Connectivism and Social Learning in Practice

This week, we discussed the social learning theories that exist, as well as best practice strategies that are in support of these learning theories.  I found these theories to be especially relevant to not only my own classroom, but to the use of current technology for social networking.   The focal point of social learning theories is that students are actively engaged in constructing knowledge and sharing their knowledge with others (Laureate Education Inc., 2011a).

Cooperative learning is a strategy that focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  What connects this strategy to social learning is the fact that students are making meaning through interactions with group members.  When students are working collaboratively with their peers, learning can be so much more meaningful.

Cooperative learning also relates directly to many of the technology resources we use both in and out of the classroom.  Right now, by reading and posting a comment to my blog, you are engaging in cooperative learning.  I created meaning from what I had learned this week in class, constructed a blog entry, and will now have the opportunity for others to build upon what I have shared.  Practically every day, many of us use Facebook as a way to share information and connect to others.  A few Walden classes ago, we created a wiki with classmates by collaborating solely through the use of online tools.  I’m sure that in our own schools, we have also participated in professional development activities that involved making sense of new knowledge by interacting with our colleagues (Pitler et. al., 2007). 

There are so many ways in which cooperative learning strategies can also benefit students in the classroom.  Group work has been implemented by teachers for many years as a way to get students to learn and work together in order to achieve a goal.  Students become highly motivated and engaged when working with their peers.  Cooperative learning allows for students to “teach” one another, and by paring students with varying learning styles and abilities, we can ensure all students are involved and contributing to the good of the group.  Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group work, and allowing group members to communicate both face-to-face and via technology (Pitler et. al., 2007).

Teachers can utilize a variety of social networking tools that students are familiar with and already using outside of the classroom.  Students can communicate via text or instant messaging, through Facebook, Twitter, or other social networking sites (I love Instagram for visual collaboration!).  WebQuests allow students to work together to use and evaluate information, while wikis allow them to create together and share artifacts – without ever being in the same room.  Other technologies such as Skype and FaceTime make it easier than ever to collaborate long distance.  This week, I was introduced to VoiceThread, which allow students to collaborate, learn, and share ideas with others from around the world (through text, pictures, and video).  Tools like these are prime examples of social constructivism - constructing knowledge based on culture and context (Orey, 2001), as well as connectivism - learning by forming and navigating networks of knowledge (Laureate Education Inc., 2011b).

In my own classroom, social learning is part of every lesson.  Because of the communication challenges my students face, I am always looking for ways in which I can get them to socialize and collaborate with their peers.  Social learning tools allow for my students to become engaged and excited to share with those around them.  Today I recorded of groups of students (using the video camera on my iPad) presenting the life cycle of a frog.  One member of the group was able to pull up and point to visuals on the SMART Board, while the other member read about (or used their communication device to present) each step of the cycle.  Afterwards, we watched the videos as a class.  They were so excited to see their themselves and I was able to provide instant encouragement and feedback (their peers did as well!).  I was then able to upload the videos to our class website to share with parents. 

Our world is changing at a rapid pace.  When our students get out into the work force, they will need cooperative learning skills in order to be successful.  Look at the way technology is rapidly changing the way we work, play, and communicate.  This makes it necessary for students to understand how to use tools (like those I have discussed) in order to continuously construct knowledge and understanding of the world around them (Laureate Education Inc., 2011a).  If we look at social learning as the primary way we learn (which I believe to be true – especially in relation to 21st century skills), teachers must be aware of the ways in which we can incorporate social learning tools into the classroom.

 I tried my hand at using VoiceThread this week!  It is an incredible tool that is extremely user-friendly (students of all ages and ability levels can use it!) and extremely relevant to the topic of social learning.  Here’s the link to my VoiceThread:

https://voicethread.com/share/3148610/

 I discuss the challenges we sometimes face when communicating with parents and getting them involved.  Feel free to comment or offer suggestions!

Here’s a great article that talks about how technology is changing 

the world around us (and mentions working collaboratively):  

It's a Flat World, After All

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

 Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

 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.

