Connectivism and Social Learning in Practice

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 28^th, 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

Constructivism in Practice

Constructionist learning theory takes our learning from last week’s Cognitivism learning theory study to the next level. Last week, we expected students to map what they had learned and explore content in a meaningful manner. This week we take it further and expect our students to immerse themselves in the process of learning new information, not just taking it in. We expect students to glean conceptual understanding from thoughtful interaction and extrapolation. Additionally we ask them to use their recently acquired knowledge in a practical manner such that they are able to demonstrate and practice their learning; they find the pitfalls and confusing elements and assimilate or accommodate their schemas as they work to form a truer and stronger understanding of the material (Laureate Education, Inc., 2009).

In “Using Technology with Class Instruction that Works” we learned about generating and testing hypotheses. Students are given basic information and a platform to explore, that being a spreadsheet prepared with formulas, an experiment in which data must be collected, or playing with parameter on an online game to creatively meet the requirements of a scenario. Students first use their prior knowledge to form an opinion and then use their experiences and integrated information to reassess their initial beliefs and adapt their hypotheses to reflect their new knowledge. Games like “Astroventure” allow a student to design a planet intended for human life based on their working knowledge of Earth’s atmosphere and properties (NASA). These various activities meet the dictates of Constructionism as they require students to build something that exemplifies their learning and provides a subject for students to discuss how their understanding has developed in working with the project.

Project based and problem based learning ask that students attempt to solve an issue or optimize an output by adapting to constraints imposed by reality or protocols and require students to do more than just find an answer; they must prove, represent, and justify their solutions (Orey, 2001a; Orey, 2001b). Beyond these resources, a variety of technological resources exists that allow students to share their knowledge and explore the curriculum. Student created wikis, blogs, and websites require a student to have knowledge of the curriculum at the minimum, but also interweaves the skill of being able to communicate their understanding linguistically, illustratively, and creatively while also providing practical experience with the technology. Podcasts, videos, and Power Point type slideshows call upon the additional skills and intelligences that students are not always able to showcase in traditional class exams, discussions, and reports. Students are afforded the opportunity to learn in a pleasurable and enticing manner that is engaging and helps to form lasting and true understanding. Constructionism leads to learning and pleasure; as Dave McDivitt found during his role playing game history project, the students “showed overwhelming enthusiasm while learning the material” as well as content knowledge (Pitler, et. al., 2007, pp. 214).

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 6. Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.

NASA. (n.d.). Astroventure. Retrieved March 23rd, 2010, from NASA: http://astroventure.arc.nasa.gov/

Orey, M.(Ed.). (2001a). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Section: Constructionism, Learning by Design, and Project-Based Learning

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

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

concept maps

Cognitivist Learning Theories in Practice.

(Please forgive the double post.  I realized that the previous post was initially published prior to my final edit, but the changes did not show in aggregators, so I wanted to repost to ensure that everyone saw the posting.  Thank you and sorry for any trouble.  -Nancy)

Cognitive learning theory states that one is best able to understand information when they are able to determine meaningful connections within the content, often through hands-on interaction with the material (Laureate Education, Inc., 2007a). Among the various means of embedding technology in instruction that support cognitivism, I was most draw to the virtual field trips. Though my content area, mathematics, does not necessarily align with virtual field trips, I am tremendously impressed by the function that they can play in various subjects. Virtual field trips provide an opportunity for students to create episodic memories (Laureate Education, Inc., 2007a) that otherwise would be impossible due to time and cost restraints. As showcased in the virtual field trip to Ford’s Theater, students are able to “be” there, look around the physical space, and explore artifacts (Laureate Education, Inc., 2007b). The site provided ample opportunities for students to feel like they were interacting with the materials and environment, and thus make the facts, figures, and dates meaningful. Upon searching for other virtual field trips, I was able to find various topics that support the curriculum in virtually every subject and engage students in varying levels of interaction and activity. These field trips can be into the inner workings of a plant, to the far reaches of the universe, cultures the world over, or the world of a classical author or philosopher.

When I have talked to friends and students that have traveled to the Louvre in Paris and seen the Mona Lisa, they all respond with one comment, “I never knew it was so small.” Visitors to Ireland remark that one has to lie down and nearly flip over to kiss the Blarney stone. Virtual field trips provide students with a taste of the experiences that they would have if they were actually there. As many students will never have the funds or opportunities to visit these cultural landmarks, we are able to provide them with the experience without the expense, the learning without the leaving. Relating to the goals of cognitive learning theory, we are able to provide our students with an experience that solidifies the knowledge and a memory that is part of a shared experience, supplemented with content. Dual coding is a cognitive theory that suggests that pairing curricular content with a sensory stimulus, i.e. sight, sound, smells, encourages recall and the formation of connections for memory (Laureate Education, Inc., 2007a). The visual and auditory components of this theory are supported by the use of Virtual Field Trips and serve to help students learn the material in a meaningful manner.

