Connectivism and Social Learning Theory

            Although my head is now swimming with “isms,” this week the focus is on Connectivism and Social Learning Theory.  At a basic definition, both concern the interactions people have with one another to construct knowledge (Laureate Education, Inc., 2011a).  As Karen Casselman noted in her observation of social learning theory in her classroom, “In working together, students have the chance to socialize with each other, bounce ideas off each other, validate their thoughts, and receive encouragement from the teacher and the peers” (Laureate Education, Inc., 2011a).  “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).  As in constructivism, the teacher takes the role of a facilitator and creates experiences that requires students to work together.  One strategy that can be used to accomplish the task is cooperative learning.

            In cooperative learning, students make sense of new knowledge by working with others (Pitler et al., 2007).  Students  work together to attain a goal through active dialog that helps students stay involved in the learning process (Orey, 2001).  It is recommended that students should be grouped together in a variety of ways and in manageable sizes (Pitler et al., 2007).  Informal groups can be used for short activities while formal groups should be intentionally designed.  There are five basic components teachers should keep in mind when creating assignments.  These include positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills, and group processing (Pitler et al., 2007).  These recommendations and components fall in line with the principles of social learning theories. 

            “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler et al., 2007, p. 140).  For example, movie making software, such as iMovie or Windows Movie Maker, is easy to use and provide many ways in students can work together.  Specific tasks can be assigned for such complex projects so that all students may feel included and responsible.  For example, some students may be responsible for doing part of the research of the subject while others work on gathering artifacts to include in the video or scout locations. 

Online communication software, such as Skype, can aid planning, organization, and brainstorming sessions that take place within groups outside of the classroom.  Students can record notes in the chat room so that everyone has a record of what was discussed (Pitler et al., 2007).  Screen sharing software, such as Team Viewer, can be used to share updated progress on projects that cannot be stored on the web.  Team Viewer is free for educational use.  In addition, shared calendars, such as Google Calendar or Calendars Net, allow students to set due dates of when they would like to have certain phases of the project completed.  I personally love Google Calendar because I can sync it to my iPhone.  There are also a variety of task management apps that sync with a web version.  For example, Remember the Milk allows students, or anyone for that matter, to create a prioritized list of tasks that need to be completed.

One of my favorite tools is social bookmarking.  I have my own Delicious site that allows me to organize sites under different headings that will make it easily accessible in the classroom.  I started it while I was in undergraduate college, but it has not been updated recently other than for personal use, as I am currently not in a teaching situation where I have needed it.  Feel free to check mine out at del.icio.us/lairotsap85.  Just forgive the current mess it is in, as I need to check for broken links and do some reorganizing in addition to add some updated sites.  It is very easy to use and saves a lot of time when it comes to directing students to specific websites instead of having to go around and bookmark it on every computer every time you want students to look at a new website.  I can see groups creating their own Delicious sites to organize their research and artifacts they plan to use in their final project. 

Although there are many other tools that exist to aid students in cooperative learning, one final tool is VoiceThread.  “VoiceThread allows the creation of powerful learning experiences with students in very little time” (Laureate Education, Inc., 2011c).  It is essentially an online photo album where voice narration can be added with the click of a button.  Others can respond easily as well.  I decided to create a VoiceThread about an upcoming trip to Romania I plan to take later this summer.  I decided to create an opportunity for students to ask questions about the culture and people there in hopes of integrating it into a unit on world cultures later upon returning to the classroom.  What is unique about Romania is that this will be the fourth year I have gone and may be able to arrange for students over there to submit their own VoiceThread in response, although access to internet and technology in general can be very limited.  Check out my initial VoiceThread that asks students to think about how their culture and way of living may be different than theirs by following this link:  https://voicethread.com/share/3149710/.

It is important to remember that social learning theory and connectivism is influenced by social principles of learning, cultural and social dimensions, and the learning community (Laureate Education, Inc., 2011b).  It is important for teachers to be responsive to the needs of learners, and acknowledge the diverse background of students in the classroom.  The physical and emotional environment of the classroom needs to be considered if cooperative learning is to be successful.  How have you seen social learning theory at work in your classroom?  What has been your favorite use of cooperative learning?  What other amazing tech tools have you used to enhance cooperative learning in your classroom?

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

Laureate Education, Inc. (Producer). (2011c). Program ten: Spotlight on technology: VoiceThread [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.

Constructionism Strategies

Of the learning theories discussed so far, constructivism / constructionism is my favorite because, as an advocate for life-long learning, it is highly engaging and motivating to students.  Although it may seem like the two terms are interchangeable, there is a slight difference.  Dr. Michael Orey describes the difference between constructivism and constructionism in the following statement.  “Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning.  Constructionism is a theory of learning that states people learn best when they build an external artifacts” (Laureate Education, Inc., 2011).  The terms compliment each other, but constructionism is what is most likely to be implemented in a classroom. 

Elements for inclusion of constructionism in the classroom include defining expectations, discussing the assignment, exploring multiple strategies, inquiry, presentation of work, projects, collaboration, working with professionals, and engaging in authentic tasks (Orey, 2007).  Two of the instructional strategies that correlate well with constructionism are “Generating and Testing Hypotheses” and “Project-Based Learning.”  Both can involve using technology to create an artifact in response to an authentic task. 

