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. 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". 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. 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.
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
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
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
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
Jean Piaget, Jerome Bruner, Lev Vygotsky ,john Dewey
7. Conceptual frame work constructivism
Methods of Instruction
•Open software and course
Conditions for Instruction
1. Complex and relevant
2. Social negotiation
3. Multiple perspectives
and multiple modes of
4. Ownership in learning
5. Self-awareness of
• Critical thinking
• Understanding and
the use of
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.
8. ADDI MODEL INSTRUCTIONAL DESINE(conceptual framework)
ANALYSIS •Instructional Goal Analysis
•Target Trainee Analysis
•Current Content Analysis
•Instructional Medium Analysis
•Project Goal and Scope of Work
DESIGN • Instructional Goals
•Target Trainee Pre-requisites
•Duration of Courseware
•Recommended Instructional Medium
•Critical Development Issues
•Client Signoff on Courseware
Requirements Specification document
•Client Signoff on storyboard
DEVELOPMENT •Alpha 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 &
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
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
Using modern information communication technology for instructional designing with regard to
self-actualization could help to improve:
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.
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
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
14. Research question
In what ways does preparing face book contribute to
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
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
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