Connectivism and Social Learning in Practice

Connectivism and Social Learning in Practice

          This week is all about the cooperative and social learning in the classroom. Cooperative learning what a compelling way to learn. The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, 2012, p. 73).  As I hit on in last week’s blog, there’s been some disparage toward the word “Social” in social learning, and it is confused with social media. Organizations have yet to understand the power of “social”, whilst others view their use simply as time-wasting or social “NOT-working”.  Most people in administration and management equate social with the farm building and candy crush saga that does little but waste time. Social cooperative learning is not about Facebook, and twitter exclusively, although some technologies can be used in conjunction with this style of learning it is not the true definition of the theory.

         

          Cooperative learning often times require more than just assigning students to groups and saying have at it! It requires teachers to take a role in learning, or as Karen Casselman says it is necessary to have confidence in their partnerships. She requires that the students check with each other prior to engaging with the teacher. Realize that all students are mathematicians which build encouragement between each other. The take away is in these types of instructional strategies is that cooperation is the key. Students need to learn to be interdependent of each other.

      

            In collaborative and cooperative learning, Dr. Orey talks about how the possibilities of cooperative learning are endless. Teachers employ different strategies to set up various levels of skill driven groups. There are projects teachers can do where they can introduce group consequences, which drive the peers in the group, to help out in terms of learning what the project requires. When creating these types of strategies teachers can include positive interdependence, such as, the Big Project, Jigsaw and Peer Review.

          Cooperative learning techniques can be loosely categorized by the skill that each enhances (Barkley, Cross and Major, 2005), although it is important to recognize that many cooperative learning exercises can be developed to fit within multiple categories. Categories include discussion, reciprocal teaching, graphic organizers, writing and problem solving. Each category includes a number of potential structures to guide the development of a cooperative learning exercise. For example, the category of problem-solving helps to develop strategic and analytical skills and includes exercises such as the send-a-problem, three-stay one-stray, structured problem solving, and analytical teams.       

             This week we opened up a Voice Thread account for our application assignment. In using tools for learning in connectivism and social learning, there are apps and sites which can help aid in the learning process. I decided to create this thread for a basic introduction of foreign teachers and behavioral expectations in the classroom. The level of technical integration in my school is exceptionally low so it would be curious to see how this gets implemented in a real world situation.
Here is my link to my Voice Thread. In it, I proposed a solution to a problem to where the parents of the students were unable to understand who the foreign teachers are. Aside from 1 yearly winter festival, there is really no proper introduction to the parents. With this Voice Thread, the parents are able to view a brief introduction of the teachers, as well get a better understanding of their roles within the school

Link: https://voicethread.com/share/5804475/

         

          To conclude cooperative and social learning is the intriguing way of getting students to learn and work together towards a common goal. We looked at Bandura extensively and how his Bobo doll experiment determined that children’s behavior was learned by observing the actions of others. (Bandura, 1977) As well, self-efficacy within the behavioral context of working in the social groups. Depending on different interactions, self-efficacy determines one's strengths to complete a task to fruition.

Reference

Bandura, A. (1977). Social learning theory. Englewood Cliffs, N.J.: Prentice Hall.

Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: a handbook for college faculty. San Francisco: Jossey-Bass.

Pitler, H., & Hubbell, E. R. (2012). Cooperative Learning. Using technology with classroom instruction that works (2nd ed., pp. 73-87). Alexandria, Va.: Association for Supervision and Curriculum Development.

What is Cooperative Learning?. (n.d.). What is Cooperative Learning?. Retrieved May 31, 2014, from http://serc.carleton.edu/introgeo/cooperative

Constructivism in Practice

Constructivist Learning Theory

            This week in our learning we have learned about the constructivist and the constructivism learning theory. Constructivism refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind (Hein, n.d.). The principles of constructivism, increasingly influential in the organization of classrooms and curricula in schools.

            Constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate Education Inc., 2011). Constructionism as Papert mentions (1993) is both a theory of learning and a strategy for education. It builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners do not receive ideas; they create ideas. Moreover, constructionism suggests that new ideas are more likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others. Papert, (1991) differentiated between constructivism and constructionism:

            When students generate and test hypothesis as the way we did in our science fair, they are engaged in a complex mental process. Our book points out that the teacher can help students to drive hypothesis by way of system analysis, problem solving, experimental inquiry and investigation. Technology is helping along this avenue in providing the software and data crunching needs by way of interactive applets and probe ware. Teachers can use technology to maximize teaching time and meet the instructional goals for the hypothesis. Learners should attempt to resemble scientists in non-trivial ways, engaging in independent theory formation and hypothesis testing. To relate to a classroom experience, just remember those times our lovable science teacher encouraged us to work with our art teacher to create a device which would brace the impact of an egg. We would then head up to the top of the school and toss our creations off the building. Some lucky students’ designs would work, while most of them wouldn’t.

