Social Learning Theories

This week we have focused on the role of social learning, the idea that students learn through collaborative interactions with others, in the classroom.  Social learning is supported by various theories, instructional strategies and technology.  We have discovered a variety of ways to support social learning in our classrooms.

George Siemens described the three roles that a learning theory must have: 1. explains how learning occurs, 2. allows us to create future models of learning, and 3. helps us make sense of the present (Laureate Education, Inc., 2010b).  Social constructionism is a social learning theory that occurs when students are actively engaged in conversations about the building process of constructing an artifact (Laureate Education, Inc., 2010a).  Additionally, teachers can focus in on a students’ zone of proximal development easier when using social learning.  With the assistance from a teacher, parent, peer or technology, students have more support and perspective to learn from (Laureate Education, Inc., 2010a).  While critics continue to discuss its validity, connectivism has and will continue to impact social leaning theories.  Siemens explains that connectivism revolves around the idea that knowledge resides in the patterns or networks (Laureate Education, Inc., 2010b).  All of the social learning theories support learning through interactions with others.

Many of this week’s resources touched on use of instructional strategies and technology to support social learning.  Cooperative learning enhances student learning because they are able to construct new knowledge through interactions with their peers (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Social learning strategies such as a jigsaw activity provide students the opportunity to teach their peers about new concepts.  Cooperative learning instructional strategies are being transformed by technology.  “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” (Pitler, Hubbell, Kuhn & Malenoski, p. 140).  Just a few classroom technologies that support social learning theories include multimedia, web resources, keypals, webquests, shared bookmarking, collaborative organizing.  However, I have to spotlight the significant role that communication software plays in collaborative learning.  This software “allows students to collaborate on project without the constraints of time or geography” (Pitler, Hubbell, Kuhn & Malenoski, p. 153).  With these programs, students have the opportunity to communicate and share ideas without boundaries.

I developed my own project through the use of collaborative technology this week.  I developed a voice thread as an instructional tool to introduce a potential research project for my language arts class.  After using this program I discovered that I could require students to create their own voice threads for the project.  This project goes above and beyond a Power Point presentation because students are able to interact with on another to improve their projects.  Click on the following link to access my voice thread: http://voicethread.com/share/1893742/

Amanda Skilliter

References:

Laureate Education, Inc. (Executive Producer). (2010a) Program Number One: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b) Program Number Two: Connectivism as a learning theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

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