Connectivism and Social Learning in Practice

Dr. Michael Orey gives this definition for social learning, "Students actively engage in constructing artifacts and conversing with other students about what they are building (Laureate, 2009)." I personally like the idea of students working together to accomplish a goal or task. This is a definition that works well in my physical education class. Physical education is a subject that using collaborative and cooperative learning to help student understand the motions and functions of their bodies better. I always have students ask others in the class before asking me. I want them to be able to understand that there is more than one way to have an idea explained. I believe that peer to peer interaction can teach and reinforce ideas. There are times in which the teacher's explanation is to far over the students head for them to understand. However, sometimes a classmate can explain it right at their level.

When it comes to collaboration tools, I choose them before individual tools. In elementary, most of my tools are physical and not technology based. However, in this week's lesson I had the ability to use a tool called VoiceThread. This was a tool that I had never heard of until this class. Once I created my own thread I got excited. It was really easy to use. I uploaded a PowerPoint document. The program then changed it into a thread, then I was able to use my microphone and add my own voice. Once that was done then my classmates, started adding their comments to my thread and a network was created with my VoiceThread being the base. I really believe that this going to be an exciting adventure for my students and for me. I can't wait to see the creative way they use this tool to teach information to their classmates.

I believe that VoiceThread, YouTube, SchoolTube and other cooperative sites show their correlation to instructional strategies, by giving the student's the ability to gain knowledge from others outside of their classroom walls. Using the world as a resource for learning. Students must have the ability to learn from others that are more knowledgeable then them. "Without the social interaction with more knowledgeable others, it is impossible to acquire social meaning of important symbol systems and learn how to use them (Orey, 2001)."

My VoiceThread:
 http://voicethread.com/?#u2327694.b2512016.i13310855   


References:

Laureate Education, Inc. (Executive Producer). (2009). 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/index.php?title=Social_Constructivism

Constructivism in Practice

While reading about the strategy of generating and testing hypotheses, I had a difficult time understanding how I could apply this type of learning in my classroom. Perhaps, I am struggling with the application process because I am a random sequential thinker. Even though one event in history may appear to have no connection to another it is through class discussions, direct instruction, and student questions that guide my teaching rather than just important dates. By using some of the components of the instructional strategy, generating and testing hypotheses, perhaps I will be able to convey my random sequential thoughts in a manor that both types of learners, random sequential and linear, are able to understand more clearly (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

The project-based learning that students are able to take part in when creating a hypothesis and then going through the process of testing each possible situation aligns beautifully with the basic principles of constructionist learning. As students decide on what type of problem needs to be solved, proven or disproven, students automatically begin taking an active part in building their own knowledge base about a topic (Laureate Education, Inc., 2009). When applying the strategy generating and testing a hypothesis one might choose to do so, “In a historical investigation [where] students construct hypotheses about historical events for which there is no agreed-upon resolution and create a solution to the need” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, page 203).

For example, if a group of students wanted to decide whether or not the United States was truly neutral during the beginning of WWI before the sinking of the United States’s ship the Lusitania. An example of a student created hypothesis might be, America was not neutral prior to the attack of the Lusitania. To prove this hypothesis, students would have to research the laws, agreements, and situations surrounding the trade routes, imports/exports from the countries, primary sources dealing with trading and communication between America and the European countries, etc. They would have to determine how much contact Germany, Great Britain, and France had with America regarding the trading of goods (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Once the students gain an understanding of America’s position on trade, neutrality, and other similar issues, they can then begin to analyze and synthesize the information according to what they already know, unknown information that proves neutrality, contradictory information, etc. It is during this part of the problem solving process that a student would be constructing his/her personal opinion. As Dr. Orey explained, students will use both new and existing knowledge to move from disequilibration to equilibration.  The students will take the new information, combined and blend it with existing knowledge (Laureate Education, Inc., 2009). In the end, students should have the information and reputable sources needed to prove or disprove that America was not neutral prior the attack of the Lusitania and the students’ regain equilibration (Laureate Education, Inc., 2009).

Problem-based learning is, “...based on a view that learning occurs through social interactions whereby an outside source can help individuals extend their learning” (Orey, 2001).  Here are some web pages that can be used for the, “historical investigation,” of America and World War I neutrality or any type of historical investigations or history projects students might be working on that encourage the use of primary sources (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Browse many of the United State's historical documents:

  Library of Congress: http://www.loc.gov/index.html

Library of Congress: American Memory: http://memory.loc.gov/ammem/index.html

PBS: http://www.pbs.org/

References:

Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [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.

