Connectivism and Social Learning in Practice

Connectivism and Social Learning in Practice

VOICE THREAD URL: Lynda's voicethread: http://voicethread.com/share/569707/

This week Chapter 7 in our textbook focused on cooperative learning activities.  Collaborative group work such as this requests students to work together in order to absorb new information and problem-solve and will important skills for them to obtain in our growing global society. In fact, Thomas Friedman also recognizes this in The World Is Flat (2005) by stating:

“We are living in a time when learning and innovation are increasingly global.  To be prepared for the fast-paced,  virtual  workplace that they will inherit, today’s students need to be able to learn  and produce cooperatively.”(Pitler, Hubbell, Kuhn, & Malenoski, 2007,  p.139) 

Advances in technology have not only changed the way we interact in society and the workplace, but has also caused us to transform the structure of our classrooms tailoring more towards a student-centered approach.  Where learning in the past was based on a more teacher-centered and assessed on an individual basis, today we find it to be geared more towards the students needs and more social by implementing cooperative learning methods of instruction.  Technology and Connectivism also allow students expand our social learning with their ability to disburse and share information all over the globe.  Connectivism is a process where knowledge is formed by networking and navigating networks of knowledge (Siemans, 2009).  Many cooperative learning tools, which compliment social learning theories such as multimedia projects, web resources, and communication software provide our students with a very unique way of obtaining knowledge through these social networking tools.  In this way learning no longer just the individual learner that needs to be considered but a far more complex network of learners within the virtual environment (SIemans, 2009).

On a daily basis our students use many of these multimedia tools, web resources such as WebQuests where students work in a certain area of study to form a solution, and communication software such as wiki spaces which has grown in popularity where collaboratively students are able to post and add information.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).   The 21^st century learners are exposed an overwhelming amount of information at one time.  Seimans notes this is where the importance of networks come in where students develop “learning communities to share their ideas with others, thereby “cross pollinating” the learning environment (Seimans, 2005, para.21). 

As a result, social learning theories compliment the efforts of Connectivism because this resource allows others to connect and share ideas outside of the classroom, which expands the learning process.  It also provides a social network where many views are expressed between a variety of cultures.  I believe as Walden students we can also relate to the powerful impact this has as students ourselves.  I personally have witnessed through discussions and blogs this particular “cross pollinating” in learning through my fellow colleagues.  It therefore becomes apparent just how powerful connecting socially with these technology tools is to our students learning as well to prepare them for the global world.

 

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Orey, M., & Casselman, K. (2009, March). Bridging Learning Theory, Instruction, and

Technology. “Social Learning Theory”. (Laureate, CD-ROM, 2009 release).

Siemans, G. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Connectivism as a Learning Theory”. (Laureate, CD-ROM, 2009 release).

Constructivism in Practice

This week we learned about the ideas between constructivist/constructionist and the impact these theories have in the learning process.  Constructivists believe individuals actively construct their own meaning through their experiences (Orey, 2009).  Meanwhile, constructionists believe individuals learn and display their understanding through constructing artifacts or a project they are able to share with others (Orey, 2009).  These ideas create a unique twist on the learning process where learning becomes more individual since it is based upon individual experiences (Lever-Duffy & McDonald, 2007). 

The 21^st learners of today have demonstrated the effectiveness of constructivist/ constructionist theories in our classrooms.  Due to the growing advances in technology these students have grown to be more comfortable in a student-centered classroom, which also integrates technological tools during instruction.   Some of the tools we have learned about in out textbook include spreadsheets, data collection tools, and Web resources (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  These tools allow students to save time calculating information within these formats and spend more time studying and resolving outcomes (Pitler, Hubbell, Kahn, & Malenoski, 2007).  As Dr. Orey mentioned in constructionism how ideas in learning is uniquely constructed within our own minds and experiences (Orey,2009).  This type of activity allows the student to review and see patterns in the information in order to understand material and “fit it in” to their own knowledge.  Such instructional strategies compliment the constructivist/constructionist theories because students’ learning depends on the interpretation of information, which becomes more individual (Lever-Duffy & McDonald, 2007).

In using the constructivist/ constructionist theories in my classroom I have been able to observe the overall effectiveness of its implementation.  Students enjoy hands-on activities which get them involved because it generates a more meaningful learning experience for them and I have found they get much more out of these activities.  Additionally, these student-centered activities give students more control of their learning both academically and socially with others preparing them for the future.

In my opinion I believe the constructivist/constructionist model is a great approach to learning. These theories focus on the fact that learning is individual to ones own experiences.  As teachers it is one of our goals to get our students involved and make a difference in their learning.  Including students and involving them is an important part.  The spreadsheets, data collection tools, and Web resources develop situations for the learner to become actively involved in inquiry-based activities requiring them to use their experiences to problem-solve and develop understanding.  The teacher serves as a guide during the tasks while students are able to construct their own personal knowledge (Lever-Duffy & McDonald, 2007).

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology.“Constructionist and Constructivist Learning Theories”. (Laureate, CD-ROM 2009 release).

