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The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
The effect of computer supportive collaborative work group on development on students
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The effect of computer supportive collaborative work group on development on students

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  • Grudin, J. (1994). "Computer-Supported Cooperative Work: History and Focus". Computer 27 (5): 19–26. doi:10.1109/2.291294.
  • ^ Goodyear, P., De Laat, M., and Lally, V. (2006) Using Pattern Languages to Mediate Theory-Praxis Conversations in Designs for Networked Learning. ALT-J, Research in Learning Technology, 14,(3), pp211-223.
  • from notes on Ormond's Human Learning 
    [ref:  Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.]
  • Main article: Constructivism (learning theory)
    The learning theories of Jean Piaget, Jerome Bruner, Lev Vygotsky and John Dewey serve as the foundation of constructivist learning theory.[8] Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members".[9] Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building. Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure.[10] The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice and religious practice.
  • Transcript

    • 1. introduction  OVER VIEW :  WHAT IS COMPUTER SUPPORTIVE COLLABORATIVE WORK(CSCW)?  WHAT IS FACE BOOK?  WHAT IS LEARNING COMMUNITY?  What is sudents` development?  Theorycal frame work constructive teaching and learning theory  ADDI instructional design  Background of study  Significance of the study  Problem statement  Methodology  Pilot study  conclusion
    • 2. DEFINITION:CSCW
    • 3. DEFINITION:LEARNING COMMUNITY  A learning community is a group of people who share common emotions, values or beliefs, are actively engaged in learning together from each other, and by habituation. Such communities have become the template for a cohortbased, interdisciplinary approach to higher education. This may be based on an advanced kind of educational or 'pedagogical' desig.
    • 4. DEFINITION:FACE BOOK  Facebook is a social networking website intended to connect friends, family, and business associates. It is the largest of the networking sites, with the runner up being MySpace. It began as a college networking website and has expanded to include anyone and everyone.
    • 5. What is students` development?  From Wikipedia, the free encyclopedia student development theory refers to the body of theories related to how students gain knowledge in post- secondary education environments.  Humanistic Existential. Humanistic existential theories concentrate on certain philosophical concepts about human nature: freedom, responsibility, self- actualization and that education and personal growth is encouraged by self- disclosure, self-acceptance and self-awareness.  Self regulation:Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.  Constructive thinking:Constructive Thinking: The Key to Emotional Intelligence
    • 6. Theoretical frame work Constructive (learning and teaching theory)  Constructivist teaching is based on constructivist learning theory. This theoretical framework holds that learning always builds upon knowledge that a student already knows learning involves constructing one's own knowledge from one's own experiences.  Social constructivists posit that knowledge is constructed when individualsengage socially in talk and activity about shared problems or tasks.  Constructivism itself has many variations,such as Active learning, discovery learning and knowledge building.  The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems.  Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice and religious practice.  Jean Piaget, Jerome Bruner, Lev Vygotsky ,john Dewey
    • 7. Conceptual frame work constructivism Constructivism Methods of Instruction •Microworldsand hypermediadesigns •Collaborative learningand problem scaffolding •Goal-based scenariosand problem-based learning •Open software and course management tools Conditions for Instruction 1. Complex and relevant learning environments 2. Social negotiation 3. Multiple perspectives and multiple modes of learning 4. Ownership in learning 5. Self-awareness of knowledge construction Learning Goals include • Reasoning • Critical thinking • Understanding and the use of knowledge •Self-regulation •Mindful reflection Assumes knowledge is constructed Driscoll’s (2005) pictorial representation of“constructivism” (p.384). Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc. 1
    • 8. ADDI MODEL INSTRUCTIONAL DESINE(conceptual framework) ANALYSIS •Instructional Goal Analysis •Performance Analysis •Target Trainee Analysis •Current Content Analysis •Instructional Medium Analysis •Project Goal and Scope of Work DESIGN • Instructional Goals •Target Trainee Pre-requisites •Instructional Objectives •Duration of Courseware •Recommended Instructional Medium •Training Environment •Instructional Strategy •Roles •Critical Development Issues •Client Signoff on Courseware Requirements Specification document •Storyboards •Client Signoff on storyboard DEVELOPMENT •Alpha release •Beta Release •Final release •Client Signoff on final release IMPLEMENTATION •Final release implemented and target trainees go through the courseware. EVALUATION •The courseware is evaluated to identify areas that can be improved.
    • 9. back ground of study(literature review):  The most popular social media website for students is Facebook, and research shows that anywhere between 85 and 99% of college students use Facebook (Hargittai, 2008a; Jones & Fox, 2009; Matney & Borland, 2009).  Researchers from the Pew Internet and American Life Project found that between 67% and 75% of college-aged young adults (who may not necessarily be enrolled in college) use social networking websites (Jones & Fox, 2009; Lenhart, 2009; Lenhart, Purcell, Smith, & Zickuhr, 2010).  The most recent data, collected by the EDUCAUSE Center for Applied Research (ECAR) from a sample of 36,950 students from 126 U.S. universities and one Canadian university, showed that of the 90% of students who use social networking websites, 97% said they used Facebook. This 97% reported actively engaging on the site daily (Smith & Caruso, 2010).  The latest of several studies to look into the relationship between Facebook use and low grades has a counterintuitive twist — some kinds of Facebook use are correlated withhigher GPAs.“Facebook use in and of itself is not detrimental to academic outcome,” says study author Reynol Junco, a professor at the Lock Haven University of Pennsylvania. “It depends how it’s used.  Can Facebook engage students in critical analysis of academic theory? This is a review of preparations for and research into the first year learner with integration of the HEA Shock Absorber Project. the paper will note historical developments of this e-learning tool in collaborative learning and other pedagogical theories . Asian Journal on Education and Learning ISSN Available online at www.ajel.info
