As we continue through the progression of various learning theories, we begin to explore Social Learning Theory and Connectivism. The fundamental belief in these theories is that students learn best when they actively engage with learning while working with others (Laureate Education, Inc., 2009b). Dr. Orey explained Vygotsky’s Zone of Proximal Development, the notion that students have the capacity to learn only what is intellectually accessible, and the concept of inert knowledge, which refers to statically learned information that does not carry over when applied (Laureate Education, Inc., 2009b). All in all, the concept that underlies social learning theories is that without the interaction and play of conversation and dialog, students will not be challenged to form a full understanding of a concept; it is the acts of defending one’s stance and being influenced by the perspectives of others that helps a student gain a multifaceted understanding of a concept. To further explain social learning theories, George Siemans speaks about connectivism and the idea of networks as a manner of representing information (Laureate Education, Inc., 2009a).
In Using Technology with Classroom Instruction that Works, we learn of various means of grouping students for activities with the common goals of positive interdependence, promotive interactions, individual and group accountability, interpersonal and small-group skills, and group processing (Pitler, et. al., 2007). These goals work together to ensure that each student wants to and does pull their own weight, works with their teammates in a respectful, supportive, and productive manner, and use the skills and work of all to create an experience that could not have been achieved independently. Cooperative learning serves to improve the learning experience in breadth and depth by sharing the burden (Orey, 2001b). Various means of interacting and working together are presented for incorporating technology into cooperative group work. Wikis, web quests, blogs, multimedia presentations and website creation can all be the technology used during group work, but I was most impressed by the technology that changed the dynamics of group work and aided students in their tasks. Bandura spoke of “reciprocal determinism,” the concept that each member of the group is affected by and effects upon others (Huitt, 2006).
Pitler, et. al. also discussed the use of “keypals,” rather than pen pals, which intrigued me. Technology affords the opportunity for students to work with others from all around the world or in the classroom next door. Social learning theory suggests that students gain a better grasp of content when they interact with others. I believe that increased experiential diversity in the group leads to greater understanding as more is brought to the table. The use of “keypals” and software that allows interaction with others, such as instant messaging and Voice over IP/Video over IP, diversifies the make-up of the group and increases the benefits of the group work. Beaumie Kim related that social constructivism values varying perspectives and backgrounds to help understand the complexities of content (Orey, 2001c) and these technologies help to provide opportunities for these interactions to take place.
I was equally impressed by the use of online software and programming that helps to make the process of working together easier and clearer. Online calendars, document sharing, bookmarks, and management tools can make the large, sometimes confusing, process of group work easier to organize and therefore, more productive. The three elements of connectivism are “chaos theory, importance of networks, and the interplay of complexity and self-organization” (Orey, 2001a). These organizational tools allow the intellectual process to meet these undefined ideals, while providing a procedural structure that gives some boundaries for the experience.
References:
Huitt, W. (2006). Social cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved March 28th, 2010, from http://www.edpsycinteractive.org/topics/soccog/soccog.html
Laureate Education, Inc. (Executive Producer). (2009a). Program 8. Connectivism as Learning Theory. [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Program 7. Social Learning Theories. [Educational video]. Baltimore: Author.
Orey, M.(Ed.). (2001a). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Section: Connectivism
Orey, M.(Ed.). (2001b). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Section: Cooperative Learning
Orey, M.(Ed.). (2001c). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Section: Social Constructivism
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD