In Favor of a Model of Didactic Ergonomics

Objectives Of The Chapter

This chapter will try to answer the following questions:

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  How can the complex reality of distance language learning be accounted for?

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  How can former of models of language learning contribute to a better understanding of distance language learning?

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  How can a didactic ergonomics model give a more accurate representation of the situation?

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  How does didactic ergonomics fit into current CALL research?

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  What essential components does the didactic ergonomics model highlight in the computer-mediated language learning situation?

This first chapter will introduce the didactic ergonomics approach and present the related computer-mediated language learning model.

We will first consider how to tackle the problem of describing reality in all its complexity, as originally developed by Edgar Morin (1990). The initial review of theories will contribute to a better understanding of the nature of complexity and will eventually lead us to advocate a multi-referenced approach to learning. We will then proceed to define the concept of didactic ergonomics (Bertin 2000, 2001). We will show how the original didactic ergonomics model we suggest is articulated with current CALL research and how it can help bridge the gap between theoretical description and actual practice in the field.

Theories Of Complexity: An Overview

This review will help us outline the main approaches to complexity and the way to tackle the problem of the description of reality. We will here combine theoretical and methodological references deriving from several academic disciplines to consider how each can contribute to a common conceptual framework based on the systemic and interactionist paradigms. This dual perspective will then be applied to the educational field and to the problem of ICT integration. This approach to complexity will help us better understand how the various actors of a distance language learning environment interact.