Constructivism in Practice

This week, constructionist and constructivist theories were the focus of our learning resources for EDUC 6711.  Learning the differences between the the two can help us better understand our role as teachers within both theories.  Constructivism is a theory of knowledge that is based upon individuals constructing his or her own meaning (Laureate Education Inc., 2011).  Constructivism takes into account all of the different experiences we have had in our lives, which causes us all to have different views on particular topics.  I understood it best when Dr. Orey gave the example of a chair.  We all know what chairs are, but how we visualize them in our minds is based on our own personal experiences.  Constructivism is not as critical for teachers in that we often have little control over the prior experiences and constructs that have been built in the minds of our students (besides those experiences that have occurred within our classrooms, of course).

Constructionism has a greater impact for both teachers and students.  This theory focuses on creation/sharing of external artifacts in order to facilitate learning (Laureate Education Inc., 2011).  In a constructionist environment, we as teachers act as a guide; our students investigate, create, and solve problems.  This theory also uses problem-based instruction in order to solve real-world issues.  Students can focus on the “bigger picture”, while looking towards to the sources and data that will assist them in inquiring about their world.

So how can we tie these theories to the instructional strategies we utilize in the classroom?  The resources that we looked at this week provided a multitude of activities that help can create a constructionist environment within our classrooms.  Let’s take a look at the ways in which students can solve problems using inquiry-based methodologies…

When we think about students “generating and testing hypotheses”, we most often think of scientific concepts, but this strategy can apply to all content areas (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  When using this strategy, students are engaging in higher-order thinking in order to solve/create solutions to a given problem/issue.  Teachers can provide students with multiple strategies (Orey, 2001), as well as a variety of structured tasks to guide students through the generating and testing of their hypotheses.  This correlates to the teacher’s role as a facilitator in the constructionist classroom. 

Technology can be the ultimate facilitator when it comes to giving our students multiple ways to test and create.  The wonderful thing about technology is that it allows students to spend more time interpreting data, rather than gathering data (Pitler, et. al., 2007).  Spreadsheets can make it simple for students to input data and see instant results – allowing the focus to be on the result and its relation to the problem at hand, rather than on the laborious process of inputting data and solving formulas.  Data collection tools further allow students to inquire about a topic.  Teachers of all subjects can use these tools in order to enhance the curriculum (Pitler, et. al., 2007).  The Internet is a data collection tool that most students use every day – whether to get the answer to a homework problem or to research a project or paper.  Students use critical-thinking in order to narrow down a topic, then let the Internet search a vast array of written, as well as nonlinguistic information (videos, charts, photos, etc.) for them to draw upon.  Again making it easier for students to solve/investigate/inquire, rather than spend their time searching through less-accessible resources. 

Web resources and software that simulates real-life situations are another form of learning that stems from the ideals of constructionism.  With simulation games and software, students are able to take their own beliefs and prior knowledge and use it to guide them through a variety of simulated contexts.  Not only are simulations exciting and motivating for students, they provide them with an experience that is authentic, yet may be impossible for the students to experience first-hand (Pitler et. al, 2007).  Simulations and gaming software also allow students to create and discover solutions to problems within a simulated environment.  In my own classroom for students with significant learning needs, I use simulation websites and software that focus on life and social skills.  My students enjoy money simulation activities by Visa.  PBS Kids also has a page devoted to middle school-age students with simulations that cover topics like bullying, spending money, and what to do when staying home alone.  I also found a great list of apps for iPod/iPad that allow kids to create and engage in kid-friendly simulations.  Check out the list at Commom Sense Media.

When I look at my own classroom, I can see firsthand the impact of constructionism.  When students are actively engaged in the learning process, through real-world application of skills that take them beyond the content standards, learning is greatly increased.  When you add technology, the same activities, simulations, and experiments become significantly more accessible and user-friendly.  They allow students to gather data and search for information with ease, from sources that are at their fingertips.  Instructional strategies, like those I have discussed, embody the theory of constructivism and constructionism.  And technology allows our students to experience maximum these learning strategies through first-hand experiences.

 

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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.

