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.