Connectivism and Social Learning in Practice

Social learning theories, according to Dr. Orey (Laureate Education Inc., 2008a), are when students are actively engaged in constructing something, in order to apply concepts learned. Dr. Orey (Laureate Education Inc., 2008a), explains how it is also when students are having valid conversations about what they are doing. It is that time of creation and discussion that students are learning through the social learning theories.

According to Pitler, Hubbell, Kuhn, & Malenoski “the instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

These two theories are related to each other by both theories asking students to work together to augment learning. The tools that we explored to employ the social learning theory this week, such as cooperative multimedia projects, keypals, website creation, collaborative organization, communication software (Pitler, Hubbell, Kuhn, & Malenoski, 2007), are all ways to incorporate technology and the social learning theory. Between technology integration and group work most students are engaged. Students enjoy using technology and working together.

Often time group work becomes hindered because of the logistics, like sharing work, not having a ride to get together in the evenings or weekends, computers not being compatible, etc. However, with the use of web based tools, students can streamline the hindrances and be much more productive. “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).

Lisa Nielsen, in Tech & Learning, states “wikis are a great tool to help a school enrich instruction and increase communication and collaboration among staff. They are also free and provide unlimited storage for digital materials” (Nielsen, 2009). Nielsen also mentions that wikis can “decrease disruptions of instructional time, make meetings more efficient, collaborate on important documents, enhance professional development, share and collaborate on curriculum maps, save trees and time, and a portal for all your lessons” (Nielsen, 2009). Although these seven ways do not directly help students apply technology through the social learning theory, they are ways for the teacher to help the student. While reading this article I was finding myself stumbling on exact ways that my school could use a wikispace. For example with the Nielsen’s first example of how to use a wiki, “decrease disruptions of instructional time” (Nielsen, 2009), all of the announcements that we need to get, as teachers, could be posted on the wiki, teachers could even collaborate about ideas etc. I also found myself coming up with ideas of how to employ wikispaces in the classroom, for example with “share and collaborate” (Nielsen, 2009), students instead of teachers can share and collaborate about their group work etc.

When students are asked to in small groups create something that displays their ability to apply knowledge, students are being held accountable for each other’s learning and are more likely to grasp the concept by being able to bounce ideas off each other and learn from each other. Employing the social learning theory through technology is an excellent way to deliver curriculum and prepare students for this technology age.

Resources

Laureate Education, Inc. (Executive Producer). (2008a). “Social Learning Theories”. Baltimore: Author.

Nielsen, L. (2009, August). Eight ways to use school wikis. Tech & Learning, 30, 32-33.

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