Presentation for ECE 6th International Conference (2011)

1. Designing Social Constructivist Mobile Learning Activities for HEI Courses in Malaysia Sakina Baharom POSITION PAPER : ECE SALFORD 2011

3. Mobile Network Penetration 2010 Per 100 People ITU (Develop Countries) 116 MCMC (Malaysia) 119.2 Broadband (Per 100 people) Mobile Phones (Per 100 people) 2010 16.6 119.2 1 st Quarter 2011 17.3 121.0

6. Versatile & Portable Environment ? Adapted from Model of Learning Activity Design (Beetham, 2007)

8. Mobile learning activities used in this study means activities that involve using a particular mobile phone application for students to support their learning Social constructivist learning environment is the design and implementation of the learning opportunities for HE students that are based on social constructivist principles

10. Knuth & Cunningham (1993) Pedagogical Goals Fosnot (1996) General Principles Jonassen’s (1999) Framework MY Summary Provide experience with knowledge construction process Learning proceeds towards the development of structures Constructive articulation and reflection Students to take ownership of their own learning Provide experience for multiple perspectives Learning activity that provides multiple point of views from various resources Learning in realistic & relevant contexts Disequilibrium facilitates learning Authenticity in complex and contextual situation Learning activity that is situated in a context Encourage ownership & voice in learning process Learning is not the result of development Active manipulation and observation Learning activity that permits students engagement Embed learning in social experience Dialogue within a community promotes further thinking Cooperation through conversation and collaboration Learning activity that promotes collaboration Encourage the use of multiple modes of representation Learning activity that accords for multiple media Encourage self-awareness of the knowledge construction process Reflective abstraction is the driving force of learning Intentional reflection and regulatory Learning activity that recognizes reflection

11. Another Layer of Comparison: Bonk & Cunningham (1998) social constructivist attributes MY SUMMARY Derived Mobile Learning Activities based on SC Students to take ownership of their own learning Lecturer explanations, support & demonstration Multiple viewpoints Learning activity that provides multiple point of views from various resources Multiple Perspective Based Activities Learning activity that accords for multiple media Authentic problems Learning activity that is situated in a context Contextual Based Activities Learning activity that permits students engagement Team choice & interest: Social dialogue & elaboration Collaboration and negotiation Learning activity that promotes collaboration Collaborative Based Activities Process and reflection Learning activity that recognizes reflection Reflective Based Activities

16. Social Constructivist Mobile Learning Activities Framework Multiple Perspectives Based Activities Contextual Based Activities Collaboration Based Activities Reflection Based Activities

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