CONNECTIVISM AND SOCIAL LEARNING

Dr. Orey in the web video produced by Laureate Education, Inc. (2011a) describes social learning theory as the social dimension of constructivism where students are actively engaged in constructing artifacts and conversing with others.  He goes on to explain that the learning occurs within the child’s zone of proximal development with the assistance of ‘a knowledgeable other’ who helps the child to construct meaning to the concept or skill at the time.   

An instructional strategy that embeds the use of this theory is cooperative learning, which is defined as “a teaching strategy which allows students to work in small groups with individuals of various talents, abilities and backgrounds to accomplish a common goal” (Palmer, Peters & Streetman, 2003, p. 2).  Cooperative learning works on the premise that students will be more motivated to learn because they perceive their success or failure as being dependent on their working together as a group, that it promotes critical thinking skills and that discussion helps the students to clarify concepts and ideas (Palmer et al., 2003).

Technology can play a vital role in facilitating group discussions, by allowing them to communicate outside the boundaries of time and space.  Pitler, Hubbell, Kuhn, and Malenoski (2007) describe how multimedia, web resources and communication software facilitate cooperative learning.  The use of multimedia to create artifacts such as movies creates a social learning environment where students not only work together to create the movie but to participate in the teaching process by providing feedback to classmates.  The web makes experts more accessible to students while ‘keypals’ allow students to collaborate and correspond with students from around the world, thereby providing opportunities to broaden their perspective of other cultures (Pitler et al., 2003).  On-line collaborative sites also foster social interaction in the form of bookmarking sites such as delicious and course management sites such as blackboard which we use for this course..  These sites allow for the creation of on-line communities where information is created and shared.

 George Siemens in explaining his theory of connectivity says that we’re dealing with complex environments that are systems based, where education is impacted by multiple factors such as abundant information and the primary use of technology (Laureate Education, Inc., 2011b).  This environment forces the learner to create networks to navigate his or her learning. 

The use of multi-media, web resources for collaboration and communication and the creation of artifacts, as well as for sharing of information all fall in line with the social principles of learning.  They all involve the construction of knowledge that is student-centered through dialogue with peers, experts, parents or the wider community.

Voice threads are also a great way to foster social learning.  Here is the link to my voice thread.

https://walden.voicethread.com/share/4099593/

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

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), 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.