Cognitivism in Practice

The cognitive learning theory is built upon the thought processes of the brain. These processes focus on everything from short term memory to long term memory, but more on the long term retention of knowledge. This long term retention is built around elaboration by making numerous connections to the student in order to store info.

“Elaboration” and “Episodic experiences” can be easily integrated with some cognitive tools. Orey (2008) states that “Elaboration” occurs when you try to make as many connections as you can to that specific piece of information you are trying to learn. Graphical tools such as “Concept Mapping” allow you to organize and link the ideas to each others. It can also visualize ideas and connections between ideas.
Virtual Field Trip (VFT) is a powerful tool to create an episode. It can be an opportunity to “go” where you physically cannot, to compare information with other primary sources, and to engage in critical thinking activities (Laureate Education, Inc., 2008). Other than VFT, there are currently many applications of Experimental Learning Theory within educational systems, such as study abroad and mentor-based internships. Learning will be augmented or enhanced if these kinds of experience are followed appropriately by discussion as well as individual reflection like journaling. This is because the learner then begins to formulate concepts and hypotheses concerning the experience, which will eventually be retained in the brain as “episodic memory”.

In fact, there is another effective tool that can cover both “Elaboration” and “Episodic experiences.” ― Weblog. Blogs provide a very effective way to implement the strategy of reciprocal teaching. This highly structured form of peer teaching has four components: (1) summarizing, (2) questioning, (3) clarifying, (4) and predicting (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.137). These components can serve as prompts to further facilitate elaborating and episodic experiencing as the participants converse with one another on the blog. Blogs can be far more effective if they are aided with movie clips and picture images along with the texts, especially in terms of “Effective use of images.”
There are actually numerous ways to correlate cognitive learning theories with the instructional strategies utilizing cognitive learning tools.

References
 Laureate Education, Inc. (Producer). (2008). Program five: Cognitive learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program five: Spotlight on Technology: Virtual Field Trips. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology: “Experimental Learning”. Retrieved November 16, 2010 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. Chapter 8, “Reinforcing Effort” Alexandria, VA: ASCD.

Behaviorism in Practice

Behaviorism is used in most classrooms in one form or another. Teachers are constantly giving students reinforcement, whether it be positive or negative and setting consequences. In an online text, Melissa Standridge shares components of behavior modification: specific desired outcome, development of a positive, nurturing environment, identification and use of appropriate reinforcements (intrisic and extrinsic), students developing patterns of success, reduction of the frequency of rewards, and evaluation of the effectiveness of the approach (Orey, 2001).

The book, Using Technology with Classroom Instruction that Works, by Pitler, has two chapters that discuss "Reinforcing Effort" and "Homework and Practice," which relate to behaviorism. The chapter, "Reinforcing Effort," explains the benefits of having students track their own effort they put in to their work in relation to grades and gives examples of ways to do so using educational technology. Pitler (2007) states, "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p.155). One principle of behaviorism is that consequences occur immediately after a behavior (Orey, 2001). Once students start to track their own efforts/behavior they will begin to see the consequences and what earns them good or bad feedback. Using a rubric to first explain to students the different levels of effort helps students see more specifically what behavior will be rewarded. Students can then create a chart or graph to track their effort and see the relation between their effort and grades they earn (Pitler, 2007). Using tools such as these can also be used to teach replacement behaviors. If a student tracks their behavior and what gets them to a desired outcomes, they will begin to understand what they can do to improve their behavior. It's great to have a written out rubric of what students are tracking as well as have them create a visual to actually see the data.

The second chapter I mentioned, "Homework and Practice," Practicing is a way for students to adopt and shape what they have learned (Pitler, 2007). This relates to behaviorism because as Standridge mentioned the online text, "shaping is the process of gradually changing the quality of a response." The desired behavior is broken down into units which are reinforced as it progresses towards the overall goal (Orey, 2001). Usually homework will focus on specific concepts learned of a bigger unit. Once students have mastered the smaller parts of the whole, they move closer towards the goal (the whole). Technology has a lot to offer when it comes to homework and practice. Multimedia allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding (Pitler, 2007). There are also several educational websites that provide interactive practice with immediate responses and explanations. Students are also able to choose what they wish to work on and at what level. This creates more opportunities for success and also opportunities for them to want to challenge themselves.

Resources:

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.