When working on technology-based language learning courses (or courses in any subject, for that matter), I often find myself wrestling with a conflict between my deep belief in constructivism and the need to develop closed learning objects which provide immediate right/wrong, computer-generated feedback to students on questions they answer and activities they do. As a constructivist, I believe that we create meaning along our learning journeys, and the knowledge we possess, while having commonalities, is quite different and unique for each of us. I would hope learners reach a stage where they can generate their own language based upon what they’ve learned. But, of course, when individuals generate language, infinite possibilities exist, a conundrum for closed-ended, teacher-independent components of courses.

On the other hand, the scaffolding necessary to reach that creation of meaning may be similar for all, and this is perhaps the place where closed-ended multimedia experiences fill a niche. Even here, however, it’s worth keeping in mind that there are different ways of approaching the writing of questions.

I came across a wonderful article by Leslie Owen Wilson who defines an interesting taxonomy of Newer Views of Learning – Types of Questions. In some ways, Wilson’s question types parallel Bloom’s Taxonomy, but she focuses on the actual question types rather than the more abstract, difficult to grasp area of objectives. By following her list of question types – factual, convergent, divergent, evaluative and combination – it is possible to reach more deeply into levels of learning.

For example, let’s say I’m focusing on the language function of giving/receiving directions. The learner sees a map on the screen. I could ask a multiple choice factual question like – I’m going to the store. I’m at the post office. What should I do? The responses could include – a. Go straight. b. Turn right. c. Turn left.

But I could then move from that factual level to an evaluative level. For example: I have to buy food. I’m at the post office. Which is the best question for me to ask? a. Where’s the store? b. How do I get to the supermarket? c. Should I go straight?

True, I haven’t asked the learner to do a task-based performance activity which would, perhaps, display a deeper level of knowledge, but at least I’ve gone beyond that factual level, forcing the learner into areas of more complex thinking.

Food for thought…