This week our class discussed social learning theory, which similar to cognitive theory, covers a good amount of ground, is supported by many technological tools, and ties together much of how learning happens in a classroom environment.
Part of the social learning theory is connectivism, which Siemens (2011) states integrates technology, social networks, and information. When working together, students have a chance to bounce ideas off of each other, seek each others help, and work together toward a common goal. The educator needs to be more of an excellent planner and facilitator in this environment, as most of the work and teaching during a lesson is done by students.
Connectivism is supported by the idea that students able to collaborate and use technology to build artifacts can bring a deeper level of understanding to a concept. Examples of technologies students can use are creating a Power Point presentation, constructing a Voice Thread, or podcasting. When these types of artifacts are created, students are engaged, and demonstration of knowledge is easy to see.
Social networking tools such as Facebook, Twitter, or class blogs allow students to communicate their learning, or in this case the artifacts they have made. By including links in their messaging, students can share their creations with anyone in the immediate or global community. This is another strong component of connectivism, the idea that humans can connect with more humans than before.
Pitler, Hubbell, Kuhn & Malenoski (2007) define cooperative learning as a strategy that focuses on students interacting with each other in groups in ways that enhance their learning. Students are able in well-planned cooperative learning groups to create knowledge together. Assignments are designed in a way where students depend on each other and have opportunity to build communication and decision making skills (Pitler et al., 2007).
The components of cooperative learning as described above show strong examples of social learning theory. Using technology to build artifacts and learn together correlates with cooperative learning’s need for interdependence and positive interactions. Social networking in connectivism is also evident in cooperative learning, as students build important communication skills.
I looked online this week to see if I could find additional resources on cooperative learning, even though our class text book does a solid job of giving examples and explaining cooperative learning. Below is a link that gives 9 class activities that support cooperative learning, some already covered in our class.
The link is from
in Kennesaw State University . Kennesaw, Georgia
Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory. 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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works.
: ASCD Alexandria, VA