![]() ![]() If container controls the width, please set to 100%. ![]() Iframewidth: "850px", // Width of the chat iFrame - applicable only if iframe in option is set to "true". Tagid4iframe: "container", //Specify the ID of iframe container - applicable only if iframe in option is set to "true". Specify to launch the chatView in iframe or in a new window. ![]() These users should already exist in Moxtra. Unique_id: "INSERT-UNIQUE-ID", //unique id of the users who will be part of the chat. Triggered when the access token is expired or invalidĪlert ( "Access Token expired for session id: " + event. getTime ( ) ĭata: "client_id=" + client_id + "&client_secret=" + client_secret + "&grant_type=" + "&uniqueid=" + unique_id + "×tamp=" + timestamp , Var unique_id = 'INSERT-UNIQUE-ID' //insert unique user identifier Var client_secret = 'INSERT-CLIENT-SECRET' //insert your client_secret here It is also highlights the process of working closely with an expert who provides a model and gradually socializes the student into the culture of the profession or field.Var client_id = 'INSERT-CLIENT-ID' //insert your client_id here It emphasized on the influence of human culture and the sociocultural context where students were ‘encultured’ into the community of the particular academic discipline or profession in the learning process. Apart from the need for peer tutors, the social context in which the discussion takes place within the culture similar to an applied setting defines the social constructivism aspect of authentic or situated learning. In the event where learners have grasped the concepts and ideas, the amount of help from peer tutors will be gradually reduced or no longer required. It is believed that through the processes of conversation and discussion, adult learners assist their peers to work through problems by providing guiding information and instructions in a process known as scaffolding. ![]() Meanwhile, the role of peer tutors and adult learners as the ‘more knowledgeable other’ play an important part in helping learners to advance their meaning-making process. It supports people to express their views of new information and activities among the group (Rogoff, 1990). When members of the community are aware of the context of histo-cultural differences, the meaning making process becomes easier and widely accepted. It is argued that learning is shaped and evolved through negotiation within the communicating groups (Gredler, 1997). The notion of intersubjectivity, relating to learners from diverse cultures, relies on the mutual understanding of socially agreed-upon ideas. In social constructivism, learning occurs through the process of mutual understanding (intersubjectivity) between people through effective communication, a process which enables individuals to learn the accepted norms and values (enculturation) of the society from seniors and/or experts (Zone of Proximal Development).īased on the social constructivism learning framework, the meaning making process is affected by learners’ experiences and background. The social constructivism theory involves three main concepts: the ‘Zone of Proximal Development’, ‘Intersubjectivity’ and ‘Enculturation’. Therefore, according to the social constructivism theory, learning occurs through the process of conversation, discussion and negotiation. It is believed that learners involved in the social interaction of a learning environment, including participation in collaborative projects and group assignments, are able to construct meaning through these activities. There are increasing interests in the value of social constructivism as the core component for developing more effective learning environments. Therefore, it does not involve transmission of objective facts but rather it depends on learners who are engaged in the meaning-making process. Constructivism relies on the assumption that knowledge is a function of how learner constructs meaning from their experiences. Hence, when social interaction takes place in a learning environment that is designed to enhance meaning making, those interactions are useful in the constructivism learning theory. The Framework of Social Constructivism for LearningĬonstructivism involves making meaning out of the learner’s experiences. ![]()
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