Connectivism and Social Learning in Practice

As the main tenet of a social constructionist is to actively engage the learner in constructing something and then have conversations about what was built (Laureate Education, Inc., 2010), I believe that cooperative learning is an instructional strategy that correlates well with the social learning theory.  Using Technology with Classroom Instruction that Works illustrated several technology embedded cooperative learning strategies that rely heavily on the social aspects of learning.

Collaborative Web 2.0 tools such as ePALS or Keypals provide learners with opportunities to work and socialize with others outside of the classroom and indeed anywhere in the world.   The use of social technology can help facilitate safe and focused correspondence and project-based learning between students and communities (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Students can not only learn, but also provide their own expertise to others who may have less knowledgeable.  This type of social interaction with others allows students to construct meaning for new knowledge by interacting with others (Pitler et al., 2007).

Shared documents, calendars and bookmarks are fast becoming the norm for today’s learners.  The increased presence of social sites such as Google and Yahoo has exploded in the past few years.  Student can now create, edit, and share documents, graphs, and charts anywhere Internet access is available.  This type of networking is also accessible on an every growing list of devices making accessibility easier, faster, and cheaper.  The use of online collaboration exposes students to new ideas and perspectives they may not have discovered on their own.  

The utilization of the multiplayer simulation games is an excellent way for students to work and play collaboratively in an online virtual environment.  Like many social learning activities, students have the opportunity to be both the learner and the teacher in this type of environment.  As a player learns new skills, they then become the teacher for less experienced players.  The give and take dynamics of these games help students learn new skills while reinforcing previous learning.  If used properly, gaming simulations make it possible to deal with complex situations that are close to reality without the physical consequences. 

With the increasing use of communication software applications such as Skype, wikis, blogs, and Voice over IPs, students are able to collaborate on projects without the constraints of time or geography (Pitler et al., 2007).  Skype offers learners the ability to have a face-to-face conversation with almost anyone, anywhere, at any time.  With this medium students are able to see facial expressions and hear tone of voice thus gaining a truer sense of the intended message.  Wikis and blogs are an excellent place for students to interact with the peers and the community as a whole.  Works can now be shared digitally for others to read, edit, question, and learn.  These types of social instructional strategies provide opportunities for students to move above their zone of proximal development and acquire new knowledge (Laureate Education, Inc., 2010). 

All of these cooperative learning strategies are based on working with others to share or obtain knowledge.  As many of us have learned over the years, the best way to learn content is to teach it.  By allowing learners to collaborate, they gain the unique opportunity to play both the student and the teacher, thus creating deeper understanding of the content.  The use of technology can extend communication and collaboration beyond the constraints of the classroom and into the World Wide Web. 

References

Laureate Education, Inc. (Executive Producer). (2010). Program 8: Social Learning Theory [Webcast]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

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

Voice Thread URL

I hope you enjoy this voice thread on Internet safety.  Several fourth graders assisted in the artwork and voice comments.  The link is

voicethread.com/share/1893815

Constructionism in Practice

Constructionism in Practice

This week’s instructional strategy, generating and testing hypotheses, correlates well with the core principals of constructivist/constructionist learning theories.  While generating and testing hypotheses students will be constructing a meaningful artifact that can be shared with others (Orey, 2007).  Whether using spreadsheets, data collection tools, or the Internet - as students research their hypotheses and begin collecting data, their artifact begins taking shape.  Through the process of discovery, students will use data to determine the validity of their original hypotheses by reflecting on the artifact being created.   Utilizing interactive applications allows students to input their raw data and then focus more time on interpreting that data rather than gathering and crunching the numbers (Pitler, Hubbell, Kuhn, & Malenoski, 2007).   The ability for students to participate in the creation of the artifacts from start to finish assists them in seeing the connections between the data collected and the hypotheses.  As Dr. Orey stated, the main tenet of constructionism is that people learn best when they build and external artifact that can share with others (Laureate Education, Inc., 2010).  Generating and testing hypotheses is a good way for teachers and students to integrate the main tenet of the constructionist learning theory into the classroom.

References

Laureate Education, Inc. (Executive Producer). (2010). Program 7: Constructionist and Constructivist Learning Theories [Webcast]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitive Learning Theory

Cognitivism in Practice

For this week’s blog posting, four principles of cognitive learning theory will be correlated with two instructional strategies from Using Technology with Classroom Instruction that Works (2007). Cues, questions, and advanced organizers, as well as summarizing and note taking will be examined for their cognitive advantages and the ways in which they can help teach for better understanding. As an added notation, the concept of integrating technologies, such as concept mapping and virtual field trips, into cognitive activities will also be addressed.

