Social learning strategies, cooperative learning, and connectivism are united by the commonality of students interfacing and communicating with each other in order to learn more effectively. Attaining the necessary teamwork skills utilized in these approaches will enable our students to be better prepared for future work demands. Pitler, Hubbell, Kuhn, & Malenoski (2007) add: "To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively" (p. 139). When we offer our students activities based on the social learning strategies, they not only need to work together toward a common goal, but they also gain experience with positive interactions with others.
These interactive strategies are based on each member of the group serving and assisting other members. Herrell & Jordan (2008) offer: "Cooperative learning provides an opportunity for communication, planning, research, and oral and visual presentations in the classroom" (p. 110). Our students gain experience in developing multiple strengths to complete tasks and solve problems together. The fundamental goal of using these strategies in our classrooms is to help create a community of learners who are able to communicate, collaborate, and cooperate while constructing and developing new knowledge.
Our resources included social learning strategy examples that have an added or extended dimension of integrating technology. Pitler, Hubbell, Kuhn, & Malenoski (2007) add: "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" (p. 140). Many of my students are active in Facebook, and as a class we have explored Google Docs. Voicethread is another online collaborative tool that enables students to communicate in several ways with each other—typing, via phone, or voice. All of these tools provide students with an opportunity to share, work, or build together. George Siemens refers to this networked approach as connectivism (Laureate Education, Inc. 2009). In this methodology, students learn by making connections and constructing with others in an environment that is filled with information that is ever changing. Orey (2001) offers this insight: "New technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history" (p. 1). This sort of social learning format requires students to recognize and manage relationships and precedents as they develop their current framework of knowledge.
The basic rationale for providing our students with exposure to social learning is to prepare them for the skills they will need in school, on their jobs, and in their personal lives. They will need to be able to construct together, communicate about the construction, and utilize technology to facilitate the real-life process.
Here is a link to help you explore connectivism a little more:
http://design.test.olt.ubc.ca/Connectivism
References
Herrell, A., & Jordan, M. (2008). 50 strategies for teaching English language learners (3rd ed.). Upper Saddle River, NJ: Pearson.
Laureate Education, Inc. (Executive Producer). (2009). Program nine. 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.
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Wanda,
ReplyDeleteI really like your last paragraph, it some up nicely why social learning theory is something student need exposure too. Technology needs to go hand in hand with this because it is the way business and everything else will operate on and with in the next few years. Globalization and ever changing work schedules and other factors will force people to adapt to online based communication and coordination to get projects finished.
Good Post
Eric
Wanda,
ReplyDeleteThere is a lot that could be discussed about the comment you make. I agree that technology can be incorporated into lessons to make them more cooperation-based. You know what, when I told my friend teacher that I include various technological devices into my classroom, she could not believe that I do so to make my students in fact work more cooperatively and not, as she imagined it, individually typing words on their keyboards-:).
Hi Eric
ReplyDeleteIt is so good to hear from you again--I hope you are doing well. Also, thanks for your insights. I agree that many businesses/jobs are changing in nature from individuals working separately to groups or teams working collectively. Although it is not possible to structure all activities around social learning, I think that we are doing our students a disservice if we do not at least expose them to learning and working in this way part of the time.
Good luck in your classes, and have a great summer!
Veronika
ReplyDeleteYes, sadly sometimes the focus is on the technology tool and not on the learning and understanding that can be gained from using it. It is certainly true that technology can be entertaining, but that should not be the main objective. I think it is great that you are offering your students opportunities to work collaboratively with each other and to utilize technology while doing it. Perhaps other teachers at you school will recognize the success you have doing this and want to try it as well!
Wanda,
ReplyDeleteThank you for your comment! It is realy hard to do so sometimes, but technology should not be used to entertain students only. I consider this abusing technology as the teacher can have a rest and students "play" on their own, which saddly happens too... I am afraid that I am too young to be considered clever enough to give advice to my colleagues...