Access to Knowledge: Implications of Universal Design for CALL Environments

%3Ch3+class%3D%22post-title+entry-title%22%3E%0D%0A+Access+to+Knowledge%3A+Implications+of+Universal+Design+for+CALL+Environments+%3C%2Fh3%3E%0D%0A%3Cdiv+class%3D%22post-header%22%3E%0D%0A++%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22journal%22%3E%0D%0A+++%3Cul%3E%0D%0A%3Cli%3EISSN+1442-438X%3C%2Fli%3E%0D%0A%3Cli%3ECALL-EJ+Online%3C%2Fli%3E%0D%0A%3Cli%3EVol.+5%2C+No.+2%2C+January+2004%3C%2Fli%3E%0D%0A%3C%2Ful%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22title%22%3E%0D%0A++%3Ch2%3E%0D%0A%0D%0A%3C%2Fh2%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22author%22%3E%0D%0A+++%3Cul%3E%0D%0A%3Cli%3EJoy+Lynn+Egbert%3C%2Fli%3E%0D%0A%3Cli%3E%3Ca+href%3D%22mailto%3Aegbert%40mail.wsu.edu%22%3Eegbert%40mail.wsu.edu%3C%2Fa%3E%3C%2Fli%3E%0D%0A%3Cli%3EWashington+State+University%2C+U.S.A.%3C%2Fli%3E%0D%0A%3C%2Ful%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22article%22%3E%0D%0A+++++%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0AAbstract%3C%2Fh3%3E%0D%0AThe++purpose+of+this+conceptual+paper+is+to+explore+Universal+Design%2C+a+++model+from+the+field+of+architecture+and+design+that+is+finding+recent+++applications+in+education.+Called+Universal+Instructional+Design+%28UID%29+++when+applied+in+education%2C+UID+environment+conditions+are+similar+in+++many+ways+to+conditions+that+effective+language+teachers+design+into+++their+instructional+environments.++This+paper+addresses+how+the+UID+++model+might+profitably+be+applied+in+computer-assisted+language+learning+++%28CALL%29+classrooms+to+help+all+of+our+students+gain+access+to+classroom+++instruction++++%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0AIntroduction%3C%2Fh3%3E%0D%0AIn+the+past+it+has++often+been+profitable+to+explore+the+ways+in+which++theories%2C++principles%2C+and+models+from+other+disciplines+apply+to+what+we+know+++about+and+do+in+language+classrooms+%28for+a+very+interesting+example%2C+see+++Larsen-Freeman%27s+1997+application+of+Chaos+Theory+to+second+language++acquisition%29.+By++having+taken+such+an+approach%2C+we+have+not+only++learned+more+about+related++fields%2C+but+we+have+also+opened+the+field+of++language+learning+to+entertaining+possibilities+that+might+not++otherwise+be+considered.+In+many+cases%2C++these+cross-disciplinary++explorations+have+provided+additional+support+for++existing+theories++about+how+language+classrooms+should+operate%3B+in+others%2C+they+have+added++a+new+dimension+to+our+investigations+of+language+learning.+This+type++of+examination+remains+valuable+as+we+develop+new+theories+and+models+of++language+learning.++++%0D%0AThe+purpose+of+this+paper+is+to+explore+Universal+Design%2C+a+model+from+++the+field+of+architecture+and+design+that+is+finding+recent+applications+++in+education.+This+paper+first+introduces+the+Universal+Design+model+++and+then+describes+recent+discussions+of+the+model+in+education.+The+++paper+next+suggests+how+the+model+relates+to+CALL+environment+conditions+++and+provides+examples+and+discussion+of+how+this+model+might+be+++implemented+in+CALL+classroom+environments.++++%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0AUniversal+Design%3C%2Fh3%3E%0D%0AUniversal+Design++%28UD%29+is+widely+defined+as+%22the+design+of+products+and+environments+to++be+usable+by+all+people%2C+to+the+greatest+extent++possible%2C+without+the++need+for+adaptation+or+specialized+design%22+%28Bowe%2C+2001%2C+p.24%29.+Products++and+environments+designed+with+UD+principles+in+mind++++%0D%0A%3Cul%3E%0D%0A%3Cli%3Eare+designed+to+be+used+by+as+many+people+as+possible.%3C%2Fli%3E%0D%0A%3Cli%3Ecan+be+used+in+ways+that+people+choose.%3C%2Fli%3E%0D%0A%3Cli%3Eare+easy+to+understand+and+use.%3C%2Fli%3E%0D%0A%3Cli%3Ework%2Fare+accessible+in+all+kinds+of+settings.%3C%2Fli%3E%0D%0A%3Cli%3Eaccommodate+error.%3C%2Fli%3E%0D%0A%3Cli%3Erequire+minimal+physical+effort+to+use+and+accommodate++differences+in+size+or+position.%3C%2Fli%3E%0D%0A%3C%2Ful%3E%0D%0A%28adapted+from+Bowe+2000%3B+Burgstahler%2C+2002%3B+Connell%2C+Jones%2C+Mace%2C+++Mueller%2C+Mullick%2C+Ostroff%2C+Sanford%2C+Steinfeld%2C+Story%2C+%26amp%3B++Vanderheiden%2C+1997%29++++%0D%0AExamples+of+products+and+enDironments+designed+on+the+basis+of+these+++conditions+include+power+doors+on+buildings%2C+child-proof+but+older-adult++accessible+bottle+tops%2C+products+that+include+instructions+for+assembly++in+multiple+formats+%28e.g.%2C+text%2C+graphic%2C+and+video%29%2C+and+homes+and++offices+that+are+compliant+with+the+U.S.+Americans+with+Disabilities+Act++%28ADA%29.+Although+these+principles+may+seem+simple+and+possibly++intuitive%2C+it+is+easy+to+call+to+mind+examples+of+products+and++environments+that+were+not++designed+based+on+UD+principles.+Many++language+classroom+environments%2C+based++implicitly+on+a+%22one+size+fits++all%22+model%2C+fall+into+this+category.+However%2C+educators+of+all+kinds+are++adapting+UD+principles+to+make+education+more+accessible%2C+as+outlined++below.++++%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22%3E%0D%0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