“SOCIAL KNOWLEDGE CO-CONSTRUCTION” CONCEPTUAL FRAMEWORK AND GOOGLE+ APPLICATIONS

Yıl 2013, Cilt: 5 Sayı: 1, 68 - 77, 01.06.2013

Cemil Uzun Figen Demirel Uzun Tunç Medeni

Öz

In the current century, power and prestige of individual or community are related with their knowledge and the capability to use information effectively. For effective and individualized knowledge construction process, e-Learning design changes to more social and collaborative design with new generation technology (Young, 2011). WE-learning is the combination of mobile learning and e-learning called ubiquitous learning integrated with social networks for collaborative knowledge construction process. Social interaction is so important that Siemens (2006) stresses that a major challenge today is not what you know but who you know. Social media support creating knowledge collaboratively through its network and collaborative services (Chatti, Klamma, Jarke & Naeve, 2007). Social network platforms provide participant information exchange, then knowledge construction, and finally learning and development (Salmon, 2003). It is popular that nowadays, according the social network literature researchers have focused on how to integrate social network tool trends into the knowledge construction and collaborative learning process to create new knowledge creation experiences and practice across communities. So the aim of that study is to present the new framework as “social knowledge co-construction model” based on online collaborative knowledge construction process and as a social network system, contributions of Google+ applications for the collaborative knowledge construction process. The framework includes the integrated of formal and informal knowledge construction and learning process within a social context with social networking web system and its applications. As a result, four phases which are web search, social interaction, shared workplace/environment and team works/discussion were analyzed and defined to form Social Knowledge Co- Construction Framework. As in the natural knowledge creation process, the process of the social knowledge co-construction framework is spiral cycle

Anahtar Kelimeler

Social Knowledge Co-Construction, Collaborative Knowledge Construction, Social Networks, Social Learning, Google+, Google+ Hangouts, Google+ Circles, Google Drive, Google+ Search, Knowledge Construction Framework

Kaynakça

• Bell, T. (2011). Studying with YouTube and Google+. Available at http://googleforstudents.blogspot.com/2011/10/studying-with-youtube-and- google.html
• Chatti, M.A., Klamma, R., Jarke, M., & Naeve, A. (2007). The Web 2.0 Driven SECI Model Based Learning Process. International Conference of Advanced Learning Technologies, Seventh IEEE International Conference on Pages 780-782
• Curran, K., Morrison, S., & Mc Cauley, S. (2012). Google+ vs Facebook: The Comparison. Telkomnika, 10(2), 379-388.
• Google+, (2011). Google+ 101: Introduction to Connecting Online Avaliable at http://www.google.com/+/learnmore/universities/
• Google, (2011). Google+ Project Site, Avaliable at https://plus.google.com/u/0/102312438958695854492/posts/6596Lhe42Mh
• Google, (2012). 31 Ways to Use G+ in Higher Education, Avaliable at https://docs.google.com/presentation/d/1WG6RjvDbiv7Z9Vv4qWR2CvFIE vKmZ2qdD1JEv1T5rfo/edit#slide=id.p17
• Mao, Y., Shen, H., & Sun, C. (2011). Google+Facebook: A Social-Network- Optimized Web Search Approach. The 6th International Workshop on Ubiquitous and Collaborative Computing (iUBICOM ’11)
• Laurent, M., Wanda, O., & Michel, L. (2009). A Collaborative Training Platform for Peer-Based Co-Construction of Knowledge and Co-Tutoring. International Journal of Emerging Technologies In Learning, (SI3), 40.
• Oberer, B.J., & Erkollar, A. (2012). Google Plus in the Higher Education Space. Are Educators ready for Social Media Learning in Schools? Conference on Society, Cybernetics and Informatics
• Salmon, G. (2003). E-moderating : the key to teaching and learning online / Gilly Salmon. London ; New York : RoutledgeFalmer, 2003
• Siemens, G., (2006). Connectivism: Learning and knowledge today. The International Review of Research in Open and Distance Learning
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity, Cambridge University Press
• Polanyi, M., & Sen, A. (2009). The tacit dimension / Michael Polanyi ; with a new foreword by Amartya Sen. Chicago ; London : University of Chicago Press, c2009.
• Sawyer, R.K. (Ed) (2006). The Cambridge handbook of the learning sciences. New York: Cambridge University Press.
• The Nature of Learning [electronic resource]: Using Research to Inspire Practice /. (2010). OECD Publishing, 2010.
• Veldhuis-Diermanse, A. E., Biemans, H. A., Mulder, M. M., & Mahdizadeh, H. H. (2006). Analysing Learning Processes and Quality of Knowledge Construction in Networked Learning. Journal Of Agricultural Education And Extension, 12(1), 41-57.
• Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press
• Yensen, J. (2012). Mentoring and Performance Support for Graduate Students using Google+ Online Journal of Nursing Informatics (OJNI), 16 (3),