Task support offered by open-ended software

The next three subsections will discuss the properties a piece of software should have to make working with it a unique learning experience. These properties should manifest themselves in every computer-based task in class.

5.1.1 Self-directed learning and differentiation

The software should address a range of aptitudes and abilities. Pupils should be able to progress at an individual pace and should be allowed to use modules and functions of the software in a way and extent which fits with their personal

preferences (Gerngross 2008: 7’18’’). When asked to write, pupils may choose to write full sentences or only some words, design graphics or experiment with text size, color, placement, etc.

“Der Einsatz von Multimedia in der Schule und besonders im Fremdsprachenunterricht erscheint mir deswegen besonders wichtig, weil es zwei Fähigkeiten zu schulen gilt, die man auch als die Schlüsselqualifikationen dieses Jahrhunderts bezeichnen könnte: Die vielberufene Medienkompetenz und die Fähigkeit zum selbstständigen, lebenslangen Lernen“ (Mause 2001: 5).

With the limited time for English lessons, sticking to deadlines (“today is your day so use it or lose it”) should be of paramount importance and also serve as an impetus to propel learners towards making progress. When learners think it is necessary, they should be allowed to continue through their breaks (e.g., at the media corner or the self-access center) in order to achieve what they have

planned. Nevertheless, pupils should be reminded not to “overdo it” – working for one with a multimedia authoring program can be motivating, fun, and… addicting!

5.1.2 User-friendliness

The software should offer the user a clear indication of what it can do and how to do it. A drawing program, for example, should offer young learners various tools (pen, brush, stencil), with each of these tools being easily modifiable (color,

thickness, pattern) but without using small icons to cram all of this functionality into a single workspace. Program features have to be clearly marked in the graphical user interface (GUI) by having, for example, an icon of scissors denote a cutting function.20

User-friendly design by necessity involves more than just following a set of rules governing button and menu placement on a monitor screen; the number of

keystrokes and mouse clicks necessary to get the software to work also affects the way a pupil would feel about rushing headlong and experimenting with it until it is mastered.

As well as it may serve the teacher, step-by-step tutorials are not ideal for children to find their way in a piece of software. Children are more comfortable with figuring out by themselves the way a program works. This experiential approach of

exploring a piece of software stands in contrast to the more textual approach found in adults, who often make use of speech bubbles, virtual assistants, and walkthrough tutorials.

“They watch other children, elder brothers or sisters, and they pick this up pretty fast. We know that kids are quite good at that” (Gerngross 2008: 23’55’’).

“They try it out, they don’t read manuals, they just try things out and find out. And his brother, the younger one, the middle one, who’s two years younger, he just watches. And now he can do everything – he learns by watching” (Gerngross 2008: 26’35’’).

On the teacher’s part, a user-friendly program can test the language skills of her pupils without putting her or their computer skills to the test. Additionally, such a program provides the user a safety net, for example, when it recovers data from a

20 _{More on the subject of interface design and human-computer interaction (HCI) could be found at http://}

industry.becta.org.uk/content_files/industry/resources/Key%20docs/Content_developers/interface_hci.doc, 22.06.2008

sudden computer crash or an unexpected shutdown, or when it is ended without saving the project. The measures offered by a user-friendly program could in this case be continuously making backup copies in the background and flashing a warning message at the user that the project hasn’t been saved yet.

5.1.3 Cooperation and job allocation

The software should encourage learners to discuss problems, share their thoughts, and reach an executable agreement. Nevertheless, it is vital to determine in

advance what mode of interaction the program supports (individual, pair, or group work) and whether this mode could be carried out under the present physical conditions (e.g., computer-to-child ratio) and task demands.

“Kommunikations- und Kooperationsanlässe werden durch den Einsatz von ICT begünstigt. Durch den Computer als Kommunikationswerkzeug werden die Lernenden unterstützt, Lösungswege in kooperativer Auseinandersetzung zu entwickeln, unterschiedliche Problemlösungen zu vergleichen und gemeinsame Lösungen auszuhandeln“ (educa.ch 2006: 16).

Going through the work process in pairs will give weaker students more opportunities to improve their computer and language skills (peer tutoring, Gerngross 2008: 28’47’’). At the same time, it will also produce a true synergic effect if children divide the work between themselves in a way which makes the best use of their skills and personal inclinations to write, draw, operate the equipment, and so on. This could serve as an optimal solution for a mixed ability class. If the piece of software is not to be used for collaborative work, it is

important that learners stay focused on finishing the task on time and do not get sidetracked by personal rivalries.