Connectivism and Social Learning in Practice

In this week’s resources, we had the chance to look at cooperative learning as one technique in social learning theory. The most interesting aspect of cooperative learning for me was looking at group learning from the teacher’s perspective. Cooperative learning is not just students getting together and sharing. If left to this, the class will breakdown in a hurry. Cooperative learning involves the teacher preparing the class. Students need to know what they will be doing, know with whom they will be working, know what their role in the group will be, and know what a successful group effort would look like. Also after the session, students need time to reflect and evaluate what happened in their group. When done with purpose and focus students can use this social avenue to create meaning and knowledge.


I feel that technology has a place in social learning theory. Using Google Docs or Voice Thread are just two ways in which people can work together in groups to produce an artefact that can be shared with others. I feel the availability to share and edit documents in Google Docs has many applications in the classroom. Peer edits, group information gathering are just two ways to use Google Docs. I was fascinated with Voice Thread. Having students able to share their views on a subject matter and then have others reflect and comment back is a great feature. I think that being able to respond with a variety of methods, allows even the most reserved student the chance to participate. Seeing that Voice Thread is a web-based tool, students will make sure that their responses are as good as they can produce. The cancel feature makes this possible. I have a colleague in another school in the division where I teach whose class will do a group project with my class. Groups will be made between the classes and they will produce an artefact. If I can arrange this with the division, I would like to see the use of a wiki or Google Docs to accomplish the task. Time will tell.


Social learning theory has been proven to work in the classroom. Using and incorporating technology in group work, gives students an even greater chance to make meaning. The one downside I see is the requirement for emails to set up user accounts. The school where I teach does not allow for student emails. In fact, the division does not allow for many social web tools that students could make good use of in class. We cannot blog, set up a reader, use Google Docs, have certain wikis, etc. Research indicates that students need to learn the skill of working with others to be successful in the job market. Some school divisions refuse to allow for this type of learning with the incorporation of technology. I will say that my division is considering ePals which will alleviate some of the current downfalls. My hope is that school divisions can catch up in their thinking and policies to give students the chance they need to be successful in he workforce. I feel that in some ways school divisions are good at talking theory, but do not make the necessary changes needed. In essence, they are not allowing for the growth and changes needed to alter schools the way they claim is required.

Please see my Voice Thread at http://voicethread.com/share/1188573. Feel free to leave a comment.

Constructivism/Constructionism in Practice

Dr. Orey (2009) distinguishes between constructivism and constructionism in that the “v” word refers more to a construct of our own meaning of something. Whereas the word with the “n” is a person engaged in building something to be shared with others.

According to Pitler, Hubble, Kuhn, and Malenoski (2007) when a student forms and tests a hypothesis, there are many advanced learning processes that goes on to enhance the student’s overall learning. Dr. Orey (2009) says, as students learn, they put themselves into a state of disequilibrium. The ultimate goal is to find a way back to a state of equilibrium. How are students going to do this? Creating and testing a hypothesis is one way to accomplish this task. In asking questions and trying to find the answers, students can alter their schema through assimilation and accommodation. Dr. Orey indicates that when students use any tool or technology to build something, they are involved in constructionism.

Although the most familiar way in testing a hypothesis would be in a science class, this can happen in other subject areas as well. Regardless of the subject matter, as students begin to research, test, and analyze, more questions will arise. These secondary questions will require more research and facilitation by the teacher. In producing a project or artefact, a student can gain a more in depth knowledge of the subject area than if the teacher provides the information (note taking). If the final product is successful, the student will have gained the content knowledge plus a deeper understanding based on the previously mentioned secondary questions that arose during the process. Student learning can also increase by the fact that the projects and hypothesis created is student generated. The project is something that is of interest to them (the student), and therefore the learning is authentic. A self-chosen project can also act as a driving force to learn. Students can see how education is applicable to real world situations. School becomes more than just a place where you sit and have information passed on to you. School is now a skills-based place where learning is doing.

