Connectivism and Social Learning in Practice

This week’s resources in my Masters class were focused on social learning theories and how we construct meaning through our interactions with others and the world around us.  The social learning theories support instructional strategies that incorporate student collaboration, cooperation, and communication.  There are many technology tools today which can facilitate the social learning approach.

George Siemens’ theory of Connectivism is a social learning theory.  He has expressed that knowledge is networked.  In this week’s video, “Connectivism as a Learning Theory” (Laureate Education Inc., 2011), he further details that knowledge resides in the patterns of how different concepts are networked.  Learning is the act of forming networks.  Technology has created a complex environment where information is abundant and networks are rich.  I think modern technology is changing the way our students learn.  Everything is a click away. 

Adopting social learning instructional practices has strong implications for engaging our students in the learning process.  Dr. Orey, in the video “Social Learning Theories” (Laureate Education Inc., 2011), defines SLT to be when students are actively engaged in constructing artifacts and conversing with others.  Collaborative and cooperative learning is a big part of SLT.  Having students build something together is a powerful strategy for learning.  Peers can help each other, and when students are working together as a collaborative team they are responsible for the learning information. 

Dr. Orey talks about the “Jigsaw Strategy” in the “Social Learning Theories” video (Laureate Education Inc., 2011).  I use this strategy in my classroom, and it always produces amazing results.  When I give a small group a short chapter to read together, and a couple of difficult questions to answer, they always come back and make a terrific presentation to the rest of the class about what they learned.  This does cause a deeper understanding of the content (Laureate Education Inc., 2011).  Each time when I listen to my students give their presentation, I think to myself that I could have lectured them on that material and showed a couple of images, but they would not have learned nearly as much.  My students feel empowered and confident when they are presenting their findings. 

This week’s reading included a chapter on Cooperative Learning from Using Technology with Classroom Instruction That Works (Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K., 2007).  The writers stressed the importance  of preparing our students for the fast-paced, virtual workplace in which they will need to have the skills to work cooperatively with others.  Technology has enabled students and teachers to collaborate over the Web using Google Docs, Webquest, Twitter, Skype, texting, email, and sharing bookmarks and Web links.  One exciting way individuals can interact with each other is through multiplayer simulation games.  These games are designed for actual human to human interactions, not with artificial intelligence.  Interactive games can involve complex situations that are close to reality.  I have never tried any of these games with my 2^nd grade class, but from reading about them it seems that this type of cooperative learning would engage students much more than just reading about a particular subject.  Another technology tool that is new to me is VoiceThread.  I am learning that this online collaborative tool can be used to share ideas, solve problems, and give individuals a chance to express themselves verbally or in writing. 

There is a social constructivism vignette in the chapter called Social Constructivism (Kim, B., 2001), which is a wonderful example of how social learning instructional practices can be effective.  A high school English teacher engaged her students in Shakespeare’s Hamlet by splitting them into cooperative groups and assigning each group one act of the play.  They translated their part into modern language and created puppets to perform their act.  This project was successful in getting her students to have a clear understanding of Hamlet, bring students together with diverse interests, and create a finished product.

In conclusion, I have studied behaviorist, cognitive, constructivist/constructionist and social learning theories in my current Masters class.  I think each one of these has an important role in education today, but especially the social learning theories.   

Reference List

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives of

learning, teaching, and technology. Retrieved May 27, 2012, from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Laureate Education, Inc. (Producer). (2011). Connectivism as a learning theory.

Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2011). Social learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

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

classroom instruction that works. Alexandria, VA: ASCD.

The URL for my Voice Thread titled "We Need Friends, Not Bullies" is:
https://voicethread.com/share/3133456/

Constructivism/Constructionism in Practice

This week in my Master's class, the resources were all about constructivism and constructionism learning theories, and instructional strategies that correlate with these theories.  Dr. Michael Orey, in this week's video "Constructionist and Constructivism Learning Theories" (Laureate Education Inc., 2011),  stated that constructivism is a theory of knowledge in which each individual actively constructs his/her own meaning.  The constructionism approach is based on the theory that students learn best by building an external artifact which is meaningful to them.  These theories have changed the student's role by making them more responsible for their learning.  It has also changed the teacher's role as more of a cognitive mentor or coach, rather than an expert (Glazer, 2001).  Teachers help their students access information, and create a framework of expectations.

