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

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

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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

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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

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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 ?

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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 .

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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)

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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 .

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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.

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Epilogue
“To ensure meaningful
learning, it is essential that
we place pedagogy above
technology.”
Source: http://www.pedagogy.ir

19. ANNEX 1
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ANNEX 2
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