Cognitivism in Practice

On our quest to discover the tools that help our students store and apply the information that we teach, it is critical to first look at the theories of cognitive learning.  These theories make it easier to understand the physiological mechanisms that are responsible for learning and storing information (Laureate Education Inc., 2011a). Technology plays a huge role in executing the principles of cognitive learning theory.  Technology-based cognitive tools allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001).

In order to teach for understanding (while embedding technology), there are certain steps we need to take.  The first step is finding out what our students already know - i.e. what they have stored in their long- and short-term memory.  We need to activate their background knowledge and facilitate the process of connecting new information to what they already know so that they begin to see patterns and understand processes (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Their long-term memory can contain connections that include facts and information (declarative memory), how to do certain things (procedural), or events that have taken place in their lives (episodic) (Laureate Education Inc., 2011).  A great instructional strategy for activating this knowledge is a KWL chart.  We can find out what students already know about a topic, while checking for their understanding throughout the lesson.  KWL charts also utilize cuing and questioning strategies – both of which can trigger students’ memories to access prior knowledge (Laureate Education Inc., 2011a).  In my own classroom, KWL charts are an extremely motivating tool for my students.  When a KWL template is displayed on the SMART Board, students love to share their knowledge on topic at hand  (this week it was the properties of matter!).  The questioning strategies that I use while we complete the KWL chart can be modified to elicit responses from students that have even the most significant learning needs.  I can also tailor questions for specific students based on my background knowledge of them (i.e. I can ask more in-depth questions during a lesson on Mexican culture to a student who visited Cancun over spring break).  Visuals (dual-coding) can also be incorporated into a KWL chart as a form of non-linguisitic representation (absolutely a must for my non-readers).  ReadWriteThink has a great tool for creating online KWL charts.

We should then look at how to enhance our instruction, while helping students make lasting connections from one concept to another.  The elaboration component of cognitive learning theory looks at connecting small concepts to larger ones, while the network model aids students in organizing these connections (Laureate Education, Inc., 2011a).  Our resources this week focused on concept-mapping as one of the best ways for students to make these connections.  With concept maps, students can use a “focus question” to specify a particular problem, then connect a multitude of concepts (from general to complex) to the focus question (Laureate Education, Inc., 2011b).  A variety of websites allow student students to create interactive webs, maps, and graphic organizers.  I love the variety of interactive organizers on the Holt website.  These tools allow students to use technology as a cognitive tool to learn “with” as opposed to “from” (Orey, 2001).  

Another critical component of finding instructional tools that correlate with cognitive learning is the creation of episodic events and the use of visuals.  We are all aware of the benefits to using pictures, video, and audio with our students.  In my own classroom, the impact is nothing short of amazing.  Sometimes all it takes is a short video clip or a photo on the SMART Board to make an idea or concept latch on to my students.  Can we blame them?  Who wouldn’t learn more about the rainforest after taking a virtual field trip to a jungle in Brazil?  Technology tools, such as virtual field trips, give us the opportunity to “go” where we physically cannot (Laureate Education Inc., 2011b).  When students are immersed in content – when they see, hear, and touch what is being taught – the connections being made are stronger and “episodes” are created in their memory.  Teacher Tap has great list of virtual and digital field trips that I found to be awesome for my middle school students with special needs.

Before utilizing any learning tool in classroom, it is important for teachers to consider a few factors.  Will the tools we use force students to activate prior knowledge, while constructing new knowledge?  Will instruction create “episodes” in our students’ brains by which information can be stored long-term?  And, as with most tools we use in the classroom, we need to be sure that we are reaching out to the variety of learning styles and preferences that exist amongst our student population.  Photos, videos, and virtual field trips are motivating and engaging tools that exemplify Palvo’s Dual-Coding Hypothesis – helping students to store information in both visuals and text (Laureate Education Inc., 2011a).  If we look at these factors as we plan each and every lesson, we will find that technology can meet each of these needs for learning.  By pairing our knowledge of the cognitive learning theories with the technology we use in the classroom (and in life!), our students will make the lasting connections that exemplify cognitivism in practice.

References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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.