 

            In problem based learning, (PBL) class activities are constructed around a problem or problems. There is no instructor intervention, just coaching. This was commonly referred to as team building exercises in the Army when I served. One activity gave us a team of 6 instructed to devise a way across an obstacle using limited tools and resources. In the classroom, the students are empowered to take a responsible role in their learning. The instructor, much like the drill instructor is not the go to source for information and knowledge. Students like the soldiers assume the initiatives to inquire and learn. All the instructor in boot camp made us do was to provide guidance and support. Additionally that support came in the form of corrective training if the standard was not satisfied in a certain time frame. What students learn during their self-directed learning must be applied back to the problem with reanalysis and resolution. Problems are invoked as a stimulus for students to start the learning process. Students reason through the problem and find out what they already knew and what they should know in order to find a solution to the problem. It is through this active and reflective thinking process that students become responsible for their own learning. It is the application of their knowledge to the problem that students test and integrate what they learn. In general, PBL aims to motivate students to engage in the learning process and to help foster problem solving skills. (http://www.personal.psu.edu/wxh139/PBL.)

          Another PBL is referred to as project based learning. Just think about this as the time you were in elementary school and had to pull off the remarkable feat known as the science fair. This was back before Excel and technology played a role. Remember the Elmer’s glue, scissors and construction paper. As well, there were a variety of tools at our disposal. Ahh, the encyclopedia, a wealth of information for this learning back then. The better off students had parents who ultimately helped and shopped for lettering at the office supply store. What awkward memories this brought along. In project based learning, students are given just that, a project to be accomplished. This could be something from the aforementioned science fair, to some type of book report, to art display. While I was part of my art course in high school, some of the assignments were particularly vague, and made students interpret a wide variety of vocabulary such as feelings, and emotions. This lead to a variety of interpretations, which ultimately lead to a bunch of abstract art. It was creative, innovative and purposely driven. This was a culmination of student ideas and thoughts put into art.

             In conclusion, this blog post I hoped to be able to tie into some of the instructional strategies discussed this week. Test and hypotheses engage students in a mental exercise in how a problem can be resolved by though rough scientific examination. The tools for this can be best regarded as our typical exercise in school known as the science fair. Problem based learning gave students a problem to solve. Students are part of a learning mechanism that determines the best solutions to a particular problem. They have to take initiative and have the responsibility to solve the problem on their own with limited teacher interaction. Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying. These types of instructional strategies reach the core of constructionism and constructivism approach. They engage students in a high level of interaction and ask them pick, explore, inquire, investigate and question the world they are engaged in.

Reference

Hein, G. (n.d.). Constructivist Learning Theory. Exploratorium: The museum of science, art and human perception. Retrieved May 24, 2014, from http://www.exploratorium.edu/ifi/resource

Mandel, S. (n.d.). Why Use Virtual Field Trips?. Pearson Prentice Hall: eTeach: Retrieved May 17, 2014, from http://www.phschool.com/eteach/professional_development/virtual_field_trips/essay.html

Stavredes, T. (2011). Effective online teaching: foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

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

Papert, S. (1993). The Children's machine: Rethinking school in the age of the computer. New York: Basic Books.

Problem Based Learning. (n.d.). Problem Based Learning. Retrieved May 25, 2014, from http://www.personal.psu.edu/wxh139/PBL.

Cognitivism in Practice

 Cognitive theory involves the use of our sensors in order to pick up and disseminate information. Information processing is a commonly used description of the mental process, comparing the human mind to a computer. This knowledge is constructed through one's own personal experiences and interactions with the outside world. The learner takes in new information and gives meaning to it using his or her own prior attitudes, beliefs, and experiences as references (Stavredes, 2011).

            This week we looked at an instructional strategy Karen Casselman demonstrated by a thoughtful lesson using cognitive theory with her math class. In it, the students were assigned to use Excel to determine the population change in an area. Then they were to give that number in a percentage. It showed the importance of using Excel in order to get the students familiar with using it to create functions. Without Excel students would have had to calculate 51 states with a calculator. This example follows the theory of cognitivism in the way students are able to visually take the information presented on the sheet, and determine what formula and solution to use. The learners were taking in new information, and had to disseminate it and create newer numbers using the technology tool. Additionally, learning about how a function works is part of the fun of Excel. Now, students are able to quickly look at ways to manipulate sums and numbers. They can simply recall what they did in class, recall in order to use that function in the future.

