Social Learning and Cooperative Learning Practices

This week I explored social learning theory and some cooperative learning activities.  Social learning and cooperative learning are essentially based upon the same principal.  Social learning states people learn when actively engaged in construction of artifacts while conversing with others, or in collaboration with others (Laureate Education, Inc., 2010).  It is believed that conversations lead to a better understanding of the subject being discussed.  There is the concept of the more knowledgeable other which refers to someone with more or better understanding of a topic.  This might normally be assumed to be the teacher, however that is not always the case.  The more knowledgeable other can be a teacher, but according to Dr. Michael Orey, it can also be a peer or a piece of technology (Laureate Education, Inc., 2010).  So, not only does social learning work because it allows students to access information from other people or things, it also provides a sense of validation and encouragement (Laureate Education Inc., 2010).  It is also true that learning can be deepened through interaction with others, and it also increases motivation in the student.
This ties in directly to the practices described in chapter three of Using Technology with Classroom Instruction that Works.  This chapter described cooperative learning strategies using educational technology.  Technology is such a natural way to facilitate social learning and collaboration in the classroom.  For example multimedia is one artifact that students can collaborate on.  This can be a simple presentation created in PowerPoint or can be an iMovie created on an iPad.  There are enough things to do to create a quality multimedia project that multiple roles can be assigned to students in a group.  When students know that the end product depends on how much effort they put forth, this is a sure way to get students to work hard.  It is important to plan enough ahead of time in order to structure these type of activities so that student success is ensured.  
Communication and collaboration software by nature is directly tied to the social learning theories.  And now we are no longer held back by location, rather we can communicate with virtually anyone if the world if we wanted to.  This really enables social learning on a whole new level.  Websites such as the Flat Classroom Project (www.flatclassroomproject.com) and Edmodo (www.edmodo.com) are excellent examples of how technology takes social learning beyond all boundaries that previously existed.   WebQuests can also be used as inquiry-based activities that students complete while working together.
There is no doubt that cooperative learning technologies fit right in with the social learning theories.  This is the beauty of educational technology.  It seems that you can find a tie to almost any learning theory and learning style and this shows just how much technology can be effective in engaging all students.

References

Laureate Education, Inc. (Producer). (2011). 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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). 
Alexandria, VA: ASCD.

Constructionism and Hypotheses

This week I explored the constructionist learning theory and looked at some instructional strategies that correlate with this theory.  I am glad that I was able to get some insight into the difference between constructionism and constructivism, as I have heard these terms used interchangeably and never knew which was the right term to use.  In this content, I will be referring to constructionism, which is the learning theory that states that individuals learn best when they are able to construct something that can be shared with others (Laureate Education, Inc., 2011).  When we speak of constructionism and how it is applied in the classroom setting, we are often referring to project-based learning, or problem-based learning.  This is the theory that I identify with the most in my practice, and that is because it fits directly in line with the vision of the district that I work for.

In Using Technology with Classroom Instruction that Works, chapter nine focuses on generating and testing hypotheses.  At first glance, I wondered how this applied to subjects other than science.  But this chapter explains how this fits in to other subjects and it also correlates to the constructionist theory.  When I thought about it more, generating and testing hypotheses is really what we are asking our students to do when we engage in constructionism.  They are engaging in the problem solving process.  Generating hypotheses can often take the form of brainstorming using software such as Inspiration and Kidspiration (Pitler, Hubbell, & Kuhn, 2012).  Testing hypotheses really is the process that students take in order to create their final product.  Often in this process data analysis and collection is necessary.  In my own experience, Microsoft Excel has come in handy in a project where students had to analyze large amounts of data.  By using a program that does the calculations instead of having students do this manually, instructional time is maximized and learning objectives are met, while students gain deeper understanding and use critical thinking skills (Pitler, et. al., 2012).  These tools work seamlessly with the constructionist learning environment because they allow students to brainstorm and make predictions, as well as aggregate data in order to test hypothesis.  This can then result in better quality student work and final products, because students have been scaffolded to a higher level of thinking. 

