Social Learning Theories

Social learning theories connect constructivist theory with interactive learning activities. According to social learning theory, learning occurs as students create products while collaborating with others.  Collaborative activities such as Webquests enhance the learning of the students participating. Additionally, products such as multimedia presentations or websites created collaboratively might possibly used as a teaching tool to enhance other students’ learning. As students learn and create together, the product can be a learning tool for others. The internet is a powerful tool supporting social learning theories as students and others beyond the classroom can serve as resources as well as learning partners. As students share ideas collaboratively, their ideas are furthered and enhanced, resulting in greater understanding and complexity of thought than if considered individually. Similarly, collaborative efforts with students contributing their individual strengths in a group setting can result in greater quality products or artifacts than an independent project. Students construct meaning as they learn and create while working together.

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Constructionist Learning Activities

We are studying the constructionist learning theory this week and I find myself identifying more with this theory than the others. The constructionist theory explains people make meaning and learn at a higher level when they create something as they are learning and from their learning. Through this creating, building or constructing, learners make sense of new information by discovering how it fits into what they already understand or their schema.

In the center contract activities my students do, constructionist activities are often already built in. After selecting a topic of study, my students learn about the subject by completing various activities including participating in online simulations, building structures with Legos, and writing and sharing speeches to name a few. During center time, I circulate throughout the room, guiding students in their learning and progress through activities.

This week’s learning resources presented many instructional strategies that also correlate with the principles of constructionist learning theories. The strategies and new information on learning and constructionist theory made me think about some of the basic technology tools in a new way. My students enjoy creating PowerPoint presentations and documents using Microsoft Word to show their learning, in fact for open-ended assignments such as “choose a way to show your learning”, they usually choose one of these. Although these tools result in informative, creative products, I have not fully appreciated their value until now. These basic tools provide a format for students to integrate text, graphics, and even sound to personalize their learning, make sense of information, and even think at a higher level through synthesis. Although there are other tools that enable students to create products that use technology in a more complex manner such as web pages or podcasts, PowerPoint presentations and products using word processing programs still have relevant applications as constructionist based learning  activities.

Project learning activities seem to encompass the best of all worlds. They encourage critical thinking and collaboration while involving students in real world activities. As students create their projects they are not only increasing their understanding of the topics, they are engaging in and developing important 21^st century skills. Another advantage is the possible extension of collaboration and guidance beyond the classroom. Since students are working on real world activities, they can utilize professionals as resources to guide them in their work, offer feedback and even assessment. Students can continue to revise their projects, adding to their understanding with this guidance.

I had not thought of the importance of providing opportunities for making hypotheses and drawing conclusions beyond science lab activities, however technology tools such as programs for spreadsheets and data collections enable students to spend their time analyzing real information from any content area. Students develop a stronger understanding and make sense out of information through accommodation or assimilation as they develop and explain hypotheses and then analyze the actual data. As students create and provide support for their hypotheses their product is their prediction. When they collect data and draw conclusions (and possibly develop further questions) they are building meaning through their analysis of information.

Although some of the center contract activities my students do incorporate simulations, I have discovered some new ones through this week’s resources like NOVA Building Big which will enhance the Structural Engineering center and Practicing with a Catapult which will bring the study of physics to life. These simulations give students the opportunity to experience these concepts through construction, trial and error and revision. The advantage to simulations is that students have the ability to virtually build or create products they may not be able to due to space or financial restrictions. As students build (and revise) artifacts using technology programs they gain a deeper understanding of the concepts they are studying. I will be actively looking for more of these learning activities to incorporate.

Constructionist theory emphasizes the importance of learners building meaning and understanding through the creation of a product. The activities in this week’s resources provide examples of many possible technology applications supporting this theory that I am excited to implement this next school year.

 

 

 

 

 

 

 

 

 

Cognitivism in Practice

The cognitive learning theory centers around the understanding of concepts through experiences and connections. The more connections made with a concept, the deeper the level of understanding can be. Additionally, the dual coding hypothesis presented by Paivo explains the value of providing visual representations with text for greater understanding (Laureate Education, Inc., 2008).

Pitler, Hubbell, Kuhn, and Malenoski (2007) explain several strategies that incorporate technology and relate to the cognitive learning theory. In “Cues, Questions, and Advance Organizers” the authors suggest strategies for building upon students’ background knowledge to center their learning. Techniques such as cueing and questioning help students begin to make connections about what they already know and the new content (Pitler et al., 2007). Utilizing advance organizers help students organize the new information during the learning process. These can also serve as a visual representation, which combined with the vocabulary of the new concept broadens the learner’s understanding of the information. The more connections learners can make with new information, the deeper and greater the understanding of the concept will be (Laureate Education, Inc., 2008). Cues, questions, and advance organizers take advantage of prior knowledge and provide visual images to help students build connections. These strategies support three of the “components of cognitive learning theories” as described by Dr. Michael Orey; “elaboration, dual coding hypothesis, and network model of memory” (Laureate Education, Inc., 2008).