When students are engaged in this type of learning, there must be time taken to teach how to do this. The teacher will take the role of facilitator instead of information provider. Students must learn how to use rubrics successfully as a guide to complete their work. Students must learn that collaboration with others is a time for on task discussion, rather than a time for chitchatting. If a student can incorporate technology to generate guiding questions, research, create, reflect, and share, there is a greater chance to develop stronger deeper understanding of subject matter.

References:

Laureate, Education, Inc. (Producer) (2009). Constructionist and constructivist learning theories: Bridging learning theory. instruction, and technology [DVD]. Baltimore, MD: Author.

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

Cognitivism in Practice

Cognitive learning theory uses strategies in which the learner can use techniques in which to gain interest in a topic of study. With keen interest in a subject area, learners can focus and prepare themselves to learn about a topic. As a unit progresses, teachers can use different strategies to give learners experiences that will be favourable for learning and retention of the material.


Graphic organizers or concept maps enable students to focus and keep track of essential outcomes for the unit of study. Using technology in the form of movie clips, multimedia presentations, podcasts, virtual field trips, and other educational applications, students can begin to build those necessary experiences that will transfer information to long term memory for recall in the future. Adding visual information together with text is a more effective way in which information is stored in long-term memory.

Note taking has been a standard technique for learning for many years. This strategy has many benefits for student learning. However, to make note taking an even more helpful tool, incorporating technology can give learners a greater advantage. Concept maps and graphic organizers are a good way for students to organize information in a meaningful way. Students have the opportunity to insert pictures, diagrams, and drawings into their notes easily, and can show how the information fits together to their way of thinking.

Cognitive learning is about creating experiences. We all can remember when we were three years old and Great Aunt Helen took out her teeth at the family gathering and whistled Twinkle Twinkle Little Star. That experience will stay in our minds forever. So too teachers need to provide students with positive experiences where long-term learning will take place, not just retention for a test. Technology can go a long way in accomplishing this goal

Behaviourism & Instruction

In the time that I have been teaching, every professional development session I have been to has frowned upon the use of drill and practice methods in the classroom. Apparently students have been somehow gifted that they can discover the knowledge they need to be successful in school. It has only been in the last six or eight months that the tide is slowly turning. The school division where I currently teach is reconsidering the teaching of math facts. As Dr. Pat Wolfe (2009) has said, the brain needs the body to do things over and over to create synaptic connections for true learning to take place. The body needs these practice sessions to make the pathways permanent. A person should know what 3 X 4 is for their entire life, not for duration of a class period or a test. We all know that professional athletes practice and practice their sport for hours at a time. They are creating pathways in the brain that will allow them to compete at a high level when it counts the most. Pitler, Hubbell, Kuhn, and Malenoski (2007) recall research that indicates a child needs to have a minimum of 24 practice sessions with a skill to master 80% proficiency. There is no reason why we cannot let our students practice to make learning happen. Only then can a child build upon their current knowledge to expand and gain further knowledge of a subject area.

How can we do this? Do we have drill and practice all the time? Of course not. Sometimes clever lesson planning can accomplish this. I teach grade 7, so games and competition are always on the students’ minds. Math games are a wonderful way to practice. Also, there are wonderful websites that children could use at school or at home. Timez Attack, and there are many others, is just one math game that enforces math facts. There are many ways in which technology can be incorporated to use a behaviour approach to learning. The rewards are immediate for the students and you can see the satisfaction on their faces when they have success. A second way to create practice is old fashion homework. Pitler, Hubbell, Kuhn, and Malenoski (2007) say that homework does give a student the chance to practice what they have learned. Keep in mind that homework should be practice of concepts a student knows. Homework should not frustrate and should not require parent intervention. For optimal results, home needs to be commented on to create the desired effect.

As human beings we require practice to make neuron connections so we can learn. In years past, this practice may have come in the form of boring seat work. Today there are a variety of technologies and computer software programs that can be implemented into classroom learning. Drill and practice can be engaging for students. As someone once said, practice makes perfect.

References:

Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.

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