CALL in the 90´s

Call in the 90´s

Guidelines (made by Murray, Morgenstern, and Furstenberg (1991:97-118) to suggest how narrative-driven multimedia learning environments might be evaluated:

1.    Multiplicity of protagonists: allows for the story to be told from different points of view. This then creates learning gaps requiring the learners to fill in information.

2.    Multiplicity of plot events: creates variety based on learner choices that influence the development of the narrative.

3.    Knowledge-based choice points: allow for learning tasks that are necessary to the continuation of the narrative.

4.    Choice-points based on temperament of the learner: allow learners to pursue the narrative according to the depth of their own interest and abilities to complete more practical or narrative tasks which, nonetheless, cover the same materials.

5.    Whimsical surprises: offer unexpected enjoyment thus allowing for momentary diversion and encouraging exploration.

6.    Multimedia for presentation: offers different methods of outputs

7.    Intrinsic rather than extrinsic rewards

There are non-narrative multimedia materials that do not accommodate many of the above points but the list is a useful starting point for deciding what is possible and desirable within a multimedia context.

Some CALL resources in the 90’s:

•          Hypertext: refers to links among textual items usually indicated by key words set in underlined blue type that, when highlighter by a pointer device and selected or clicked, takes the reader to the referent.
•         Hypermedia: refers to similar links as the one´s used in hyper texts  but instead of linking text to text, hypermedia involves linking various media, such as sounds, images, animation, or video.
•         Multimedia: multimedia tends to feature several media types including text, images, sound, video and or animations.
•          Simulations: it represents various activities or real life situations in the form of a game for training, analysis, or prediction.