Connectivism and Social Learning in Practice

This week, in Using Technology with Classroom Instruction that Works, the author explores the instructional strategy of “Cooperative Learning.” This strategy focuses on the students engaging and interacting with each other within small groups as a means to enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This strategy aligns very closely with the Social Learning Theory which suggests that students are “actively engaged in constructing artifacts and conversing with others” (Laureate Education, Inc., 2010a). The idea behind cooperative learning is students are participating within a group and each student can have a responsibility within the group, if desired. The students are responsible for each other and are held accountable for the tasks or goals to complete the activity. Cooperative groups are an opportunity for the students to take ownership of their group work and to collaborate effectively to create or design an artifact as described in the Constructionism theory model. The “Cooperative Learning” strategy is also described as a way for students to interact with each other to enhance their learning (Pitler et al., 2007). In the course video, “Social Learning Theories,” Dr. Orey defined the Social Learning Theory as a way the students are teaching each other to help develop a deeper understanding of the content (Laureate Education, Inc., 2010a). I have found that when collaborative groups are working effectively in my classroom, the students are taking the knowledge and advice from their classmates and applying it to the content. For example, I have the students working in groups for when the students are exploring solving two-step or multi-step equations. There may be a struggling student who is getting some extra help from another classmate and the steps and tips the classmate is giving the struggling student are being closely followed so the struggling student can gain an understanding of how to accurately solve equations. I have also found that students benefit from working closely together because of the language they use with each other. They might have a unique way of remembering different ways to do certain types of problems.

Social networking and collaborative tools also correlate with the “Cooperative Learning” strategy, as well as other social learning theories. These types of tools, in my opinion, can make collaboration much easier. Those who are fortunate to have a computer at home and have access to the internet have an advantage. It is convenient to access websites where collaboration can occur. For example, if a student were creating a document from their home and needed help from their group peers, they could easily upload the document onto Google Docs, for example, and make it accessible to their group so the other members could go in and make modifications where they see fit. This is something I have never tried, but is definitely a great collaborative tool that is located conveniently online for all to see. Social networking sites such as Facebook make it again convenient for interaction. I think sites like Google Docs and Facebook correlate with the “Cooperative Learning” Strategy because all group members can still participate as long as access is granted for them to make adjustments. The idea of creating an artifact is still present through sites like Google Docs and Facebook allows for collaboration which is a huge component of the cooperative learning instructional strategy, as well as the social learning theories. Facebook can be engaging for the students because it is a tool they use to connect with their friends and it is another way to conveniently connect with their classmates. It encourages the students to continue their conversations of classroom discussions outside of the classroom. One of the theories we have discussed in this class is the “Constructivism” theory which is defined as “the act of constructing knowledge, making meaning and making sense of the world” (Laureate Education, Inc., 2010b). As students are continuing their conversations and collaboration via sites like Facebook, or even VoiceThread as also mentioned in the resources this week, the students are taking the knowledge and constructing into ways that makes sense to them. Their peers can have a unique way of explaining or creating artifacts to help represent their thoughts to bring a clearer meaning to the course content. Like Orey mentioned, we have the strategies on hand, but now it is a matter of using technology where it is appropriate (Laureate Education, Inc., 2010a).

References

Laureate Education, Inc. (Executive Producer). (2010a). [Webcast]. Social learning theories. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). [Webcast]. Connectivism as a learning theory. Baltimore, MD: Author.

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