 

Through “Summarizing and Notetaking” (Pitler et al., 2007) students understand information more deeply and make connections to enhance learning. Students use higher-level critical thinking skills when they summarize information. By using blogs and wikis students collaborate to clarify and evaluate information, deepening their understanding while adding to their experiences with the concepts (Pitler el al., 2007). Dr. Orey explains these multiple connections lead to elaboration and strong networks, which are important facets of cognitive learning theory (Laureate Education, Inc., 2008). Notetaking is particularly beneficial to students when there are opportunities to use different formats. These varying formats provide additional experiences with the information enhancing connections and networks (Laureate Education, Inc., 2008). Notes taken using multimedia such as PowerPoint are especially effective as they take advantage of dual coding when information is combined with meaningful visuals (Laureate Education, Inc., 2008).

 

Beyond strategies such as “Cues, Questions, and Advance Organizers” and “Summarizing and Notetaking” (Pitler et al., 2007) there are numerous tools available that correlate with cognitive learning theories and enhance student learning. Concept mapping is especially effective in illustrating the connections between information in a concept. As students utilize concept mapping tools, they create and identify the very connections that comprise the network model as described by Dr. Orey (Laureate Education, Inc., 2008). Additional advantages of concept mapping tools include organizing the new information and providing a visual to pair with the written information. Paivo’s Dual Coding of Memory hypothesis suggests this combination helps students remember the information better (Laureate Education Inc., 2008). Concept mapping tools enhance students’ recall and understanding of information as they provide opportunities for students to work actively with information as they make connections in a graphical format.

 

Virtual field trips are another tool effective in enhancing student learning by providing experiences or episodes with concepts (Laureate Education Inc., 2008). They provide the opportunity for all students to experience the concept in a visual format. This experience can serve as the basis to understanding a concept (Laureate Education, Inc., 2008). The virtual field trip can be a stepping stone to create understanding of the new information. Additionally, the experience from virtual field trips can be extended to create further connections and deeper understanding of the concepts when used in conjunction with other primary sources (Laureate Education, Inc., 2008). These additional experiences broaden the connections a learner makes with the information, deepening their comprehension. As a culminating activity to the virtual field trip students can synthesize their learning by creating products that demonstrate their knowledge and understanding.

Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Orey, M.

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

 

 

Behaviorism in Practice

Behaviorist learning theory centers on encouraging behaviors that are desired and discouraging unwanted behaviors. Dr. Orey explains, “Reinforcement is more powerful than punishment” (Laureate Education Inc., 2008). The behaviorist philosophy is especially effective in classroom management, however there are numerous academic applications as well.

Technology resources that are based in behaviorist theory enable students to extend their learning by working on activities at a more complex level. Websites such as http://classroom.jc-schools.net/basic/math.html can be used by teachers for differentiation to meet students’ varying readiness levels in math. Students can use websites such as this one at home to review for a test or to study a topic of interest on a concept not yet taught in class. Online tutorials and practice problems can provide additional support in a different format or provide the opportunity for students to study an area of interest. There are extensive topics available, from learning keyboarding skills http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding/ to physics review http://www.dctech.com/physics/student_help.php. An additional benefit to behaviorism-based technology is that students can work at their own pace. When students participate in an online tutorial or practice concepts on a website they are actively engaged, have opportunities for practice, and receive feedback on their progress and accuracy quickly; several important components of behaviorist theory as described by Hartley (Smith, 1999).

Beyond providing individual support or offering opportunities to study areas of interest independently, the use of technology can be correlated with behaviorist theories in additional ways to support education. Spreadsheets can be utilized to illustrate the effect of effort on academic success. When students document the amount of time spent studying or working on assignments, as well as resulting grades on the assignments, they have data and a visual to show the relationship between effort and grades. This documentation can be used to encourage or reinforce effort, as well as show students how they can control the outcome through hard work, supporting behaviorist theory (Pitler, Hubbell, Kuhn, & Malenowski, 2007). Word processing features that analyze the reading level of writing can be utilized to encourage students to use stronger vocabulary in their work. Additionally, dictionary and thesaurus features can guide students in better understanding vocabulary (Pitler et al., 2007). These features encourage students to increase understanding or work at a more complex level.

Technology resources supported by behaviorist theories have varied classroom applications beyond classroom management.

Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Orey, M.

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

Smith, M. K. (1999). The behaviorist orientation to learning. The encyclopedia of informal education, Retrieved 07 05, 2009, from http://www.infed.org/biblio/learning-behavourist.htm