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Social constructivism(sc)24v1


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Social Constructivisim talk at IMU, KL Malaysia.

Social Constructivisim talk at IMU, KL Malaysia.

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  • ID strategy: MCL, Theme : Computer mediated teamwork using Social media tools. Methodology: small collaborative teams; Problem solving , decision-making approachWe can achieve not only active learning but interactive also.
  • discrepant confronting nature
  • Active – students should be actively involved in what they are doing and should be active participants who are free to manipulate their environment. For example, in mathematics students should be allowed to experiment and risk not immediately finding the correct solution in solving a problem.Constructive – students should be given the opportunity to reflect upon what they have learnt and construct their own mental model of what happened that led them to find the correct solution.Intentional – tasks should be goal directed with students striving towards cognitive goals.Authentic – tasks should be authentic, that is they should be based on real world problem solving and thereby meaningful to the student.Cooperative – students should work together in pairs or in small groups to achieve goals. This improves cooperation and communication.
  • Transcript

    • 1. SocialConstructivism(SC)Hasnain Zafar Baloch e-learning
    • 2. Contents• Introduction• Zone of Proximal Development (ZPD)• Example of SC Pedagogy• Gaming Module in MOODLE• Social Media Tools• Q&A
    • 3. Introduction• A self-regulatory process of struggling with the conflict between existing personal models of the world and discrepant new insights. (Fosnot 1996)• Constructing new representations and models through cooperative social activity, discourse, and debate. (Fosnot 1996)• “large amount of adult learning is informal”. Knowles (1998, 67)
    • 4. Introduction• Active Role for Learner, Teacher as Facilitator• Virtual Mobility• Knowledge is Gain by Social Interaction(Flipped Classroom)• Shared experience not individual experience.• learn together to inquire and create knowledge on the basis of their experiences (Basu 2011)• Feedback, Conversational Model (Diana Lauriallard 1994)
    • 5. Social Technology Enhanced Teaching Model Mobile Collaborative Learning Tools Computer- mediated teamwork small collaborative teams problem-solving decision-making approach Kukolja Taradi et al: Virtual Mobility of Croatian Medical Students, Croat Med J 2008;49:344-351
    • 6. A diagrammatic representation of social constructivism.
    • 7. ZPD Things I can’t do Things I Can do Things I can do with little supportCourtesy of , (Vygotsky 1920)
    • 8. Theoretical and Practical Aspects of SC Theoretical Aspects Practical Aspects Knowledge is the result of active Reflective approach. Student shouldrecognizing by the individual in a social asked what they observed, learn and environment (Cobb & Yackel, 1996; knowledge gain. Explain what they Prawat, 1996). understand , evaluate and present to others. (Flipped Classroom) Knowledge acquisition is an adaptive Thrown in to the situation. Students function designed to organize ones should be confronted with the problems experiences (Fleury, 1998; Prawat & of discrepant nature. Let the student to Floden, 1994). seek, test, and assess answers within socially collaborative environments. Clinical clerkships Knowledge is the result of social Teacher should create activities which let interaction (Gergen, 1995; Vygotsky, the Student interact , work collaboratively 1978). in small groups. Share the knowledge they gain in the class. (Flipped Classroom)
    • 9.
    • 10. SC , ICT and Learning Environment
    • 11. Gaming ModuleGame Glossary Short Answer Multiple choice T/FHangman X Xcrossword, X Xcryptex X Xmillionaire XSudoku X X X XThe hidden picture X X X Xsnakes and ladders X XContest X Xbook with questions x x x X
    • 12. Moodle Examples
    • 13. Live Moodle Demo
    • 14. Key Elements for SC Learning Environment Scaffolding Active Constructive Cooperative Infrastructure Intentional Authentic Contextual Johansen, Howland, Morra and Crimson (2008)
    • 15. Social Media ToolsSlide borrowed from Mr. Zaid (Empowering Personal Learning environment) (
    • 16. Interactive Web Technologies
    • 17. Simulator Examples
    • 18. References• Basu A. et al. (2011) Integrating Medical Education with Medical Practice: Role of Web 2.0 Tools, www.igi-• Doolottle, P.E. (2001). The need to leverage theory in the development of guidelines for using technology in social studies teacher preparation: A reply to Crocco and Mason et al. Contemporary Issues in Technology and Teacher Education [Online serial] , 1 (4) . Available:• Doolottle, P.E. (2001). The need to leverage theory in the development of guidelines for using technology in social studies teacher preparation: A reply to Crocco and Mason et al. Contemporary Issues in Technology and Teacher Education [Online serial] , 1 (4) . Available:• Fosnot, C. T. (1996). Constructivism: Theory, perspective, and practice. New York: Teachers College Press.• Laurillard, D. (1994) Multimedia and the changing experience of the learner, In Ryan, M. (ed.) Proceedings of Asia Pacific Information Technology in Training and Education Conference and Exhibition: APITITE 94. Brisbane. Australia. Vol. 1. pp. 19-24• Knolwes, M.S. Holton, E.F. and Swanson, R.A. (1998) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 5th Edition. MA. Butterwirth-Heinemann.• University of Warwick’s Medical School , news/2012/03/15/birmingham-student-designs-world-leading-3d-anatomy-model-65233-30537638/• Weill Cornell Medical College, Cornell University ,•• Ice Storm is a healthcare simulation training program. Demonstrated at the MT3 Conference in Orlando, Florida. • •