CONNECTIVISM AND SOCIAL LEARNING IN PRACTICE

Take a look at my newly created voice thread:  Carnival in Antigua - its economic viability

Human beings are social creatures.  We thrive on social interaction and collaborative feedback.  Dr. Michael Orey, in his discussion on the social learning theory observed that students cannot do any form of learning on their own as they need someone to help them (Laureate Education Inc., 2010a).  George Siemens asserted that learning is the act of forming and navigating networks of knowledge and decisions are based on rapidly altering foundations (Laureate Education Inc., 2010b).  If these are true, then students should be taught with the social learning theory in mind.

In order to improve interaction among learners, it is recommended that teachers utilize the cooperative learning instructional strategy.  It assumes that students learn and make sense of new knowledge through their interaction with others (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139).  The groups could be informal or informal.  However their organization, students can rely on their peers for feedback and stimulation. 

When technology is integrated into the process, learning and teaching becomes more interactive and exciting.  Web-enabled collaborative learning provides students with access to experts that they would otherwise not be able to learn from (Pitler, et al., 2007, p. 144).  Facilitators can now use a variety of web based resources at their disposal.  Some examples are voice threads, web-quests, web-enabled multiplayer simulated games, blogs, wikis, podcasts, and virtual world interactive presentations to mention a few.   Social networking facilities such as Facebook, Twitter and MySpace can also serve a valuable purpose in teaching students collaboratively.  They could also provide an opportunity to keep parents informed on classroom learning activities.

Take a look at my first voice thread creation on the economic viability of local government continuing a cultural festivity on the island of Antigua and Barbuda.  It is intended to generate much discussion and at the end, students or the general public can make suggestions on its economic and cultural viability.

The social learning theory is indeed the foundation of all learning and interaction.  Once this is borne in mind, the very nature and culture of the classroom can change.

What do you think?

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism/constructionism in Practice

It is important that students learn how to test and generate hypothesis as a lifelong learning skill.  Pitler, Hubbell, Kuhn and Malenoski (2007) observed that when students engage in generating and testing hypothesis, they develop “complex mental processes” (p. 202).  This allows them, they continue, to apply content knowledge as it enhances their overall understanding of the content.  That is the focus of learning.  It is the aim of every educator to ensure that there is understanding of content.  Educators desire students to improve understanding of basic content and apply information learnt.  In teaching students to generate and test hypotheses, Pitler, et al (2007) recommend that we make sure that students can explain their hypothesis and their conclusions derived from their research. (p. 203).

Technology can play an integral role in the level of understanding and how deeply students explain their hypothesis.  If the focus is rightly on interpreting data so as to make conclusions rather than gathering data, we have to teach students how to utilize technology to build on that skill (Pitler, et al, 2007, p. 203).  Spread sheet software is an excellent tool that students can use to interpret data.  It converts numbers and figures into visuals (charts, graphs) which makes interpretation easier.  Using PowerPoint presentations to showcase the findings for projects is also a great idea.  Students could also show case their ideas on blogs, they can create wikis or podcasts. 

Project based learning instructional strategies are also highly recommended in the constructivist/constructionist classroom.  It provides students the rare opportunity of investigating real life problems so as to come up with solutions to those problems.  Those 21^st century skills are priceless in developing the type of citizens for the real world.

I found this really great video created by edutopia on project based learning.  Follow this link Why Project Based Learning?

If you have any ideas on how we could use technology in project based learning share them please.

Ezra

Reference

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory in Practice

Technology is generally associated with skill building.  This week’s learning resource studied the cognitive learning theory.  This theory examines how people think (Lever-Duffy & McDonald, 2008, p. 20).  It shows how information is processed, mental connections are made and how long term memory is developed (Laureate Education Inc., 2011). 

Instructional strategies associated with the cognitive learning theory include cues, questions and advanced organizers as well as summarizing and note taking.  Cues, questions and advance organizers focus on “enhancing students’ ability to retrieve, use and organize information” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73).  When technology is used in conjunction with those strategies, deep learning takes place.  Pitler, et al., (2007) recommends using a combination of advance organizers, to include expository, narrative and graphic, to improve retention (p. 76).  They also recommend using multimedia advance organizers to help further retention of information (p. 82).  Note taking is another essential instructional strategy that is not often taught explicitly as a skill to students.  It is a useful study skill that “enhances students’ ability to synthesize information and distil it into a concise new form” (Pitler, et al., 2007, p. 119-120).  Both strategies are directly related to the cognitive learning theory as they focus on thinking and mental connection of information. 

Using those strategies help teachers build deeper understanding of topics taught.  I especially liked the idea of using brochures as an expository advance organizer.  If graphics are included into it, it could serve as a powerful tool for students.  It also provides information that students can use to review at a later date to help concrete learning.  I am a business teacher and sometimes students have some difficulty identifying with some of the topics discussed.  It is important for students to take notes during lessons.  Pitler, et al., (2007) recommends using brainstorming software as a technological tool for encouraging note taking (p. 125).  I found this to be quite intriguing as students can use a developed template to fill in important information on the lessons taught.  Concept mapping and virtual field trips can also be used to further enhance learning.  I have never developed a concept map nor used a virtual field trip for my class and I intend to use in the near future.

I found this week’s discussions interesting as I never really linked the cognitive learning theory with technology.  It provided some differentiation that is very important in building deeper learning and understanding.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

The behaviorist learning theory proposes that the environment shapes one’s behavior and assumes that what one learns is largely attributed to the elements in the environment (Smith, 1999 p. 1).  The merits to the behaviorist theory of learning are quite controversial.  The inclusion of technology in the classroom has allowed many educators to rethink the merits of behaviorism (Laureate Education Inc., 2011).

In this week’s learning resource we examined two instructional strategies that I believe correlate with the principles of behaviorism.  We examined “reinforcing effort” and “homework and practice” as proposed by Pitler, et al., (2007, pp. 153-161, 187-201).  Pitler et al., recommends effort as the wisest choice to attributing success in the learning process (p. 153).  I agree that when students understand the importance of reinforcing effort and act on this knowledge, their attitude to learning propels.  This in itself produces improved results and success.  He also recommends technology driven data collection tools to showcase students’ work (p. 162).  This, Pitler, et al., believes would reinforce effort and encourages students to keep trying. 

Homework and practice, despite the many controversies associated with it, assist students in reinforcing and concreting concepts learned.  Pitler, et al., recommends at least 24 practice sessions with a skill to achieve 80 percent competency.  The use of technology and web resources creates appeal and generates immediate feedback to users (p. 195).  It also provides meaningful reinforcement of concepts in a fun and interactive manner.  This is important for today’s students as they thrive on immediate feedback and instant gratification. It also provides an opportunity for teachers and students to track their efforts and note their progress.  

Technology integrated into the classroom has provided renewed opportunity for the theory of behaviorism to be re-examined as a positive strategy for improving classroom practice.

Reference

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. 

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourism