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.