The document provides an overview and definitions for key concepts including computer supportive collaborative work (CSCW), Facebook, learning communities, and student development theories. It discusses the theoretical framework of constructive teaching and learning theory and the ADDI instructional design model. The background of study reviews literature on Facebook use among students. The significance of the study is to investigate how Facebook can improve education quality without social ills. A pilot study was conducted with two students to understand how Facebook contributes to their understanding of Islam and how they manage challenges of Facebook use.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. 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
4. 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.
5. 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.
6. 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
7. 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
8. 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
9. 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.
10. 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
11. 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
12. 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.
-
13. 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.
14. 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
15. 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?
16. Methodology: participatory action research model , sampel:3 higher education student
sources of data:interview
Action Research Model
(adapted from Susman 1983
17. 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
18. 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.
Editor's Notes
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.