Combined social learning and constructionism create a learning environment where students can work collaboratively both inside and outside of the classroom to construct knowledge and artifacts. This form of cooperative learning plays an integral part in allowing our “to be prepared for the fast-paced, virtual workplace that they will inherit”(Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).
The characteristics of Lev Vygotsky’s theory include speech and language as vital components to intelligence. Cooperative learning relates with his theory as it creates the opportunity to discuss concepts, collaboratively solve problems, and create artifacts all of which are very powerful tools to enhance student learning when students realize that the teacher is not the only expert in the room and begin to look to their peers for assistance (Laureate Education, Inc., 2009).
Connectivism requires the use of diverse knowledge sources distributed within a social network (Orey, p.2). Networks may include voicethreads, blogs, and other web resources such as webquests and keypals all provide students the opportunity to share ideas, communicate, and work together to complete a project or assignment from multiple locations. “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, Hubbell, Kuhn & Malenoski, 2007, p.140). Integrating such technologies can only strengthen an educators ability to captivate students and actively engage them in learning activities. In turn, students construct their own knowledge both individually and cooperatively.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Connectivism as a Learning Theory. [Motion picture]. Bridging learning theory, instruction and technology. 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.
Subscribe to:
Post Comments (Atom)
Do you use social learning in your classroom? If so, how do your students like working together and how do you put them in groups?
ReplyDeleteI do some social learning with my students but very simple because they are early learners. I normally group them differently every time so they have a chance to work with different peers.
Charlene,
ReplyDeleteI am curious if you have used any of the networking technologies you mentioned (voicethreads, webquests, keypals) in your own classroom? I have yet to try them, however, I am quite excited to do so. They seem like such fun and innovative ways to encourage collaboration in the classroom.
Hello,
ReplyDeleteSocial learning really seems to engage the learner and allows students to collaborate with each other. Students have the opportunity to bouce ideas off of each other as well as solve problems together. In second grade, I see problem solving as one of the most beneficial components to cooperative learning. Sometimes when working alone, students will give up or run to the teacher for help rather than sitting to think a moment about another option. If they have students working with them, someone might chime in with an alternative idea and the group is right back to work figuring out the task.