Connectivism and Social Learning in Practice

Social learning theories contend that people learn from their environment and develop through social interaction and experiential learning.  As Dr. Orey suggests, active construction of knowledge using interaction with more knowledgeable others solidifies that knowledge contextually (Laureate Education, Inc., ND).  

Heterogeneous cooperative learning groups containing mixed levels and learning styles may encompass a variety of instructional strategies and opportunities for all students to be successful in an area they may enjoy and have an interest in.  According to Johnson & Johnson (1999), this type of group work should contain “basic cooperative learning components: positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability” (p.57).  More in-depth research might be required pre or post activity for gifted students.  

           

Instructional strategies such as cooperative learning correlate with principles of social learning theories, such as social constructivism, by providing students with the opportunity to construct that meaning through the collaboration with others (Kim, 2007).  Strategies that are included under the umbrella of cooperative learning include reciprocal teaching as in a jigsaw, peer collaboration through think-pair-share, and peer-centered problem-based instruction (Palmer, Peters, & Streetman, 2007).

           

Social networking and collaborative tools such as Webquest, Wikis, Google docs and Edublogs correlate nicely with cooperative learning and social learning theories by infusing a connectivist social dimension into creating contextual knowledge relevant to real life (Laureate Education, Inc., ND).  The web has evolved educationally from an electronic encyclopedia to a collaborative and innovative system of specialized connections that provide diverse perspectives and opinions (Davis, Edmunds, & Kelly-Bateman, 2007).  The unparalleled access to information, along with the skill set to analyze, synthesize, and evaluate it, allows students to creatively collaborate all over the world (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Students are engaged, interested, resulting in enriched learning experiences.    

References

Davis, C., Edmunds, E., & Kelly-Bateman, V., (2007). Connectivism. In M. Orey (Ed.),

            Emerging perspectives on learning, teaching, and technology. Retrieved from

            http://projects.coe.uga.edu/epltt/

Johnson, D.W., & Johnson, R.T. (1999). Learning together and alone: Cooperative,          

            competetive, and individualistic learning. Boston: Allyn & Bacon

Kim, B., (2007). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning,

            teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Executive Producer). (ND). Connectivism as a Learning Theory.

            Bridging learning theory, instruction, and technology. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (ND). Social Learning Theories. Bridging

            learning theory, instruction, and technology. Baltimore: Author

Palmer, G., Peters, R., & Streetman, R., (2007). Cooperative Learning. In M. Orey (Ed.),

            Emerging perspectives on learning, teaching, and technology. Retrieved from

            http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

            instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

           Constructivism or constructionism, is a learning theory that suggests students process information by constructing knowledge through assimilation and accommodation of first-hand experiences and the creation of representational artifacts (Laureate Education, Inc., ND).  Many instructional strategies correlate with constructionism, including generating and testing hypotheses, learning by design, project-based learning, and problem-based instruction.  

            Generating and Testing Hypothesis is an instructional strategy that correlates with the principles of constructionist learning theories by encouraging students to generate hypotheses and make predictions about the outcomes.  The construction of a hypothesis includes using strategies such as systems analysis, problem solving, investigation, invention, and experimental inquiry (Pitler, Hubbell, Kuhn, & Malenoski (2007).

Other strategies such as learning by design, project-based learning, and problem based instruction are all similar student-centered instructional strategies that focus on first-hand experiences with meaningful self-chosen open-ended problem solving topics that are expressed through a collaboratively constructed artifact with real world applications (Hun & Bhattacharya, 2007).  While using words to express the information is crucial, the physicality and sensation of creating the artifact that represents the information visually and symbolically creates a mental image and reinforces the knowledge for the student (Marzano, Pickering, & Pollock, 2001).          

Unlike behaviorist learning theories which rely on a more direct and structured step- by- step instruction that results in previously determined knowledge and skill sets, constructionism promotes multiple answers to open-ended questions giving students creative choices regarding methods used in constructing artifacts (Glazer, 2007).  These strategies are associated with constructionist theories through the assimilation and accommodation of information in a layering and scaffolding design that creates whole new schema (Laureate Education, Inc., ND).

References

Laureate Education, Inc. (Executive Producer). (ND). Constructionist and Constructivist

            Learning Theories. Bridging learning theory, instruction, and technology. Baltimore:

            Author

Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works: Research-     

            based strategies for increasing student achievement. Alexandria, VA ASCD 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

            instruction that works. Alexandria, VA: ASCD.

