Here are some key points to discuss about communal constructivism and e-learning: Why is making it social valuable? - Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one. Which is better? Getting it from a peer... Or getting it from a teacher? - Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions. How to design Multi-user Object Oriented systems (MO

1. ϵ-Learning Theory-
Communal
Constructivism

2. The theoretical underpinning
of ϵ-Learning
 Learning theory itself is
prime for development.
 e-Learning takes the
concept of “community of
learners”.
 “Communal
constructivism”-
individuals not only learn
socially but contribute to
other learners.

3. e-Learning has limitations:
1. The fixed times
2. Locations for
learning
However, e-Learning is
simply an add-on in the
technology itself

4. The concepts of e-Learning have
emerged from:
1. A number of different
traditions and fields
2. Education
3. Psychology
4. Computer science
5. Sociology

6. Three main theoretical frameworks
underpinning educational and e-
Learning theory:
Behaviourism

7. The best known proponents
of the approach:

8. COGNITIVISM

9. The most prominent
theorists of Cognitivist
approaches:

10. Sensory-motor skills: 0-2 years; reaching,
touching and so on
Pre-operational: 2-7 years;
linguistic development, intuitive
understanding of some simple
processes
Concrete operations: 7-11 years;
organized thinking, problem
solving with “real” contexts
Formal operations: 11-15 years; abstract
conceptualization and formal logic

11. The learner`s steps: implying
that some learning capabilities
are dependent on the
consolidation of others
David Wood introduces the
concept of “scaffolding”
Scaffolding is considered as part of the
tutor`s role

13. Sample Websites
1. https://www.cs.tcd.ie/publications/tech-
reports/reports.01/TCD-CS-2001-04.pdf
2. http://searchwarp.com/swa596784-
Educational-Implications-Of-Theory-Of-
Communal-Constructivism.htm
3. e-Learning Theory – Communal
Constructivism : SAGE Knowledge
knowledge.sagepub.com/view/e-
learning/n5.xml
4. E-learning: concepts and practice -
University of East London
www.uel.ac.uk/rite/issues/vol1/2/bookreview/p
p34/

16. EVOLVED

17. Socio—constructivist model
requires a third dimension
to the interaction
Learner

19. http://www.simplypsychology.org/vygotsky.html
1. Vygotsky places more emphasis on culture.
2. Vygotsky places considerably more emphasis
on social factors.
3. Vygotsky places more (and different) emphasis
on the role of language in cognitive
development

20. • Communal Constructivism is an approach to
learning in which students construct their own
knowledge as a result of their experiences and
interactions with others and are afforded the
opportunity to contribute this knowledge to a
communal knowledge base for the benefit of
existing and new learners (Holmes, 2001)

21. ‘a river and a pipe’

22. Two analogies, of water flowing in a river
and in a pipe, illustrate the basic tenet of
communal constructivism.

23. Tutors
Learning
Program
Students

24. or

25. Salomon, G. and Perkins, D. (1998)

26. The concept of PhD study
The concept of PhD study is that of the
students making a contribution to the field
they are studying.
Doctoral students attempt to expand
knowledge in a discipline and are
encouraged to publish their results so that
their own work is recorded and helps
develop the field of knowledge.
the doctoral study is arguably one of the best
learning experiences available, especially if
it is undertaken in a team context such as
a science research group

27. Types of e-learning

28. They represent a significant move forward for e-Learning,
based on communities of users/learners in a communal
constructivist context.

29. form of e-Learning exemplified by weblogs
(blog)
http://languagepie.wordpress.com/

30. form of e-Learning exemplified by multi-user
object oriented systems (MOO)
http://www.angelfire.com/ma/CasaDax/moo.html

31. form of e-Learning exemplified by multi-editor
wiki systems (wiki).
http://web20andlanguagelearning.wikidot.com/wi
kis

33. SEEDS OF CHANGE!
 To learn with and from others
 Peer tutoring and project-based
learning in a group
 Conventional educational process will
become increasingly vulnerable to
change in the face of communal
constructivist approaches stimulated
by e-learning environments.

34. REFERENCES
 Holmes, Bryan, and John Gardner. E-Learning: Concepts and
Practice. New Delhi: SAGE Publication Ltd, 2006.
 Holmes, Bryan, et al. Communal Constructivism: Students
constructing learning for as well as with others. Ireland: Trinity
College Dubin. (2001), https://www.cs.tcd.ie/publications/tech-
reports/reports.01/TCD-CS-2001-04.pdf as on 6 February 2013.
 The modern Language Association of America. MLA Handbook for
Writers of Research Paper. Seventh edition. New Delhi: EWP. 2006.
Print
 Onike, Rahaman,. Educational Implications of Theory of Communal
Constructivism. (2010),http://searchwarp.com/swa596784-
Educational-Implications-Of-Theory-Of-Communal-
Constructivism.html as on 6 February 2013
 Sammons, Aldans. Approaches to Psychology.
http://www.psychlotron.org.uk/newResources/approaches/AS_AQB
_approaches_BehaviourismBasics as on 6 February 2013
 Silverthorn, Pam. Jean Peaget’s Theory of Development. (1999)
http://members.iinet.net.au/~aamcarthur/4_Mar_2008_files/Piagets_
Theory_of_Development.pdf as on 6 February 2013

35. QUESTIONS TO DISCUSS:

36. Why is making it social valuable?
Which is better? Why?
Getting it from a peer… Or getting it from a teacher?

37. How to design
d Multi-user Object
i
s Oriented systems
c
u (MOO)?
s
s
i
o
n