            Additionally, virtual field trips correlate to the cognitive learning theory because they involve visual intake and processing. A virtual field trip, if done correctly and in an educationally sound fashion, can provide many of the identical cognitive and affective gains that an actual real-life field trip can provide. If a virtual field trip is conducted in the same meticulous fashion as a real-life field trip, students should be able to acquire the same cognitive and affective gains that previous research has found. When this is possible, an entirely new world of experiences will be opened to all students, regardless of the school field trip budget as they can all experience firsthand the potential of the Internet as a valid curricular device (Mandel, n.d.). In providing the Internet and tools to students, they can intake the information about the topic. Exploration and active participation while clicking into different areas of the topic is the goal of the trip. Students should come away with new fresh information that they can remember like in a real field trip. Recall the traditional field trip to the farm where students learned how butter was made. It was an engaging enlightening experience that made many gather around to view the interesting technique. In the same ways that such an experience gathers crowds of onlookers filled with questions should evoke the same type of response in a virtual field trip.

           

            Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. We use concept maps to draw graphical concepts that we want to outline in the real teaching environment. In curriculum planning, concept maps can be enormously useful. They present in a highly concise manner the key concepts and principles to be taught. The hierarchical organization of concept maps suggests more optimal sequencing of instructional material. Since the fundamental characteristic of meaningful learning is integration of new knowledge with the learners’ previous concept and propositional frameworks, proceeding from the more general, more inclusive concepts to the more specific information usually serves to encourage and enhance meaningful learning. Thus, in curriculum planning, we need to construct a global “macro map” showing the major ideas we plan to present in the whole course, or in a whole curriculum, and also more specific “micro maps” to show the knowledge structure for a very specific segment of the instructional program.

            Note taking is similar to summarizing in that in enhances students’ ability to organize information in a way that captures the main ideas and supporting details, helping students process information (Pitler, 2012, p. 147) It’s seldom that a student will actively take a role in taking notes. I have taken notes in past college courses, particularly math, which quickly became a labyrinth of drawing notes and numbers. It could have been mistaken for a football coached play book. The reason for this was my style of note taking, there is linear and no linear note taking. These are basically the two different styles which students use. The Linear makes the most sense because it follows the topic at hand, and is easily organized. Linear note-taking is the process of writing down information in the order in which you receive it. Note taking is one of the first and most established cognitive technology (Dror, 2007). As such, it offloads cognitive processes and extends our ‘in head’ cognitive abilities

           

            An instructional strategy for using cognitivism in my class would have to follow with my use of visual stimuli and games I play with the students. Also testing and the use of Google forms to create vocabulary test can result in students being able to recall short term memory. In helping students to learn some of the language easier, I use repetitive definitions as the answers. For example, I used the term choir. In the definition, I stated. A choir is a group of people that sing. That much is obvious to us, but a learner who does not know the language would have trouble. In selecting the right options, I changed the word for the other two options from sing to work and play.

           

            In conclusion, cognitivism plays an important part in how learners process and pick up information. It relies on our external senses and how we relate to the experience and pick up on the information. Rehearsing, encoding, attention, all play their role when getting it into long term memory. That is the place we need to focus on getting our students to learning. We looked at our example, that Mrs. Casselman demonstrated with the use of Excel to find percentages, and using functions to do simple mathematics. Also virtual field trips can take the place of real ones. Provided the field trip is meaningful and thought out, the students will be eager to become active participants and take in the information that the website portals provide. Virtual field trips also benefits from branching out, and lead to other explorations and questions.

  

     

     

References

Dror, I. E. (2007). Land mines and gold mines in cognitive technologies. In I. E. Dror (Ed.), Cognitive technologies and the pragmatics of cognition (pp. 1–7). Amsterdam: John Benjamin Press.

Makany, T., Kemp, J., & Dror, I. E. (2009). Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal Of Educational Technology, 40(4), 619-635. doi:10.1111/j.1467-8535.2008.00906.x

Mandel, S. (n.d.). Why Use Virtual Field Trips?. Pearson Prentice Hall: eTeach: Retrieved May 17, 2014, from             http://www.phschool.com/eteach/professional_development/virtual_field_trips/essay.html

Novak, J., & Cañas, A. (n.d.). The Theory Underlying Concept Maps and How to Construct and Use Them[1]. The Theory Underlying Concept Maps and How to Construct and Use Them. Retrieved May 19, 2014, from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm

Pitler, H., & Hubbell, E. R. (2012). Summarizing and Note Taking. Using technology with classroom instruction that works (2nd ed., pp. 147-166). Alexandria, Va.: Association for Supervision and Curriculum Development.

