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.

Welcome Walden 6711 Educators and World!

Just wanted to say I'm here and ready to go.  I'm still new at blogging, so please forgive any gaffs.

Practice and Reflection...

I’ve learned more about technology in this one course than I have in many years.  Professionally, it has pushed and prodded, while inspiring and enlightening.  It has helped me to develop technological skills through the use of web 2.0 applications that I can in turn apply directly to my curriculum.  Becoming aware of the pervasive use of these applications and actually participating in a both local and global community of educators and broader learning community has rejuvenated my sense of involvement in the conversation of what students need in the context of a 21^st century education.  For many years I felt comfortably isolated as I externally taught to the test while railing against it internally.  The voice and response that these communicative and collaborative vehicles provide connect those of us who are now just waking up to them to a vast spectrum of resources and outlets to learn and participate in the formation of new standards and curriculum that address new technologies and the application and integration of them in the classroom.

My knowledge on the teaching and learning process as well as the student-centered perspective has deepened due to this course.  Throughout the last few years I have been focusing on project-based learning.  Due to the tidal wave of information that is instantly available through various sources and the need to disseminate it all, educators must see student acquisition of information literacy skills as not only necessary, but as a right.   To be able to find information, and determine its accuracy and relevancy through cross-referencing and distinguishing fact from fiction are skills that are essential in the 21^st century.  As Dr. Leu suggests, the workplace is changing from a vertical to horizontal decision-making structure that requires collaboration, creativity, and a technological skill set from each member (2003). Strategies that assist students to locate, evaluate, and use information effectively to create a knowledge base from which to make important decisions will allow them to continue learning independently throughout their lives.  The addition and use of wikis and blogs in the classroom will help students do this. 

Ways that I can persist in expanding my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement will include the continuation of courses, seminars and valuable professional development that advance, challenge, and update my technological knowledge and skills.  The result of this is the transformation of my classroom environment regardless of institutional or systemic obstacles.  Through advocacy and innovative ingenuity I will strive to institute more student-centered projects (wikis/ blogs) and provide facilitation of technological knowledge and skills to enable my students to acquire them.  I will create the content that is necessary to provide these skills and opportunities, while collaborating with other educators to add to the community of learners and contributors.

Through practice and reflection, the skills I have learned through this course have provided me with knowledge that will enable me to expand and expound upon the necessary changes that must occur in my classroom to meet and exceed the expectations that our 21^st century students are demanding.

Leu, D. J. (2003, January 18). New literacies (Interview with Dr. Donald Leu). Baltimore:             Laureate Education, Inc.

"Profiling the Students of Today" Podcast

Here's my attempt at podcasting...
Press play regardless of what kind of cursor you have.