    • 10. Significance of the study  In recent decades, there has been a large response by both the public, private, and civil sector to address the transforming educational needs of our youth. This response has largely taken place on several fronts, each with varying perspectives and motivations for wanting to transform education on a global scale..”  The aim of This study and its findings will shed light on the use of face book and studies that will be carried out at higher education level,the results of the study will give impetus for a new understanding to the students and instructors and the teachers who are using and who intend to use face book worldwide .  Based on this intent, this study aims to investigate how face book as a social network could help to improve education quality without cousing social ills.  TODAY`S WORLD needs practical and action research rather than theories so this study aims to help educators and students with using face book and instructional design based on constructive theory to practice developing education system.  Islamic teachers and students must update themselves on modern knowledge and ICT and upgrade their skills this study demonstrate ISLAM IC VALUES as moral character education in learning theories with regard to epistemology knowledge based on constructive theory and contribute to students` development
    • 11. Con…  Using modern information communication technology for instructional designing with regard to self-actualization could help to improve: self-assessment,Self-correction,self-dicipline,self-realization,self-awareness ,self-development finally cooperation and positive communication that is essential for global village. -The most popular social media website for students is Facebook, and research shows that anywhere between 85 and 99% of college students use Facebook (Hargittai, 2008a; Jones & Fox, 2009; Matney & Borland, 2009) so this familiarity is the most important reason for why we choose facebook as social network in education. -This is a tool that most parents know how to use and use on a consistent basis. Why struggle to make parents visit your website or blog when you can meet them in a place they already visit online. -The latest of several studies to look into the relationship between Facebook use and low grades has a counterintuitive twist — some kinds of Facebook use are correlated withhigher GPAs.“Facebook use in and of itself is not detrimental to academic outcome,” says study author Reynol Junco, a professor at the Lock Haven University of Pennsylvania. “It depends how it’s used. -
    • 12. Con…  There are different kind of facility such as groups ,pages, chat room,video call, video conference …that facilitate collaborative work group.  perhaps if teachers were more aware of how a Facebook page and profiles can be configured to provide an appropriate level of privacy for course work, they (and school administrators) might be more open to considering it’s use.
    • 13. Problem statement  In recent decades, there has been a large response by both the public, private, and civil sector to address the transforming educational needs of our youth. This response has largely taken place on several fronts, each with varying perspectives and motivations for wanting to transform education on a global scale..”  Unfortunately the ISLAMIC higher education has not achieved considerable success to transform effective values and Islamic knowledge among the youth compared with secular system on a global scale..  Using social network may lead to Exposing Students to inappropriate content
    • 14. Research question  In what ways does preparing face book contribute to students` development?  What are advantages and disadvantages of face book ?how this research could solve the problems and disadvantages of facebook?
    • 15. Methodology: participatory action research model , sampel:3 higher education student sources of data:interview Action Research Model (adapted from Susman 1983
    • 16. Pilot study:  Sampling:this study includes 2 INSTRUCTIONAL TECHNOLOGY students who collaborate with researcher. We have been friend in FB from 1 years ego..  Source of data:all of activities and discussion in fb, and interview  Interview question: 1- ------How fb could develop your understanding about Islam and god.?does that increase your knowledge about islam? What is benefits of gaining information on fb?  A:I receive some information about different subject in Islam from each other and also other friends all over the world and from some valid resource such as website of ulama that I did not know in the past. I CAN INTRILIZE this information by discussion in fb wall with conzidering different idea of different people in several group age with different culture .compare with traditional ways of  B:I use different pages in fb related to ISLAM values and with sharing in own wall ,giving comment of different people with different idea could give us a good feed back. finally we have a good collaborative work in fb.and that information was attractive for me because I GET THEM with ,poems,songs,movies,attractive pictures. So that develop my motivation
    • 17. Pilot study con  2----WHAT Chalenging experiences did you have in your FB?  (student A) :SHE FACED PROBLEM OF vastingTIME but she confronted these problem with good management on time and considering priority of activities.  (student b) HE face some problems such as tagging some his private pictures or unsuitable materials on his wall ,however after chating with me I recommend him using setting privacy ,this help him could solve this problem.  Conclusion: face book could develop students as long as they khow how can use face book. THE FIRST PAGE ASMA ALLAH IS THE SAMPEL OF USING ICT FOR INTRIDUCING ISLAM IN A NEW AND ATTRACTIVE WAY.

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