5.+Design+Elements

= ﻿ Design Elements of Music Paramour =

 Learning communities or networks thrive because its members possess certain skills and capabilities. That is why, in designing a learning community, we should facilitate how members practice socialization along with others and how learning takes place, which is the main goal of designing this site. . People have to construct their own meaning regardless of how clearly texts or books tell them things. Mostly, a person does this by connecting new information and concepts to what he or she already believes. Music Paramour was designed considering the following factors :

♥ **Recognition of individual differences.**
 * ♥ Role of the people involve in this site.**
 * ♥ Nature of learning process.**

 ♥ Recognition of individual diferences

Since everybody know about the concept of individual differences. There must be a deliberate consideration of individual differences not only inside the classroom but also in e-learning community. There are specific reasons why some learners may be more self-directed or self-motivated than others, have great dominant influence of emotions, intentions, and on social aspects on online language learning. These insights from teachers can offer simple ways to enhance and evaluate contemporary online instructional designs so that they support personalized needs and instill the right habits for improved online language learning and performance.It is the reason why we allowed our members to create their personal homepage .According to Dominick (1999), a personal homepage is as a website, which is designed and maintained “by an individual who may not be affiliated with a larger institution, and contains whatever information the author chooses to be there”.

**♥ Different Roles**
(chosen members) || The person who helps others to find the content, information, and people they seek or need. || * Broker: Able to persuade others to collaborate.
 * ===**Role **=== || ===Role Description === || ===Key Skills and Capabilities === ||
 * **Learner ** || The person who looks for and uses content, information, and social connections. || * Self Directed: Able to identify and pursue learning needs without too much formal structure and rigor.
 * Media Savvy: Able to use social media in a natural way.
 * Insightful: Able to filter meaningful information, patterns, and commonalities from multiple streams of data.
 * Group Oriented: Able to build collaborative networks and leverage the collective intelligence. ||
 * **Creator** || The person who creates, shares, improves, and discusses content and information. || * Attentive: Able to respond to requests and to reach out to others in a meaningful and timely manner.
 * Designer: Able to format and package ideas and information logically, concisely, and understandably.
 * <span style="font-family: 'Comic Sans MS',cursive;">Researcher: Able to augment and enhance the ideas, stories, and information created and shared by others. ||
 * **Organizer**
 * <span style="font-family: 'Comic Sans MS',cursive;">Conductor: Able to simultaneously coordinate with many people.
 * <span style="font-family: 'Comic Sans MS',cursive;">Switched On: Able to understand the political dynamics and cultural values in various communities and networks.
 * <span style="font-family: 'Comic Sans MS',cursive;">Networker: Able to form and sustain networked relationships. ||

**♥ Nature of learning process**

 * <span style="font-family: 'Comic Sans MS',cursive;"> Learning is an active, social process **

Social constructivism, strongly influenced by Vygotsky's (1978) work, suggests that knowledge is first constructed in a social context and is then appropriated by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan & Kauchak, 2004). Social constructivist scholars view learning as an active process where learners should learn to discover principles, concepts and facts for themselves, while other constructivist scholars agree with this and emphasize that individuals make meanings through the interactions with each other and with the environment they live in. Knowledge is thus a product of humans and is socially and culturally constructed.

**<span style="font-family: 'Comic Sans MS',cursive;"> Dynamic interaction between the site, organizer and member **
A further characteristic of the role of the facilitator in vygotsky's social viewpoint, is that the organizer and the members are equally involved in learning from each other as well (Holt and Willard-Holt 2000). This means that the learning experience is both subjective and objective and requires that the organizer’s culture, values and background become an essential part of the interplay between members and tasks in the shaping of meaning.

**<span style="font-family: 'Comic Sans MS',cursive;"> Collaboration among learners **
Learners with different skills and backgrounds should collaborate in tasks and discussions to arrive at a shared understanding of the truth in a specific field (Duffy and Jonassen 1992). If all the members of this site will just collaborate, then there is a big possibility of success in this learning process.

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