Pitler, et. al. also reviewed some of the other ways that technology can be used in the classroom to support the cognitivist approach to forming connections with the material taught in class. Chapter 4, Cues, Questions, and Advance Organizers, provides an overview of methods that one can aide in student learning in a way that guides students to their own recollections, rather than the teacher providing answers. Cuing is accomplished when the teacher helps the student access their previously stored memories and questioning requires students to use what they know to meet the expectations of varying levels of recall and interpretation (Pitler, et. al., 2007). Advance Organizers are means to encourage students to begin thinking about their upcoming tasks and activities (Pitler, et. al., 2007). Mapping tools, charts, graphs and media exposures that are available online act as advance organizers and provide opportunities to create connections and visually represent ideas. Providing virtually tangible “maps” of the connections between ideas via concept mapping and outlining programs and establishing foundational exposure to a concept or task via multimedia resources clearly exemplify the meaningful connections that cognitivism expounds.

Chapter 6, Summarizing and Note taking, reviews many of the different ways that students can personally interact with the content to form their own connections with the content. In alignment with Dr. Orey’s explanation of the limits of short-term memory’s capabilities of roughly seven bits of information at one time (Laureate Education, Inc., 2007a), the notions of note taking and summarizing require students to determine what is worth holding on to and what can be omitted (Pitler, et. al., 2007). Word processing programs allow for high adaptability and speed in taking notes. Additionally, they provide formatting capabilities that begin to show connections and bring form to notes. When note taking is approached from a concept mapping perspective, visual components meet the need to dual coding in cognitivist learning theories.

-Nancy

References:

Laureate Education, Inc. (Executive Producer). (2007a). Cognitive Learning Theories. [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2007b). Spotlight on Technology – Virtual Field Trips. [Educational video]. Baltimore: Author.

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

Cognitive Learning Theory

Cognitive learning theory states that one is best able to understand information when they are able to determine meaningful connections within the content, often through hands-on interaction with the material (Laureate Education, Inc., 2007a). Among the various means of embedding technology in instruction that support cognitivism, I was most draw to the virtual field trips. Though my content area, mathematics, does not necessarily align with virtual field trips, I am tremendously impressed by the function that they can play in various subjects. Virtual field trips provide an opportunity for students to create episodic memories (Laureate Education, Inc., 2007a) that otherwise would be impossible due to time and cost restraints. As showcased in the virtual field trip to Ford’s Theater, students are able to “be” there, look around the physical space, and explore artifacts (Laureate Education, Inc., 2007b). The site provided ample opportunities for students to feel like they were interacting with the materials and environment, and thus make the facts, figures, and dates meaningful. Upon searching for other virtual field trips, I was able to find various topics that support the curriculum in virtually every subject and engage students in varying levels of interaction and activity. These field trips can be into the inner workings of a plant, to the far reaches of the universe, cultures the world over, or the world of a classical author or philosopher.

When I have talked to friends and students that have traveled to the Louvre in Paris and seen the Mona Lisa, they all respond with one comment, “I never knew it was so small.” Visitors to Ireland remark that one has to lie down and nearly flip over to kiss the Blarney stone. Virtual field trips provide students with a taste of the experiences that they would have if they were actually there. As many students will never have the funds or opportunities to visit these cultural landmarks, we are able to provide them with the experience without the expense, the learning without the leaving. Relating to the goals of cognitive learning theory, we are able to provide our students with an experience that solidifies the knowledge and a memory that is part of a shared experience, supplemented with content. Dual coding is a cognitive theory that suggests that pairing curricular content with a sensory stimulus, i.e. sight, sound, smells, encourages recall and the formation of connections for memory (Laureate Education, Inc., 2007a). The visual and auditory components of this theory are supported by the use of Virtual Field Trips and serve to help students learn the material in a meaningful manner.

Pitler, et. al. also reviewed some of the other ways that technology can be used in the classroom to support the cognitivist approach to forming connections with the material taught in class. Chapter 4, Cues, Questions, and Advance Organizers, provides an overview of methods that one can aide in student learning in a way that guides students to their own recollections, rather than the teacher providing answers. Cuing is accomplished when the teacher helps the student access their previously stored memories and questioning requires students to use what they know to meet the expectations of varying levels of recall and interpretation (Pitler, et. al., 2007). Advance Organizers are means to encourage students to begin thinking about their upcoming tasks and activities (Pitler, et. al., 2007). Mapping tools, charts, graphs and media exposures that are available online act as advance organizers and provide opportunities to create connections and visually represent ideas. Providing virtually tangible “maps” of the connections between ideas via concept mapping and outlining programs and establishing foundational exposure to a concept or task via multimedia resources clearly exemplify the meaningful connections that cognitivism expounds.