In the book Using Technology with Classroom Instruction That Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007) there is a chapter that explores the instructional strategy "Generating and Testing Hypotheses".  This particular strategy relates to constructivist and constructionist learning theories by engaging students in complex mental processes.  Generating and testing hypotheses require student to compare data, present their data as a graph or advanced organizer, predict, and make decisions.  The students role is to develop hypotheses to solve a problem, and find information to support their reasonings.  This type of project-based learning is learner-oriented.  Again, the teacher is the facilitator or motivator, and informs the students of their objectives and how they will be evaluated (Han & Bhattacharya, 2001).

There are tasks a teacher can use to help students generate and test hypotheses.  These tasks are 1)a system analysis 2)problem solving 3)historical investigation 4)invention 5)experimental inquiry and 6)decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I found a website in this week's resources that is perfect for helping my 2nd graders generate a hypothesis, make predictions, and begin to think like a biologist.  That website is called Astroventure (http://www.astroventure.arc.nasa.gov/).  My class went through different scenarios about what would happen to living things on earth if there was too much heat or not enough heat.  They wrote down in their journals what they predicted would happen with each scenario, and after they were finished writing, I read to them what a scientist wrote about the different scenarios.  All of my students were engaged in this lesson because it had possible real-world problems in it.  If I were teaching a higher grade, this could lead to more problem-based inquiry by researching global warming, and determining if this is an issue that could affect all life on earth.

Constructionism is reflected in project-based learning because it is a student-centered learning environment, an artifact is created, and the learning is based on authentic and real life experiences.  Project-based learning involves planning, creating, and processing.  These instructional strategies can help increase motivation, problem-solving abilities, research skills, collaboration, and  project organization skills.

Technology can help implement constructionist/constructivist practices.  First, programs like Excel can make data gathering much easier.  Students can spend less time having to do manual calculations to find the statistics or information they are looking for.  In this week's reading (Pitler, Hubbell, Kuhn, & Malenoski, 2007), the way it was put was students can spend more time interperting the data rather than gathering the data.  Technology such as WebQuests, Powerpoint, simulations, blogs, wikis, voice threads, and podcasts can help promote constructivist and constructionist lessons by providing links to support their arguments, representations of activities, feedback, collaboration, and individualized assistance.  Technology is a powerful tool to promote constructionist/constructivist practices in the classroom.

Reference List

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives

on learning, teaching, and technology. Retrieved from  http://projects.coe.uga.edu/epltt/index.php?title=Problem_Based_Instruction

Hans, S., & Bhattacharya, K. (2001). 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/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning  

Laureate Education, Inc. (Producer). (2011). Constructionist and constructivist learning

theories. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

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

classroom instruction that works. Alexandria, VA: ASCD.

 

Cognitivism in Practice

The Cognitive Learning Theory starts with sensory input of information, which goes into Short Term Memory, and if rehearsed enough goes into Long Term Memory (Laureate Education Inc., 2011).  Long Term Memories are stored in networks of information, and they are all connected.  I am a believer that children need to be taught in small chunks, and everything needs to build on their prior knowledge, thus connected.  In this week's video, Cognitive Learning Theories (Laureate Education Inc., 2011), Dr. Michael Orey discusses Long Term Memory to be either facts (declarative), how to do things (procedural), or events in your life (episodic).  The dual coding hypothesis (Laureate Education Inc., 2011) is when information is stored as images and text.  Elaboration is a crucial component to Long Term Memory.  This week's class resources taught me that elaboration is the primary mechanism for storing information into Long Term Memory (Laureate Education Inc., 2011).