Glazer, E., (2007). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on

            learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Hun, S., & Bhattacharya, K., (2007). Constructionism, Learning by Design, and Project Based

            Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and

            technology. Retrieved from http://projects.coe.uga.edu/epltt/

Cognitivism in Practice

The Cognitive theory of learning focuses on how information is processed through the senses, filtered, and stored in short and long term memory (Laureate Education, 2008).  The following are instructional strategies embedded with technology that students learn with rather than from available for practice in the classroom that utilize a Cognitive approach (Robertson, Elliot & Washington (2007).

Using cues, questions, and advance organizers enables students to decipher which information to keep and which to discard while promoting high level thinking.  Students need to be able to analyze and critique information presented to them regardless of where it comes from (Marzano, Pickering, & Pollock, 2001).  Word processing, spreadsheet, and brainstorming software give students the opportunity to create a mental/visual map of the information, or a concept map (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Providing the right cues that lead to the right questions encourages students to connect the information to prior knowledge and realign their schema (Robertson, Elliot & Washington, 2007).  Concept maps may be used to determine understanding, as a starting point for research or a tool of focus and construction (Novak & Cañas (2008).

Summarizing and note taking strategies can be employed in a variety of ways.  Summarizing information effectively correlates with the principles of cognitive learning theory through the processing of information.  When students pick and choose data using synthesis and evaluation, they are creating new knowledge from which they can relate and elaborate (Laureate Education, Inc., 2008).  Note taking is an opportunity for students to go beyond copying verbatim.  Using notes to organize information along with asking pertinent questions to assess it helps students connect it to prior knowledge and experience (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Web research will require that students take informal or flexible notes, summarizing the material by deleting trivial or redundant information often using lists rather than full terms and descriptions (Marzano, Pickering, & Pollock, 2001).

These instructional strategies correlate to cognitive learning theories by assisting students in processing information through sensory recognition and connecting the network of neurons to establish short or long-term memory.  These technology inclusive strategies promote and build upon this network through cognitive theories including dual coding and elaboration (Laureate Education, Inc., 2008).  In conjunction, students will be able to make multiple connections to information that is meaningful and relevant to their lives.

References

Laureate Education, Inc. (Executive Producer). (2008). Cognitive learning theory. Bridging
learning theory, instruction, and technology. Baltimore: Author

Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA ASCD

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct

and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Robertson, B., Elliot, L., & Washington, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from   http://projects.coe.uga.edu/epltt/

Behaviorism in Practice

          The instructional strategies described in this week’s resources, reinforcing effort, and homework and practice, correlate with the principles of behaviorist learning theory in many ways.  According to behaviorists, learning is a passive responsive process, where the desired behavior, knowledge, or skill is rewarded with positive, negative, or neutral reinforcement of the behavior (Lever-Duffy & McDonald, 2008).

            Reinforcing effort through educational technology means using programs that include spreadsheets that encourage the student to recognize the link between effort and achievement, and those that practice and review content previously taught such as Odyssey and Pearson Success (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Nonlinguistic representation is achieved in this case by creating spreadsheets, and other visuals.  While using words and other visuals to express the information, the physicality and sensation of manipulating the information and receiving instant feedback that also represents the information visually and symbolically it is creating a mental image of, and reinforcing the knowledge for the student (Marzano, Pickering, & Pollock, 2001). 

            Homework and practice can only be successful from a behaviorist perspective if practice is frequent and feedback is immediate.  Word processing, spreadsheets, multimedia presentations and tutorials, research on the web, and web 2.0 applications can assist students in practicing both at school and home (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Access to and instant response from these technologies reinforces knowledge and skills.  Through online games, or projects done with Skype, interactive media provides students with immediate reaction. 

            Though behaviorism may not be popular as a singularity, it is commonly used as an element of, and has a place in, a varied and diverse learning theory (Lever-Duffy & McDonald, 2008).  Instructional strategies such as reinforcing effort and homework utilize the basic tenet of behaviorism’s response and reward process.  With repetition and practice, connections between knowledge and skill, and effort and achievement can afford students the opportunity to deepen understanding and achieve success.  

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

Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works:                       Research-based strategies for increasing student achievement. Alexandria, VA ASCD

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

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