Curtis Edlin
I have been working in language education for over 10 years, and I am currently a learning advisor at Kanda University of International Studies. Themes in my current job and research are related to learning environment design, learner autonomy, self-regulation in learning, and memory and cognition in learning.
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Papers by Curtis Edlin
attention compared to classrooms as many educators presumed that it was a teacher and the
instructional models, methods, and approaches that were the greatest mediators in learning. In
recent decades, self-access centers and subsequently other self-access learning environments and
digital spaces have been burgeoning throughout the world, created primarily with the goal of
supporting learner autonomy. However, old classroom-centric learning and design paradigms are
sometimes applied to the design of self-access environments despite the relative spatial,
temporal, and grouping freedom available. By distancing themselves from the tendency to
choose one particular learning paradigm on which to base their designs, as is often the case in
instructional design, educators and designers open their designed environments to the possibility
of becoming a rich space, informed by numerous and diverse fields, that can account for varied
ways of learning and knowing. Looking to other fields to further understand what variables can
either catalyze or obstruct various ways of knowing and learning can inform the design,
development, support, and management of self-access language learning environments. Drawing
on knowledge from a variety of disparate fields, this paper suggests six principles that can be
applied in order to augment a wide variety of types of learning in self-access learning
environments, and particularly those concerned with language learning.
Keywords: self-access language learning (SALL), learning environment design, grounded design
attention compared to classrooms as many educators presumed that it was a teacher and the
instructional models, methods, and approaches that were the greatest mediators in learning. In
recent decades, self-access centers and subsequently other self-access learning environments and
digital spaces have been burgeoning throughout the world, created primarily with the goal of
supporting learner autonomy. However, old classroom-centric learning and design paradigms are
sometimes applied to the design of self-access environments despite the relative spatial,
temporal, and grouping freedom available. By distancing themselves from the tendency to
choose one particular learning paradigm on which to base their designs, as is often the case in
instructional design, educators and designers open their designed environments to the possibility
of becoming a rich space, informed by numerous and diverse fields, that can account for varied
ways of learning and knowing. Looking to other fields to further understand what variables can
either catalyze or obstruct various ways of knowing and learning can inform the design,
development, support, and management of self-access language learning environments. Drawing
on knowledge from a variety of disparate fields, this paper suggests six principles that can be
applied in order to augment a wide variety of types of learning in self-access learning
environments, and particularly those concerned with language learning.
Keywords: self-access language learning (SALL), learning environment design, grounded design