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

 

Cognitivism in Practice

WEDNESDAY, JULY 15, 2009

Cognitivism in Practice

The two strategies I chose that correlate with the principles found in the cognitive learning theory are the use of organizing and mapping tools software and multimedia tools.   Examples such as Concept Mapping and the Virtual Field Trip tools assist students in developing instruction that integrate a multi sensory approach in learning.  These particular strategies allow students to acquire, create, and digest a variety of information through technological resources. 

 

Graphic organizers and concept mapping skills are effective strategies in having students construct visual representations of important concepts learned (Orey, 2001).  The construction of these concept maps assist students in organizing information and linking it with visual aids, which supports Paivio’s Dual Coding of Information (Orey, 2009).  This is one reason why strategies such as this relate to the ideas behind the Cognitive Learning Theory.  Professionally, I have used this skill often to assist students in learning and applying concepts.  The benefits I found are very positive due to the fact that they are able to create organize their own ideas.  When they are completed with this process programs such as Inspiration also provide them with an outline format of their picture web (Orey, 2009).  This feature is especially helpful for them when organizing and completing writing tasks. Unfortunately most teachers are not familiar with this program so it is not utilized to it potential.   There are also many ways teachers can implement this tool in their instruction.  For instance, as Figure 4.1 in our textbook (Pitler, Hubbell, Kuhn, & Malenoski, p.78), this same tool can be used to develop a visual tool in activating a discussion about what students know before starting a particular topic.  

 

Another powerful strategy which is an effective cognitive is the use of PowerPoint Presentations.  It has been suggested that these multimedia tools are extremely helpful in having students retain content more than other techniques (Pitler, Hubbell, Kuhn, & Malenoski, p.78). Personally, I have used this tool to create Jeopardy Boards for test or quiz reviews or to present notes with video clips.  These strategies increase student performance and overall engagement when participating in activities.  Furthermore, when students are able to construct their own presentations they become exposed to many forms of communication where they are able to organize and construct information in a variety of ways. 

 

These strategies allow students to explore learning in a way where they are able to use problem-solving skills, create, and connect new material during the learning process.   Technology tools such as concept mapping and multimedia program allow students to activate the necessary network model of memory activating a multi sensory approach giving students the ability to make appropriate connections (Orey, 2009).   I believe this is a more constructive approach than the behaviorist approach in promoting positive learning.

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Cognitive Learning Theories”. (Laureate, CD-ROM, 2009 release).

 

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

 Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/

 

Learning Theory, Instruction, & Technology

Behaviorism in Practice

After reviewing the two instructional strategies “Reinforcing Effort” and “Homework and Practice” it became clear they connect to ideas formed in the behaviorist theory.  In both of these situations students make connections with the relationships between substantial effort or homework and practice with positive responses whether it be in the form of a reward or through intrinsic measures (Orey, 2001).  Also using these strategies in combination with technology provide students with immediate feedback on their performance, which in the behaviorist theory assists in creating learned habits in forming the desired behaviors for learning to occur (Pitler, Hubbell, Kuhn, & Malenoski). 

 

Through the use of technology it has become easier for teachers to use these methods in promoting effort with the use of advanced software programs and internet use.  These techniques have the capability to assist our students to become more independent and accountable with their particular level of performance.  It also allows students to understand and link positive relationships between effort and achievement.  One tool supported in our book for students to monitor effort is the use of the Microsoft Excel program (Pitler, Hubbell, Kuhn, & Malenoski).   Another way technology can become a powerful tool in enhancing effort is its ability to collect information.  Today we have websites that allow us to generate surveys to recognize student effort with their capability.  Much like the surveys we find at the end of our courses at Walden, documents such as these allow students and teachers to receive immediate information about strengths and weaknesses within a specific area of interest.  When enforcing effort this generated survey can be crucial in developing rubrics encouraging the significance between effort and performance (Pitler, Hubbell, Kuhn, & Malenoski).   As a result we can use this data to assist in developing positive patterns in student success.

 

“Homework and Practice” is another instructional strategy addressed in our reading.  Most of our homework reinforces concepts learned in the classroom for students to practice and obtain important information (Orey, 2009).  Technology has actually assisted educators in supplying students with instructional interactive testing websites, video websites and through advanced word processing programs.  These programs are helpful in reinforcing skills learned in the classroom at home while reinforcing their technological skills (Pitler, Hubbell, Kuhn, & Malenoski).  Surprisingly, while reading I came across the research function tool available in Microsoft Word, which is one of the programs I use on a daily basis.  I believe this function would be valuable to my sixth grade students during research activities.  Students can perform habits to use this skill to obtain valuable information for use in creating research papers (Pitler, Hubbell, Kuhn, & Malenoski). 

 

Overall, I believe there are several ways the behaviorist learning theory compliment practice activities found in homework and in making connections in effort and achievement.  The use of the behaviorist learning method allows students to learn through modeling ideas in proper work habits through the use of technological aides.  During this process students will gradually learn the desired behavior where it becomes an automatic habit forming skill. 

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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