In generating and testing hypotheses, there are six tasks teachers can use: systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, Hubbell, Kuhn, & Melenoski, 2007).  Technology can be used to aid in the testing of the hypothesis and can vary from using data collection tools to manipulating data inside a program, such as Excel, or Google Spreadsheets.  Regardless of the data used, it should be within the context of a real, or authentic situation.  For example, in a unit on investing and saving money, a spreadsheet can be used to calculate how various accounts grow over time.  The students would first make a prediction, or hypothesis to test.  Then, students can use a spreadsheet to compare their prediction to the actual outcome and make a decision as to what type of investment they should make (Pitler et al., 2007).  This is the type of decision that many adults have to make and can involve financial planners in the community to provide a professional connections.

In addition to spreadsheets or probes, the Internet is a data collection tool (Pitler et al., 2007).  Global Schoolhouse allows students to share and compare vast amounts of data which provides more accuracy in measurement in order to hypotheses.  Other web resources can provide interactive environments for students to use background knowledge, make decisions, and test their hypotheses in situations that may be impossible inside a classroom (Pitler et al., 2007).  Regardless of the method used to gather the data, students still have to evaluate it and synthesize the information from their research in order to create an artifact to present their findings.

Besides data collection, simulation websites allow students to test their hypotheses through the manipulation of a scenario.  For example, Smog City allows students to observe the affects of weather, population, and emissions on a city’s ozone levels (Pitler et al., 2007).  I recently used a simulation website, Volcano Explorer, for a concept mapping lesson that allows students to manipulate viscosity and gas levels to generate various types of volcanic eruptions. 

Project-based learning is similar to generating and testing hypotheses in that it is also centered on an inquiry process that requires students to choose a topic, conduct research, and synthesize their findings culminating in an artifact (Orey, 2007).  “Constructionism is reflected in project-based learning by the creation of a student-centered learning environment, and emphasis on artifact creation as part of the learning outcome based on authentic and real life experiences with multiple perspectives” (Orey, 2007, p.10).  Often, project-based learning may be graded with a rubric that is given ahead of time to students so they know the expectations for the project.  Students can work together to create an artifact that reflects their growth as a student.  This may involve reaching out to resources beyond the classroom, such as professionals in the community.  Students move through three stages when constructing their knowledge and artifacts about the topic: planning, creating, and processing (Orey, 2007).  There are a variety of online presentation tools, such as Prezi, that can aid students when access to more popular software, such as Microsoft PowerPoint, is not available.

Both project-based learning and generating hypotheses to be tested help students achieve equilibrium, balance between external reality and current beliefs, by assimilation and accommodation of new knowledge (Laureate Education, Inc., 2011).  Students are engaged in learning and the process of creating an artifact using tools and technologies to resolve any disequilibrium that may exist in a student’s mind (Laureate Education, Inc., 2011).  What experiences do you have with incorporating constructionist learning in your classroom?  If you had to give one piece of advice to a teacher who is new to incorporating these strategies into their classroom, what would it be?  What has been the biggest challenge?

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.

Integrating Cognitive Tech Tools

            Dr. Orey describes the information processing model as receiving the information through sensory input into short-term memory, and through rehearsal, processing information to move to long-term memory (Laureate Education, Inc., 2011).  It is important to dual code information with text and images to build connections in the brain that allow for easier retrieval of the information from long-term memory (Laureate Education, Inc., 2011).  One of the ways this is accomplished is through elaboration.  Components central to cognitive learning theory includes taking into account limited working memory, elaboration, effective use of images, and episodic experiences that integrate multiple senses (Laureate Education, Inc., 2011).  In order to incorporate technology centered cognitive tools it is important for the teacher to keep in mind that the students should be learning with technology, not from it (Orey, 2001).  This means the computer should not be the teacher, but more of a tool for learning.  Gone are the days when technology was thought to replace teachers entirely.

            One of the strategies explored this week included cues, questions, and advanced organizers.  “The instructional strategy cues, questions, and advanced organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Melenoski, 2007, p. 73).  Cues are used to hint to students about what they are about to experience whereas questions are used to access prior knowledge (Pitler et al., 2007).  Advanced organizers allow students to organize information and focus their learning (Pitler et al., 2007).  These strategies fit within cognitive learning theory as they are useful in helping students make connections among information to move from short-term to long-term memory.  The more higher-level questions and advanced organizers used, the deeper the learning (Pitler et al., 2007). 

            When considering the use of technology to support cues, questioning, and advanced organizers, there are many tools available.  Word processing and spreadsheet applications, brainstorming software, and multimedia can be used with careful manipulation to help teachers record student responses and manipulate them into useful information (Pitler et al., 2007).  For example, spreadsheets can be used to simplify calculations so students can focus on other aspects of a lesson (Laureate Education, Inc., 2011).  If students do not have to focus on making so many simple calculations, then more working memory is free to allow for more short-term memory to be processed.  It can make a labor intensive task easier so that students can focus on the objective of the lesson.  “Technology provides you with editable visual aids and multimedia resources that appeal to a number of learning styles” (Pitler et al., 2007, p. 79).  In addition, brainstorming software, such as Kidspiration, can be used to quickly make visual representations of essential questions and ideas.

