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Social Networking and Collaborative Learning Environment: From Instruction to Construction


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Social Networking and Collaborative Learning Environment: From Instruction to Construction
Farideh Mashayekh Ph.D.
Strategic Consultant on Pedagogy
AUA/COE – GIAN - DAAD Conference
Yerevan, Armenia, 27-28 August 2008

Published in: Education
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Social Networking and Collaborative Learning Environment: From Instruction to Construction

  1. 1. F.Mashayekh/GIAN 1 Social Networking and Collaborative Learning Environment: From Instruction to Construction by Farideh Mashayekh Ph.D. Strategic Consultant on Pedagogy AUA/COE – GIAN - DAAD Conference Yerevan, Armenia, 27-28 August 2008
  2. 2. F.Mashayekh/GIAN 2 Outline 1. Prelude: increasing complexity and connectivity 2. The future learning scenario: 2020 3. The pedagogical nature of learning theories in practice 4. Paradigm shifts from knowledge adoption to knowledge navigation 5. Key competencies for lifelong learning 6. Epilogue: need for intelligent, inventive, and transparent citizens
  3. 3. F.Mashayekh/GIAN 3 Prelude “How we learn determines the kind of society we build.” J.D.Bransford “No problem can be solved from the same level of thinking that created it.” Einstein
  4. 4. F.Mashayekh/GIAN 4 1. Introduction Copping with challenges of social issues, such as poverty, oppression, youth violence and unemployment, inequalities of opportunities, in one hand, and breaking boundaries of life long learning, on the other hand, at both national and international level, requires adoption of much accountable, integrative and holistic approach to knowledge construction and learning. Social constructivism, in digital era, has demonstrated to be the most effective pedagogical approach. As it helps learner to construct his/her own knowledge. Such an approach ,claims to help promote some specific learning competencies. What are these basic learning competencies for moving from instruction and teaching to construction and learning ? and what are the pedagogical concerns and reflections related to required competencies ?
  5. 5. F.Mashayekh/GIAN 5 1. Introduction (cont’d) • Emerging digital technologies, in particular, web2.0, e-portfolio, digital identities ; • Expanding networking &collaborative learning environments; in one hand, and • Shift of paradigm in pedagogy from behaviorism to social constructivism; • Lifelong learning + key competencies ; on the other hand, are main pedagogical concerns discussed, from strategic perspective and relevance, in this presentation .
  6. 6. F.Mashayekh/GIAN 6 2.The Future scenario: Learning in 2020 “Obtain and create knowledge at the right time, right place, in the right way, on the right device, is the vision for lifelong learning in 2020.” (R,Hinrichs 2002)
  7. 7. F.Mashayekh/GIAN 7 2. The Future Scenario (cont’d)… -Students activities throughout the community is enhanced by technology communication systems to align industry, institutions and schools together in real time knowledge construction and practice. -As students work in collaborative environments the learning objects adapt immediately to their learning styles. -In this intelligent learning environment, if the student is having difficulty with complex processes, a virtual world scenario gives him enhanced perspective of the problem and allow him to play the actor of solving problems, and as a lifelong learner.
  8. 8. F.Mashayekh/GIAN 8 3.The Pedagogical nature of learning theories in practice Social constructivism, in digital age ,has demonstrated to be the most effective and pedagogical approach. This approach fosters active learning over passive learning, collaboration over competition, community over isolation. Collaborative learning, team working, communities of practice are modalities of social constructivism approach .They all claim that knowledge is embedded in activities. In other word: knowing is inseparable from action and environment.
  9. 9. F.Mashayekh/GIAN 9 3.The pedagogical nature…(cont’d)  In constructive pedagogical approach Knowledge is constructed by the learner on the basis of his/her previous experiences. Knowledge is the result of social process.  While in cognitive pedagogical approach, learning is based on an investigation of human thought processes. Knowledge is the result of mental process.  In the behaviorist approach, learning is based on repetition and strong association between the stimulus and the desired behavior. The emphasis is on knowledge adoption.
  10. 10. F.Mashayekh/GIAN 10 4.The paradigm shift Based on the above evolution of pedagogical approaches from behaviorism to social constructivism ,we can notice a gradual paradigm shift In teaching –learning practice: from Instruction to Construction ; from Content to Context; from Knowledge Adoption to Knowledge Navigation.
  11. 11. F.Mashayekh/GIAN 11 4. The paradigm shift (cont’d) While student (future life long learner) takes responsibility for knowledge construction, through debates, critical reflections ,and problem solving rather than passive learning by instruction, in the virtual learning environment (VLE), the prerequisite is to be: intelligent , inventive, and transparent.
  12. 12. F.Mashayekh/GIAN 12 5. Key learning competencies In order to cope with embedded intelligent systems as an intelligent, inventive and transparent knowledge worker, a three fold category of competencies are suggested (OECD & IBE 2004) as follows: 1- Acting autonomously & reflectively 2- Using tools interactively 3- Joining & functioning in socially heterogeneous groups.
  13. 13. F.Mashayekh/GIAN 13 5. Key learning competencies (cont’d) 1. Acting Autonomously & Reflectively 1.1- the ability to defend and assert one’s right, interests, limits, and needs, and to take responsibility; 1.2- the ability to form and conduct life plans and professional –personal projects; 1.3- the ability to act within the big picture/the larger context.
  14. 14. F.Mashayekh/GIAN 14 5. Key learning competencies (cont’d) 2. Using Tools Interactively 2.1- the ability to use language, symbols and text interactively; 2.2- the ability to use knowledge and information interactively; 2.3- the ability to use new technology interactively.
  15. 15. F.Mashayekh/GIAN 15 5. Key learning competencies (cont’d) 3. Joining & Functioning in Socially Heterogeneous Groups 3.1- the ability to relate well to others; 3.2- the ability to co-operate; 3.3- the ability to manage and resolve conflict.
  16. 16. F.Mashayekh/GIAN 16 Conclusions In order to cope successfully with connected intelligent world, through networking and collaborative learning environments ,students as potential lifelong learners in knowledge based economy, need to be intelligent, inventive and transparent too. The development of such competent individuals demand a change in pedagogy from instruction to construction .
  17. 17. F.Mashayekh/GIAN 17 Conclusions (cont’d) Effective and responsible participation in today’s world calls for the development of higher level cognitive skills , that implies development of critical thinking and a reflective and holistic approach to life on the part of individual. The development of autonomous and responsible individuals who are able to critically adapt to change, demand some key learning competencies as prerequisite; such as: acting autonomously, being reflective ,using tools interactively ,and functioning in heterogeneous groups.
  18. 18. F.Mashayekh/GIAN 18 Epilogue “To ensure meaningful learning, it is essential that we place pedagogy above technology.” Source:
  19. 19. ANNEX 1 F.Mashayekh/GIAN 19
  20. 20. F.Mashayekh/GIAN 20 ANNEX 2 F.Mashayekh/GIAN 20