Understanding computers and cognition
Understanding computers and cognition
Designing the user interface: strategies for effective human-computer interaction
Designing the user interface: strategies for effective human-computer interaction
Issues in hypertext and hypermedia research: toward a framework for linking theory-to-design
Journal of Educational Multimedia and Hypermedia
Designing information technology in the postmodern age: from method to metaphor
Designing information technology in the postmodern age: from method to metaphor
Design for multimedia learning
Design for multimedia learning
Network-Based Language Teaching: Concepts and Practice
Network-Based Language Teaching: Concepts and Practice
Approaches and Methods in Language Teaching
Approaches and Methods in Language Teaching
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‘Design’ is a term that is familiar to many language teachers and CALL practitioners. It is used regularly in relation to curriculum, syllabus, course and task in the general literature and it occurs in all these areas and more in the CALL sphere where instructional design, website design, interface design and screen design are just some of the additional points of focus. This paper aims to look at CALL design in more detail. It places a particular emphasis on describing the discourse, products and processes of design in CALL. It looks at what we have learnt about design and points to areas that remain problematical. It also makes connections with cognate fields whenever these links prove helpful. This study is the second in a series of three complementary papers which look at research, design and evaluation in CALL (see Levy, 2000). All use the same corpus of CALL work as a database and the research design and methodology in each is the same. In this paper the description and discussion is based on 93 articles involving design published in books and journals published in 1999. The descriptive section is followed by analysis and interpretation with special attention given to the relationship between theory and design, and the centrality of the task and the learner in the design process.