            One of my favorite tools for capturing videos that for one reason or another may be blocked due to filtering software is the YouTube Downloader.  This tool allows anyone to download videos so they can be saved and accessed without using the internet.  I have used it many times with my students who need an extra visual representation by downloading the video on my computer at home and bringing it with me on a USB device.  The tool can be used with more than just YouTube, however, and I have often found there are many that can be accessed through other streaming websites such as TeacherTube or Google Video. 

            In addition to cues, questioning, and advanced organizers, there are many tech tools that can be used to support cognitive learning through note taking and summarizing.  “The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and separate important information from extraneous information” (Pitler et al., 2007, p. 119).  Both summarizing and note taking are centered around condensing information into a useful form that can easily be converted into memory.  They are a work in progress.  In fact, I have found they can be combined as I often help my students summarize their notes so they can compact information and build connections to make it easier to retrieve from long-term memory later.  It is important for students to learn how to summarize and take notes in a variety of ways so they can choose the method that works best for their style of learning (Pitler et al., 2007).  Software such as Microsoft Word or PowerPoint, have tools built into them to make summarizing and note taking easier, such as the Auto Summarize feature in Microsoft Word, or creating visually appealing combination notes on slides in PowerPoint.  In addition, tools such as Google Docs or Wikis allow students to work collaboratively to summarize and take notes. 

            Above all, the teacher is responsible for creating elaborate learning experiences that help students build connections between information in their brain (Laureate Education, Inc., 2011).  Technology has come a long way, and can be used in the classroom now more than ever to create the rich learning experiences students need.  Virtual field trips are just one way to provide an immersive experience without even having to leave the classroom.  These episodic experiences through the effective use of images can create powerful cognitive environments where learning is engaging and exciting for both the student and the teacher!

           

                                                               References                           

Laureate Education, Inc. (Producer). (2011). 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

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's Role in Reinforcing Effort, Homework, and Practice

This week, I explored the idea of reinforcing effort and homework from a behaviorist perspective.  Behaviorism is most notably defined by B.F. Skinner as reinforcing the desirable behaviors and punishing behaviors that need to stop (Smith, 1999).  This is called operant conditioning.  According to James Hartley, there are four key principles to learning: activity, repetition, motivation through reinforcement, and clear objectives (Smith, 1999).

At first glance, using spreadsheets to reinforce the idea of effort did not seem like behaviorism until considering that effort is a behavior.  According to the four key principles, it fits.  Students use a rubric to evaluate their effort in four categories: class notes, attention, participation, homework, and studying (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Then, using a template, students rate their effort in each category every week and record the results of their weekly test grades.  Using the tools of the spreadsheet software, a graph can be easily generated to show the correlation between test grades and effort.  Students are actively involved in the process of collecting data, repeating the act weekly, reinforced by the graphs through immediate feedback, and have a clear objective through the use of a rubric with clear expectations.  The purpose of the project is to change an undesirable behavior of putting minimal effort into the class to the desirable behavior of putting more effort into the class.  Students, who may have written the class off due to “bad genes” will receive intrinsic motivation by seeing how their effort correlates to their grades in the class. 

If I were to use this experience with younger students, I think I would print out a copy of the spreadsheet and have students fill it in by hand.  Then the students could use an online tool, such as Create-A-Graph, to enter the data and create a graphical representation.  In my opinion, Create-A-Graph is more kid friendly, especially for students in elementary school who may not have had exposure to spreadsheet software, although it is not complicated.  In addition to using spreadsheet software, online surveys can be used to poll students anonymously about their effort using tools such as Survey Monkey.

Another common area of behaviorism to be integrated with technology for use in the classroom is in the area of homework and practice through programmed instruction.  “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, & Malenoski, 2007, p. 187).  Programmed instruction presents a small amount of information, asks a series of questions, then changes the information presented based on how the question is answered (Laureate Education, Inc., 2011).  Students receive immediate feedback to let them know if they are on the right track, or need to review more.

There are a variety of tools available for teachers to use programmed instruction as a way to reinforce skills.  However, many of these tools are best suited for drill and practice situations.  One of my favorite tools is Brain Pop because it provides a short clip with each skill to review and then provides a variety of activities for students to complete and receive feedback.  Another example would be Fun Brain which provides arcade style games for reading and math.  Many textbooks now provide resources for teachers to create online quizzes for students to practice with at home as well, although there are a wealth free resources just by searching the internet or App store if using such technology as iPads or iPod Touch in the classroom.

What are some of your favorite resources for student practice and homework?  Do you find your students more engaged when using these tools?  How do you motivate your students and reinforce desirable behavior in your classroom?

Resources

Laureate Education, Inc. (Producer). (2011a). 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 behaviorist orientation to learning. In The encyclopedia of 

         informal education.  Retrieved from http://www.infed.org/biblio/learning-behavourist.htm