Behaviorism in Practice

In the first two weeks of my current grad course - Bridging Learning Theory, Instruction, and Technology - we have explored the brain and the process of learning, as well as the differences between instructional theories and learning theories.  This week, we focused on the behaviorist theory of learning.

At its core, behaviorism is both a powerful strategy for managing behavior in the classroom as well as a method for teaching new skills through repetition and frequent practice (Laureate Education, Inc., 2011).  My goal has been to find out how behaviorism relates to instructional strategies… specifically those that integrate technology.

So how does behaviorism relate to technology?  Let’s look at reinforcing effort in the classroom as a jumping-off point.  We know that, even as adults, our participation and effort is greatly increased when we are provided with feedback and/or reinforcement.  Would I post to this blog if I knew that no one would ever respond to my posts?  It would be difficult, and far-less motivating.  The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Laureate Education, Inc., 2011).  Behaviorism is based on the assumption that reinforcement is central to explaining the learning process (Smith, 2007).  So providing reinforcement for student achievement is critical to student success.  Teachers can use technology tools (i.e. Excel, Word, Spreadsheet) to create charts and graphs for tracking student progress.  By displaying results on the classroom SMART Board or even on a class website, students are reinforced by knowing their positive efforts are visible to others.  By using survey tools or teacher-made “effort rubrics” (Pitler, Hubbell, Kuhn, and Malenoski, 2007), students can clearly see what it takes to be successful in class.    

Let’s talk about homework.  The giving of homework continues to be a hot topic amongst educators and parents.  Some do not see the value of homework, looking at is as mindless, busy work.  So how does giving homework to our students relate to behaviorism?  A key characteristic of behaviorism is repetition and frequent practice of skills (Smith, 2007).  As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills (Pitler, Hubbell, Kuhn, and Malenoski, 2007).  This is key to the efficacy of homework.  It cannot be utilized to teach brand new skills.  In relation to behaviorism, it should be used to drill and practice skills that have been previously learned.  Multiple exposures of material help students deepen their understanding of content (Pitler, Hubbell, Kuhn, and Malenoski, 2007).  With technology, review of content is widely available and in a variety of contexts.  When we think of drills, most of us first think of math facts.  There is a multitude of websites (IXL is awesome!) and apps (Splash Math for iPad) that offer math skills practice that are both hands-on and motivating for students.  Technology also makes is easy for students, teachers, and parents to instantly track progress - further integrating a behavioristic approach (immediate feedback is so reinforcing!).  Besides math, there are sites that offer tutorials, practice problems, and games for all subject areas and grade levels (Fact Monster and BrainPop are two of my favorites).  I also love to create SMART Board activities that provide students with immediate feedback for correct answers.  There are thousands of pre-made activities and lessons for every grade-level and subject available on the SMART Exchange site.

After doing my research this week on behaviorism and its role in instruction, I firmly believe that it has a place in all classrooms.  Technology is an excellent and necessary tool for its integration. The key is for behaviorism to be looked at as a supplement to learning – not as the sole source for instruction in the classroom.  It can also play a critical role in providing students with feedback needed for motivation and success.  As teachers, we must ensure that behaviorism-based technology is utilized appropriately – both as a reinforcement strategy and a tool for the practice and guided instruction of specific content. 

Want to learn more about behaviorism?  Here’s a short, funny video on vimeo:

http://vimeo.com/17694564

 Still not convinced that behaviorism has a place in the classroom?  

Paul Melrose’s blog post title caught my eye!

Zombies and the Force of Falsity: Instructional Design and Behaviorism

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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://www.infed.org/biblio/learning-behaviourist.htm

Back to the Blogging Board!

Summer is almost here and the school year is coming to close, but I am excited to begin a new course through my Master's program at Walden University.  This class, Bridging Learning Theory, Instruction, and Technology, has already gotten off to a great start.  We began the first week looking closely at the brain and how we learn - it was so interesting!  As teachers, we are always looking for ways to get our students to retain and generalize information; but rarely do we step back and look at the physiology of the brain and how those lasting connections are made.

I'm looking forward to blogging again with my Walden classmates, and wish them all the best of luck this summer semester!