Social constructivism is a theory of learning that says knowledge is constructed through social interaction and collaboration. It emphasizes active learning where students work together to solve problems. According to this theory, knowledge arises through discourse, negotiation, and shared understanding between learners interacting within a community. The document then provides examples of how social constructivist principles can be implemented through tools like gaming modules, social media, and simulations to create collaborative learning environments.

1. Social
Constructivism(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.
http://www.citejournal.org/vol1/iss4/currentissues/socialstudies/article2.htm

7. ZPD
Things
I can’t
do
Things I Can do
Things I can do
with little support
Courtesy of Flicker.com , (Vygotsky 1920)

8. Theoretical and Practical Aspects of SC
Theoretical Aspects Practical Aspects
Knowledge is the result of active Reflective approach. Student should
recognizing 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 one's 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. http://pkab.files.wordpress.com/2008/04/hmm_constructivism.gif

10. SC , ICT and Learning
Environment
http://koonjtalpur.wordpress.com/2011/04/07/social-construction/

11. Gaming Module
Game Glossary Short Answer Multiple choice T/F
Hangman X X
crossword, X X
cryptex X X
millionaire X
Sudoku X X X X
The hidden picture X X X X
snakes and ladders X X
Contest X X
book with questions x x x X

12. Moodle Examples

13. Live Moodle Demo
http://play2learn.gr/moodle/mod/game/index.php?id=18

14. Key Elements for SC Learning
Environment
Scaffolding Active
Constructive Cooperative
Infrastructure Intentional
Authentic
Contextual
Johansen, Howland, Morra and Crimson (2008)

15. Social Media Tools
Slide borrowed from Mr. Zaid (Empowering Personal Learning environment)
(http://zaidlearn.blogspot.com/)

16. Interactive Web Technologies
http://www.stixy.com/

17. Simulator Examples

18. References
• Basu A. et al. (2011) Integrating Medical Education with Medical Practice: Role of Web 2.0 Tools, www.igi-
global.com/chapter/integrating-medical-education-medicalpractice/49268
• 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: http://www.citejournal.org/vol1/iss4/currentissues/socialstudies/article2.htm
• 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: http://www.citejournal.org/vol1/iss4/currentissues/socialstudies/article2.htm
• 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 , http://education.icnetwork.co.uk/midlands-education-
news/2012/03/15/birmingham-student-designs-world-leading-3d-anatomy-model-65233-30537638/
• Weill Cornell Medical College, Cornell University ,
http://ezramagazine.cornell.edu/update/April11/EU.WCMC.anatomy.donors.html
• http://www.perdanauniversity.edu.my/pugsom/
• Ice Storm is a healthcare simulation training program. Demonstrated at the MT3 Conference in Orlando, Florida.
http://www.youtube.com/watch?v=KPJz_evaQwk
• http://www.uthsc.edu/allied/
• http://www.rgbstock.com/download/melodi2/mjYxU8O.jpg