Cues, questions, and advanced organizers are great ways to enhance a student’s ability to retrieve, use, and organize the information being presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In correlating these strategies with the four principals of cognitive learning theory, we find a good match. As short-term memory can only process about seven items at a time, providing cues and the advanced organizers helps keep the student focused on the important information. Questioning used with students can be useful in drawing out prior knowledge or triggering previous memories about related events. All too often students know more than they think about a topic - they just need a little prompting to locate the information. As in the example of the young student who said, they did not know anything about ratios or proportion until asked, how many cans of water to add to the frozen orange juice.

Summarizing and note taking is a second instructional strategy that works will within the cognitive learning theory. As an elementary teacher this strategy is often overlooked; however because it focuses on enhancing a student’s ability to synthesize information (Pitler et al., 2007) it would be fitting for me to take a closer look. Note taking, like cognitive theory, should employ a variety of formats such as outlining, pictographs, and webbing in addition to the text. The effective utilization of visuals as a means of strengthening the knowledge creates a situation whereas learners can make better connections through the elaboration process (Laureate Education, Inc., 2010). The episodic experience is another powerful cognitive tool for student retention and summarizing knowledge is an excellent way for students to understand the most critical parts of the learning. For younger students, the rule based summarizing (Pitler et al., 2007) strategy will provide the structure and guidance needed while still developing their abilities. As an added advantage, using technology can enhance the student’s ability to turn their notes and summaries into outlines for tests, essays, or reciprocal teaching.

Concept mapping and virtual field trips are both excellent opportunities to combine cognitive learning with the use of technology. Concept mapping provides learners with dual coding opportunities helping students to visualize ideas and the connections between them (Laureate Education, Inc., 2010). Utilizing standalone or web based mapping software; concept mapping is a fun and visual way for learners to organize and process information. Using web-based applications such as Webspiration or bubbl.us, the concept maps become shared documents that peers or groups may edit as part of the learning process. Virtual field trips help provide a more complete episodic event for the learner by allowing them to virtually experience places and things they may never actually get to actually see or touch. Adding the extra layers of visuals, audio, movement, and text allows for greater retention and understanding of the material presented.

References

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Behaviorism in Practice

Behaviorism in Practice

The following post will explore the correlation between behaviorism and two instructional strategies: reinforcing effort and homework/practice. Although behaviorism has fallen out of favor in recent years, I believe it still has a place in todays’ classroom as demonstrated by the following two examples.

As effort is the most important factor in achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Then reinforcing effort enhances student’ understanding of the relationship between the effort put forth and the achievement they obtain. Utilizing spreadsheet software such as Excel for tracking student effort can be a powerful tool in showing progress over time. Graphs and charts allow student to see visual representation of their efforts verses their final grade. A second way of reinforcing effort is with the use of rewards for demonstrating appropriate knowledge. Most Internet games are based on this scoring principal for demonstrating mastery. The better your score, the higher your name goes up the scoreboard. If you get the puzzle correct, a cute song plays and the puzzle does a little dance. If they complete an adventure, they earn website credits to spend in the on-line store. Reinforcing effort is a good way to help students stay motivated and self-confident in their successes.

Homework and practice provide opportunities for students to deepen their understanding of the content and gain proficiency with their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Most would agree that providing practice is essential for student learning. However, some may use homework or practice as a punishment for unsuitable behaviors such as writing a sentence twenty times or looking up and copying definitions. The utilization of homework or practice as a negative aspect to the students learning will only cause the student to become disinterested and create a dislike of the subject (Laureate Education, Inc., 2010). James Hartley believed repetition to be an important component in the learning process. He stated that frequent practice, and practice in varied contexts – is necessary for learning to take place (Smith, 1999). I agree with strongly that the more varied the context delivery, the better the learning for the student. Homework should be an extension of the learning taking place in the classroom, not as a means of punishing the student. Technology can support teacher in their homework endeavors by allowing for better student tracking and easier out-of-school access to other professionals and peers. Through the utilization of on-line shared docs, email, text, and video stream the homework becomes less isolated and more integrated into the lesson. These tools can help teachers provide homework that is more meaningful to the learner. The use of technology also supports the student by allowing students to work in a familiar medium, utilize more creativity in their assignments, take on more responsibility for their own learning, and practice 21st century skills needed for today’s workforce.

References

Laureate Education, Inc. (Executive Producer). (2010a). Program 4: Behaviorist Learning Theory [Webcast]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

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-behavourist.htm