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Now, I didn't really mean to start this post by pontificating about teaching or even about Government Policy it was meant to be more of a reflective piece about the implications of Laurillard's arguments for Educational Development Units. The research I've been doing into these units does tend to suggest that those working in them do see themselves as operating in a conversational framework that is not unlike the one Laurillard developed as a model of how students (and in her later chapters, organisations) learn.
In the housing chart above, the yellow diamonds show the number of home sales recorded each month. The red line records the one year average of monthly home sales, the green line the five year average, while the blue line shows the ten year average of monthly closed home sales.
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With regard to the qualitative method, an oral interview was conducted with five students from CALL group in order to thoroughly investigate their attitudes towards their experience of studying vocabulary in a CALL multimedia classroom and how they utilised the most frequently used strategy. The findings of the study showed that both groups had learned a significant number of the target words after the teaching sessions, but the CALL group outperformed the other group and the difference between the two groups' achievements in the immediate and delayed post tests were statistically significant whilst the effect size calculations showed that the CALL multimedia, (the intervention), had a positive impact on the treatment group.
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