Language Learning (CALL)

A General View on Utilization of Computational Technologies in Computer Assisted Language Learning (CALL)

ESL applications of the computer-controlled videodisc player

Recent Developments in Computer Aided Instruction

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