Connectivism and Social Learning Theory in Practice

This week I was taken aback by the complexity of learning theories.  Social constructionism was added to the mix and a new idea was presented as part of social learning theory and that was the idea of connectivism.   Social constructionist learning theory was distinguished from constructionism by Dr. Orey and George Siemen’s theory about networked learning environments was described.   The readings and videos this week involved discussing a variety of ways to integrate technology using social and cooperative learning strategies in the classroom.  When using cooperative learning in the classroom it is important to group students in a variety of ways and utilize multimedia, web resources and communication software.  Using technology with cooperative learning strategies will prepare students for competing in a global economy and the 21^st century workplace.

Social constructionism is described by Dr. Orey (Laureate Education, Inc., 2011a) as collaborative learning in which students are actively engaged in constructing things and actively engaged in conversations about what things they are building.  He discusses Lev Vygotsky’s ideas about the ZPD (Zone of Proximal Development) and MKO (More Knowledgeable Other) and how those ideas support learning.  I love Vygotsky’s work and see the ZPD and MKO in action every day when I work with struggling readers.  The ZPD basically describes that there are three levels of learning, one in which the child can do something, such as possess phonemic awareness (that each letter represents a sound), one level in which the child is on the verge of learning something new such as phonics (that letters chunk together to make word parts), and the higher level is what the child is not ready to learn, for instance reading polysyllabic words fluently.  A child needs asocial interaction with someone (a peer, a teacher, a parent) who knows more than they do (MKO) to scaffold their learning and begin to understand how to chunk those word parts to sound out words (Laureate Education, Inc., 2011a).  Of course we use this theory in education all of the time, to teach math, to model our thought processes before we let our students try, to show how to complete a task.  Cooperative and social learning strategies use Vygotsky’s ideas too.  As students collaborate on projects or problem solving and discuss their ideas and perspectives, they are scaffolding each other’s learning, too.  Dr. Orey (Laureate Education, Inc., 2011a) tells us that when we use cooperative and collaborative learning to have students build something together, whether it is an artifact or whether they are conducting research to solve a problem, and they construct knowledge together and then share that information with others, it is learning at its best.  This makes sense to me because cooperative learning provides students opportunities to elaborate on what they are discovering and as they discuss what is important and bring in individual ideas and perspectives this is what creates connections to long term memory and retaining and recalling information.

Cooperative learning can be daunting when it comes to planning and implementation, however, and that is where technology comes into play.  Pitler, Hubbell, Kuhn, and Malenoski (2007) provide various strategies in which cooperative learning can be enhanced through technology (p. 139 – 154).   George Siemen’s connectivism theory focuses on the cultural and social dimension of learning as people interact with the abundance of information that is available and that there is no way that people can possibly keep up with the changes that develop day to day unless they connect with a larger community (Laureate Education, Inc. 2011b).  That is why he suggests that individuals need to network with communities of people as well as use computers, databases and phones to connect with information.  According to Pitler et al. (2007) we need to prepare our students to learn and produce and work cooperatively in a fast-paced, virtual workplace (p. 139).  The best way to do that is to use cooperative learning strategies that utilize technology to make things more efficient, more organized and more global.

Pitler et al. (2007) recommend that teachers use a variety of criteria to form informal, formal, and base groups and keep them at a manageable size.  They also recommend that a variety of classroom structures and strategies be used so that cooperative learning does not get ‘overused’ (p. 140).  Informal groups are used all of the time in classrooms, especially at the secondary level.  We often ask students to turn to a tablemate to discuss what they just learned or to find a partner and compare notes for two to three minutes, but formal groups need to be more carefully selected and should be intentionally designed in order to create a sink or swim interdependence in groups where students support one another in their efforts and individually contribute ideas as well as communicate and reflect on what they learn (Pitler et al., 2007, p. 140).  Groups that are student and peer centered will facilitate learning as students share what they have found or created with one another and with other groups (Laureate Education, Inc., 2011a). 

Multimedia tools can help the teacher design lessons that are clear in terms of what is expected and the roles and responsibilities of each individual.  Pitler et al. (2007) suggest the use of rubrics and advance organizers to make expectations clear (p. 141).  I know one of the biggest complaints that my colleagues make about cooperative learning activities is that kids do not stay on task and it is difficult to assess individual effort in a group situation, a rubric and the use of advanced organizers will help maintain clear expectations.  Multimedia resources support cooperative learning as students work to create movies, prezi presentations, and other artifacts as well as supporting the teacher in assessment.  

Web resources provide a wide array of tools to facilitate students as they ‘cooperate to learn’ (Pitler et al., 2007, p. 143).  Students learn in a networked environment as they connect with students near or far using email pen pal programs.  Two of our social studies teachers use email correspondence and collaborate on projects with students in other countries.  Webquests are another great tool for keeping students focused on gathering information and interacting in small groups to solve a problem.  I found a great website that shares several ideas and links for online collaborative projects:  http://www.tltguide.ccsd.k12.co.us/instructional_tools/Projects/projects.html.   Collaborative organizing tools support cooperative learning by providing a more efficient way to share information and organize responsibilities (Pitler et al., 2007, p. 149-152).  Communication software has the amazing potential to expand on formal cooperative learning experiences as students use Skype or instant messaging to work on projects anywhere, anytime. 

Social learning and connectivism is facilitated by technology and allows students to practice the skills that they will need to compete in the 21^st century workplace using multimedia, web resources, and communication software.    Have you used cooperative learning in your classroom?   What kinds of opportunities do you have to help your students network with a larger community as they work collaboratively on projects or to solve problems?  Do you find that cooperative learning intimidates you or your colleagues?  If so, in what way?

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). (2011). 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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.