Connectivism and Social Learning in Practice

             Social learning theories place emphasis on context and culture as students engage in constructing knowledge and understanding with those around them (Laureate Education, Inc., 2011a).  Of particular interest in education are two social learning theories that we studied in class this week.  One is constructivism that states “learning is the act of constructing knowledge, making meaning, and making sense of the world” (Laureate Education, Inc., 2011b).  The second is connectivism where learning is the process of forming networks in which knowledge resides within the patterns of adjoined concepts (Laureate Education, Inc., 2011b).  This week, I will describe how these two social learning theories correlate with current instructional strategies that involve today’s technology.

                Collaboration and cooperative learning are amongst the instructional strategies used to support the tenets of social learning by submersing the learner in a context where those who participate create meaning through their interactions with other members of their group (Orey, 2001).  Both operate from a constructivist vantage where learners construct knowledge based on their understanding about what occurs in social situations (Orey, 2001).  While seemingly difficult at first, technology can greatly assist in facilitation of such an instructional strategy.  For example, multimedia projects are a natural environment for this type of project (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Kids work collaboratively to create a documentary or narrative as a finished product. In the process, members of the project add their strengths to assist and guide fellow members while supplementing their own content deficiencies.  Those who participate gain not only the knowledge they discover, but the knowledge other members of the group discover as well.        

                Collaboration and cooperative learning strategies also support the ideology of connectivism by utilizing the vast internet network where an overabundance of information is available to all who choose to learn (Laureate Education, Inc., 2011b).  Communication software such as blogs and wiki’s can assist in collaborative efforts where students use the technology to “bounce” ideas off of one another to reach a common goal (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Learners rely on this positive interdependence not only to use the network of information to find a solution to a problem, but they use the blog or wiki as a tool to convey what they have learned to other group members.  We use this technology as part of our everyday culture.  Consider the impact Facebook or Twitter has had on our society. Think of those times when you had a problem or issue and asked for help through one of those venues.  There was immediate response from your “friends” about how to remediate your situation.  Think about how businesses use Skype to video conference with clients and colleagues.  This response to the utility of communication software definitely indicates that our society supports both collaborative and cooperative learning.  Academia should be no different.  Additionally, this technology can be used to foster a partnership with other learning communities outside of our classroom.  Resources such as educational websites will only further make connections to new perspectives, information, and vantage points.

                All things considered, I believe that social learning theories such as constructivism and connectivism are supported by instructional strategies such as collaborative and cooperative learning.  Important to the success of these instructional strategies are the technological tools to help facilitate the most effective implementation.  Sure, I agree that using these technologies and strategies may take a little additional work preparing and planning the lesson.  In fact, it may even seem like you are a first year teacher again, but that may not be such a bad thing.  Beginning a new adventure by challenging ourselves and tired and worn out strategies that have lost their effectiveness and social momentum only helps us become better teachers, and ultimately creates better students in the interim.

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

Orey, M. (Ed.). (2001).   Emerging perspectives on learning, teaching, and technology.   Retrieved 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.  Alexandria, VA:  ASCD.