Resources

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist 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

Cognitivism in Practice

This week I had the opportunity to explore a number of instructional strategies involving technology and identify how these relate to the cognitive learning theory.  First, it is important to have an idea of the basic parts of cognitive learning theory.  According to Dr. Michael Orey, cognitive learning is how information is inputted, processed and stored by the brain (Laureate Education, Inc., 2011).  Information can either be stored in our short-term memory or long-term memory.  As educators, we should be looking for ways for our students to store information in their long-term memory.  One of the ways that we can do this is referred to as the elaboration theory, which is a primary way for storing information in long-term memory.  Elaboration provides opportunities to make numerous connections, which in turn builds "networks" of information in our brains (Laureate Education, Inc., 2011).  The more connections that are built, the easier it is to recall this information.  When we forget something, what we have really done according to Orey, is lost the connection to the information (Laureate Education, Inc., 2011).  So, how can we use technology to help students make these connections?  There are a lot of different ways, and some of these I have used without realizing exactly how much they impacted student learning.

Cues, questions and advance organizers are strategies that we can use to allow student to better "retreive, use and organize information" (Pitler, Hubbell, & Kihn, 2012, p. 91).  Cueing and questioning on the teacher's part will help frame the thought process that we would like students to take.  It scaffolds the students' line of thinking to the goal that we wish for them to reach.  As suggested by Pitler, et. al., it can take the form of a blog in which a teacher engages students in discussions by providing cues and questions on the topic being studied (2012)   It can also be as simple as using a drawing app on an iPad to create a graphic organizer (Pitler, et. al.,  2012).  There are several free apps that could be downloaded and used for organizing information such as MindMeister, Popplet Lite, and SimpleMind.  These advanced organizer apps provide an interactive, tactile way for students to organize ideas and make connections.  They also provides students the opportunity to activate prior knowledge by brainstorming.  This directly relates to cognitive learning and the need to make connections in order to be able to later retrieve the information.  By organizing and connecting big ideas, students can create an outline for the details to be filled in (Laureate Education, Inc., 2011).  This is in itself, the perfect model for the network model that we speak of when we talk about cognitive learning.  

The instructional strategy of summarizing and note taking is directly related to cognitive learning in that we allow students the means to synthesize and process information.  In order for information to be processed and stored in long-term memory, there must be many connections available to retrieve the information.  By intaking information, synthesizing it, and then outputting it in a new form, we are allowing this long-term storage to take place.  This is simple to achieve in the classroom, but as stated by Pitler, et. al., it does not seem to be a skill that is commonly taught in the classroom (2012).  Word processing applications are the simplest way to use this strategy in the classroom by providing the opportunity to easily type up a summary or take notes.  These skills must be explicitly taught in order to be effective.  Rule-based summarizing is a great way to ensure that students are learning and practicing this skill properly.  Note taking should be done in a variety of formats, which can be done using some of the same advance organizer apps mentioned above.  Word processing programs can also be used, with the addition of graphics or other media in addition to the text.  It can also be taken to the next level by using presentation software such as Powerpoint, Glogster, or Prezi which all allow the information to be shared with others.

These strategies all allow for the brain to process new information using different senses.  By using strategies such as these, we are providing extra opportunities for new information to be stored in long-term memory.  We also ensure that enough connections are made so that the information is easily retrievable at a later time.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive 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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Technology and Behaviorist Theory

This week I learned about a lot of different instructional strategies involving technology in the book Using Technology with Classroom Instruction Works, 2^nd edition.  I also had the opportunity to explore some educational websites.  I can see how a lot of these resources correlate directly with the principles of the behaviorist learning theory. 

In chapter two of Using Technology with Classroom Instruction that Works, there were several ideas for using technology as a way for positive reinforcement.  Technology enhances the practice of positive reinforcement because you can take the recognition to a whole different level than you could without technology.  “With technology, teachers can easily make exemplary work available for the appreciation of peers, parents, and professionals across the world” (Pitler, H., Hubbell, E.R., & Kuhn, M. 2012).  Classroom websites, blogs and student portfolios are a few examples of ways that student work can be displayed for people outside of the classroom to view.  Evernote (https://evernote.com) is a free and easy way to create a free student portfolio by uploading pictures of student work. 

Another way that technology can correlate to the principles of behaviorist learning theory is by providing a way to for students to practice and do homework.  Homework provides students the opportunity to “familiarize themselves with new concepts” (Pitler et. al 2012).  Computer-assisted instruction is useful for students because it provides frequent feedback, is motivational, and allows students to move at their own pace.  At my school, we use Think Through Math (http://lms.thinkthroughmath.com/users/sign_in), a web-based program as a way for students to practice independently at home or at school.  This program provides individual tutoring as needed, as well as incentives for students to do well.  This program is a perfect example of how technology can be used in the classroom as a behaviorist strategy. 

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.