Chapter 6, Summarizing and Note taking, reviews many of the different ways that students can personally interact with the content to form their own connections with the content. In alignment with Dr. Orey’s explanation of the limits of short-term memory’s capabilities of roughly seven bits of information at one time (Laureate Education, Inc., 2007a), the notions of note taking and summarizing require students to determine what is worth holding on to and what can be omitted (Pitler, et. al., 2007). Word processing programs allow for high adaptability and speed in taking notes. Additionally, they provide formatting capabilities that begin to show connections and bring form to notes. When note taking is approached from a concept mapping perspective, visual components meet the need to dual coding in cognitivist learning theories.

-Nancy

References:

Laureate Education, Inc. (Executive Producer). (2007a). Cognitive Learning Theories. [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2007b). Spotlight on Technology – Virtual Field Trips. [Educational video]. Baltimore: Author.

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

Behaviorism in Practice

Pitler et. al. clearly define manners of incorporating technology in the classroom with hopes of using the benefits of technology to influence student learning and learning behaviors. The two main components of technological incorporation highlighted in the book cover using technology resources to define the relationship between effort and results and using technology as a dynamic learning tool (Pitler, et. al., 2007). Each of these objectives is related to the behaviorist theories of learning and instruction and can make positive changes on student learning and the classroom environment.

The correlation between effort and performance is nearly always positive; in our classrooms, we see hard work pay off every day. Pitler et. al. suggest the use of data tracking software or even simple spreadsheet programs for students to quantify their efforts and qualify their outcomes (2007). The use of accepted classroom constructs such as rubrics and self-evaluation tools used to determine an effort scale that is then compared to assessment performance (Pitler et. al., 2007) provides students with a sense of ownership while still embodying the action/response relationship of behaviorist theories. Students should be able to see that their increased efforts result in improved performance and attribute certain studying methods with success. Additionally, students will be able to determine which study methods and activities are most impactful and focus on the effective study skills when approaching new tasks. Behaviorism is only concerned with observable and measurable behavior (Orey, 2001) (Smith, 1999), and this method of technological incorporation takes a seemingly indefinable construct such as effort and describes it in a manner that allows for feedback and a stepping off point for reflection.

Beyond tracking performance and effort, technology has many applications in practicing and learning that act in accordance with behaviorist theories. Dr. Orey spoke of B. F. Skinner’s notion of “programmed instruction” to teach students, in which information is presented, a question is posed, and feedback follows (Laureate Education, Inc., 2009). Technology has the capacity to make this type of instruction exciting and the feedback rewarding. Online resources such as those listed in “Using Technology with Classroom Instruction that Works” can provide enjoyment while teaching skills and content. I regularly assign homework in my sixth grade mathematics class and believe that the practice it supplies is worthwhile when trying to reinforce and establish mastery of a skill. Many websites can provide the same opportunities to practice with the added benefits of links, virtual manipulatives, illustrative videos, and endless examples. Sites like Stellarium bring dynamicism to simple lessons and encourage student effort. Simple, rote learning becomes more stimulating via technological resources and thus students are willing to invest more time in their learning.

 

(Screenshots from Stellarium.org)

Behaviorist learning theories have a strong history in effective educational practices. Positive reinforcement builds student confidence and strengthens associations within the curriculum content. Technological resources provide novel ways to implement these classical conditioning methods in a manner that students find more exciting and worthwhile. 

Resources:

Laureate Education, Inc. (Executive Producer).  (2009). Program 4. Behaviorist Learning Theory. [Educational video]. Baltimore: Author.

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.

Smith, M. K. (1999). The Behaviorist Orientation to Learning. The Encyclopedia of Informal Education. Retrieved on March 8^th, 2010 fromhttp://www.infed.org/biblio/learning-behaviorist.htm (last update September 03, 2009.)

Online Flashcards from Headmagner via Lifehacker

Lifehacker has a wealth of interesting tidbits for making life easier, more techy and more creative.  In light of our subject matter this week, I thought I would add this additional post with a link to lifehacker's post on online flashcards that track your learning and quizzes you on what you need to know, not what you've already learned.  Basically, interactive flashcards.



Click the title of this post or link to http://lifehacker.com/5489724/headmagnet-generates-intelligent-flash-cards to see the post and find the article and the link to headmagnet, the flash card site.

Enjoy!

-Nancy

To my former classmates!

Hello all!

I am using this URL for my new Walden coursework and believe that my new posts will clutter your RSS aggregator or blogger dashboard if you are following my page.  If you are not in my class/group, please feel free to unsubscribe to my page:

http://nancykahrimanistech.blogspot.com/

Best wishes with all of your continued coursework!  I hope to see you again in future classes!

-Nancy