Stavredes, T. (2011). Effective online teaching: foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Behaviorism in Practice

         

            Behaviorism offers up two primary mechanisms of operant conditioning, the most powerful is reinforcement. On the other hand, punishment introduces unwanted consequences. Skinners Operant conditioning is called program instruction. Learning can be controlled, and results in shaping behavior through  to response patterns. Behaviorism is the perfect learning theory for using technology. Look at all these content areas that behaviorism can influence in technology. Students can attend class online, get certified, learn a trade, fix their car on their own, just a few examples that behaviorism can relate with technology integration. As an educator using the behaviorist theory, one would simply motivate students by reinforcing behaviors to tune in learning. The internet offers this by having interactions and involving decision making through portals and queries. These mechanisms are a powerful strategy for helping people learn. CMS and LMS can have templates or constructed to meet the same learning conditions seen in the theory. I use a flash card app which contains a bevy of games that offers such rewards and reinforcement. Students in my tutoring class can be shaped by the apps I present to them and shape their learning through the bells and whistles the rewards offer through the Ipad. Technology integration undoubtedly correlates to instructional strategies as well as behaviorism. Although I am in a foreign country, behaviorism is widely accepted as a normal method of teaching. Students have mastered the use of the smartphone; however I believe they are capable of so much more if they had more access to technology.           

reinforcement of stimulus

            Homework is another type of component of the behaviorist learning theory. Drill and practicing were brought up in this week’s discussion and it seems to have its many naysayers, and some that see it as vital to early development, and with language. Dr. Orey states that Drill and practice play an important role in the behaviorist theory, and that it is important in order to move on to the next part of the learning. At its best, homework can provide opportunities for students to familiarize themselves with new concepts as well as to practice, review, and apply what they’ve learned. It provides opportunities for them to deepen their understanding of the content and to gain proficiency with their skills, and extends learning beyond the classroom walls. (Pitler, 2012, p. 167) In my work, there is no homework, but repetition and drill is maintained through use of an English Note. This is a notebook that student use to practice their writing skills in English, and to write down words and vocabulary in definition. This type of learning is repetitive, as they write the words more than once. They learn by writing and repeating the term, so that it holds some relevance to what they are doing.            

            One academic goal of the entire country here is to master the English language. This is especially important for young children as prestigious colleges require English speaking exams prior to entry. It has become important here as a result the natives are now teaching each other. However, they lack the mastery of the language, and have the utmost of trouble when holding a simple conversation. Ultimately that should be an important goal to strive for. When addressing the English language here, it is split into, grammar, listening, speaking, phonetics, writing, and understanding. These are the components that they deemed necessary for learning. Some students spend countless hours in a particular area in relation to their knowledge in the subject. I feel that online and constant use of technology should not be a substitution of classroom instruction. I mentioned this numerous times in my earlier course. I'll refresh here as I was the first instructor to use the Ipad to teach out “morning class”. Subsequently, as a result of the positivity I was seeing through the children and teachers, my co teacher decided to take up the helm of her. She started to use her own Ipad, some 5 to 6 months later after watching my classes. It seemed flattering at first, now I am noticing that she shows the students various English speaking videos, and kids’ songs. It is infuriating to me to watch her simply hold up the Ipad and offer no pauses, or interaction with the students. I intend to speak to her on the matter and remind her that my degree in instructional design and hers is simply in Russian literature. If the use of technology is to be successful, it needs to be supplanted with breaks in between and reminders that students are there to learn. It is positive that all things shown on the tablet are educationally related, but the teacher must fluidly deliver it, and know when and where to pause to bring out some classical behaviorism theories and operant conditioning. Learning is helped when objectives are clear. Those who look to behaviorism in teaching will generally frame their activities by behavioral objectives (Smith, 1999).

     References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video     webcast]. Bridging learning theory, instruction and technology. Retrieved from             http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.e            college.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, Howard, and Elizabeth Ross Hubbell. "Assigning Homework and Providing Practice."       Using technology with classroom instruction that works. 2nd ed. Alexandria, Va.:      Association for Supervision and Curriculum Development, 2012. 167. Print.

Smith, M. K. (1999) ‘The behaviourist orientation to learning’, the encyclopedia of informal         education.

Standridge, M. (n.d.). Behaviorism. - Emerging Perspectives on Learning, Teaching and    Technology. Retrieved May 9, 2014, from      http://epltt.coe.uga.edu/index.php?title=Behaviorism