Instructional strategies that correlate with the principals of Cognitive Learning Theory are demonstrated by the use of cues, questions, and advanced organizers.  In the text "Using Technology With Classroom Instruction That Works" (Pitler, 2007), there are some great points brought up about how graphic organizers can be used not only as a visual for students, but for brainstorming.  Concept Mapping Tools can start with an essential question to give students a cue about what they are going to learn.  Cues are hints about what students are about to learn or experience and can trigger a student's memories and prior knowledge (Pitler, 2007).  Concept Mapping Tools allow students to put one idea in a box, or node, and then connect nodes to other nodes.  This type of software serves as a mind tool, helps learners organize information, and supports visual coding.  In this week's class video, Cognitive Learning Theories  (Laureate Education Inc., 2011), Dr. Orey explains that integrating multiple senses during presentations will improve learning. 

Another instructional strategy that helps build connections with new information is summarizing and note taking.  Note taking is completely different today thanks to PowerPoint presentations with advanced graphic organizers.  Webbing can also be used for note taking.  The use of these tools helps students to stay focused on the essential question.  Graphic presentations help any lesson to be visual and auditory.

Virtual Field Trips are almost an immersive like experience and are very powerful for helping students learn because they create episodic memory.  Dr. Orey, in this week's video Spotlight on Technology (Laureate Education Inc., 2011), states that the Virtual Field Trips incorporate all cognitive theories and help students make connections they will remember. 

I have begun to think about how wonderful these technology tools and instructional strategies are for creating cognitive thinking, and furthering each child's understanding of what is being taught.

Thank you for reading my blog.  

Reference List

Laureate Education, Inc. (Producer). (2011). Cognitive learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2011). Spotlight on technology. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

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

     

Behaviorism in Today's Classroom

This week the topic for my Masters class was primarily the behaviorist learning theory.  We were to evaluate the role of the behaviorist learning theory in today's classroom, particularly in applications of educational technology.


The behaviorist approach does have a place in today's classroom.  Most teachers use classroom management which are behaviorist techniques.  Teachers adopt a system of rewards and punishments to reinforce desired behaviors and eliminate inappropriate ones.  Dr. Orey (Orey, 2001) supports this theory because it helps achieve desired behavior in education by implementing contracts, consequences, and reinforcement of a child's behavior.  Also, the behaviorist learning theory is used in drill and practice, remediation and tutorial programs in today's classroom.  "Skills are not acquired without frequent practice" (Smith, 1999).  Homework provides an opportunity for students to drill and practice what they have learned. 


Educational technology provides an avenue for students to drill and practice their skills.  There are video tutorials, games, and quiz shows that make learning accessible to all children.  For example, I use www.brainpopjr.com for whole group instruction and individual learning and practice.  This online program covers science, health, reading, writing, social studies, math, art, and technology.  The tutorials are colorful, cute, age appropriate, and incorporate auditory and visual learning.  There are also short quizzes and games for each subject.  I also use a remedial online reading program called Lexia (www.lexialearning.com). This provides extra support to six of my 2nd graders to help bring their reading skills up to grade level.  This program is also auditory and visual for each child.  They work independently through tutorials and then respond to prompts.  When they pass certain milestones (or skills), a certificate of achievement can be printed out for them.  This positive reinforcement makes them beg me to let them work on Lexia everyday.  This type of reinforcement is in line with B.F Skinner's Operant Conditioning (Orey, 2001).  Animals and humans repeat acts that lead to favorable outcomes.  The Lexia reading program is dramatically helping the reading level of each child, if they spend at least thirty minutes a day using it.  There are many other educational technology tools available that can provide lessons, practice, and games which are beneficial to helping students strengthen their reading and math skills.  "Multiple exposures to material help students deepen their understanding of content and become proficient with skills" (Pitler, 2007).


In conclusion, I think there is plenty of room for the behaviorist learning theory in today's classroom.  Children respond to positive reinforcement, which enables teachers to have good classroom management and produce more effort coming from their students. 


Reference List


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.


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