Connectivism and Social Learning Theories in Practice

Right now, we are in a time where a lot of the world population is communicating via social networks.  I was very excited to explore the idea of connectivism, social learning theories and a variety of instructional strategies that we can implement to improve our student's learning. 

Photo retrieved from: http://www.bing.com/images/search?q=jigsaw+strategy&FORM=HDRSC2#view=detail&id=30F0E56808AEC205D8B394DF9451A20258193CB5&selectedIndex=29

 

Doctor Michael Orey defined the Jigsaw Strategy as a collaborative team in which each member is responsible for learning information and teaching it to their group mates (Laureate Education, Inc., 2011).  Each student is only responsible for a piece of the material that needs to be learned.  I like this strategy because it allows for a substantial amount of material to be taught.  I recently used this method in my computer lab for a research project.  Students' were responsible to research their own material, and then come together with their group to present what they learned.  What I tell my students is when they present their information, they are the teacher and it is their job to inform their students and help them learn the information they discovered.  I also co-teach Reading with a third grade teacher in the morning.  The whole third grade level did this method this past week about Native Americans.  Each class had a different tribe, and students were in groups of three to four researching a topic about their tribe, such as clothing, crafts, etc.  The students then took that information and came up with a way to present.  We video taped each group individually and placed the end projects on the teacher drive.  We then opened and shared each groups presentations in the students own room.  Students had a packet with questions that they were to answer during all the presentations even their own and their classmates.  Students were engaged in this activity, collaborating with others and really focused while viewing the presentations of all the third graders.

Furthermore, this weeks resources discuss using social networks, such Facebook and Webquest.  My school  uses EDMODO, which is social network geared for school.  The learner has the ability to put forth the knowledge they learn with other students.  These strategies are ways students' can contribute to their own informational intake.  In my previous post, Webquests are inquiry activities for students to interact and find information that are web-based (Dodge, 1997).  Students usually get an introduction to the Webquest and are informed of the question.  Next, they research information, explore and come to a conclusion. Then students' share what they learned from completing the task.  For longer Webquests, I have students work in small groups and I use the Jigsaw method.  Students find the answers to their questions and then teach what they discovered to their group.  I think this helps not make the information to overwhelming for some students'.

Photo retrieved from http://www.bing.com/images/search?q=google+docs&FORM=HDRSC2#view=detail&id=6584CBB2496632D9C94DBDD7DE86A2A4061463C2&selectedIndex=1

The last strategy I am going to discuss is Google Documents.  The picture above is hyperlinked to to give an overview of Google DocumentsGoogle Docs is an amazing communication tool.  It is the way the teachers at my school collaborate and share folders.  Though we use it as educators, we do not implement this social learning strategy with the third to fifth grade students.  First, you need an email address, which they do not have and secondly we feel that this took is not appropriate and is above the Zone of Proximal Development (Laureate Education, Inc., 2011).

 YouTube Just Show Me Video retrieved from: http://youtu.be/XtF5TsNx7HI

 

Finally, learning occurs when interacting with peers and, when needed, a more knowledgeable other (Laureate Education, Inc., 2011). The above activities, Jigsaw, Webquests, Edmodo and Google Documents do correlate with the principles of the Social Learning Theory.

References

Dodge, B. (1997).  Some thoughts about webquests. Definition. Retrieved on November 27

            2013 from

http://webquest.sdsu.edu/about_webquests.html 

Edmodo. (2013). Retrieved on November 27 2013 from https://www.edmodo.com/
"How to Share." Google. (2013). Retrieved on November 27 2013 from

https://support.google.com/drive/answer/2494822?hl=en

"Instructional Strategies Online". Saskatoon Public School.  (2004-2009). Retrieved on

November 27 2013 from http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/

Laureate Education, Inc. (Production). (2011).  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

Photo and Video Credits

Photo of Jigsaw retrieved from

http://www.bing.com/images/search?q=jigsaw+strategy&FORM=HDRSC2#view=detail

&id=30F0E56808AEC205D8B394DF9451A20258193CB5&selectedIndex=29

Photo of Google Docs retrieved from

http://www.bing.com/images/search?q=google+docs&FORM=HDRSC2#view=detail&id

=6584CBB2496632D9C94DBDD7DE86A2A4061463C2&selectedIndex=1

You Tube Just Show Me Video.  Retrieved on November 27 2013

from http://youtu.be/XtF5TsNx7HI

Voice Thread- ARGH...Computer Stress

I created my very first Voice Thread.  What an amazing tool! My thread is about my current problems with the computers, and I am seeking some suggestions and support, so I can limit the students' frustrations.  I would like you all to check out my Voice Thread by clicking this link: https://voicethread.com/share/5194489/
I think this a great way for teachers and students to collaborate with one another.  I cannot wait to implement this program with my students'.  I am looking forward to your input!

Thanks for reading!

Make Way For The Constructivisit/Constructionist Learning Theories

Picture retrieved from: http://en.fotolia.com/id/12095082

 

Constructivism is a learning theory, which explains that students learn from constructing their own meanings of information (Workshop: Constructivism as a Paradigm for Teaching and Learning, 2004).
Constructionism is a learning theory, which explains that students' are active builders of knowledge (Han & Bhattacharya, 2012).  This theory stems from the constructivist model, and adds that the student learns best when they are able to "construct" a product and share the outcome with others (Laureate Education Inc., 2011).  This theory is beneficial because students create a final product and are engaged in their learning.  Teachers serve as "guides on the side" with this learning model.  Learning by design, project based learning, generating and testing hypotheses and webquests are just a few instructional strategies that can be implemented to promote the two theories listed above.

First, learning by design promotes the constructionist theory.  Learning by design values the final product.  As students create these products, they are actually part of the design process creating something meaningful to them.  Students design the final product, so students are considered "designers."  According to Orey (2001) during this process, collaboration is encouraged and educators should provide feedback to students individually so students can take the information and reflect.

    Picture retrieved from: http://modelschoolscnyric.pbworks.com/w/page/40580862/Project-Based%20Learning

 

 

Next, Project-based learning (PBL) is a long-term project where student's create a final product.  PBL is learner-centered and requires the students to choose, organize and research their project (Orey, 2001).  PBL should have projects that are meaningful to the students that pose a problem or a challenge.  According to Orey (2001) PBL has proven to increase motivation, problem-solving, collaboration and research skills.  Constructionist model is entirely student-centered and they are producing projects all of the time that is time consuming and unproductive.  As educators, it is our job not to lose focus and lead and direct students in meaningful ways, serving as a guide on the side.
 

According to Pitler, Hubbell, Kuhn and Malenoski (2012) having students generate and test hypotheses correlate with the constructionism theory, which greatly enhances student learning.  Also, engaged students are involved in creating a final product. As a computer teacher, I could ask students to predict what would happen if something changed or they could build a project with limited resources.  Students using technology allows them to develop organizational skills, make predictions, receive feedback in a prompt manner and they can test their hypothesis. This strategy allows students to generates questions and hypotheses about what is or is not. Students should explain their thoughts and systems (Pitler et al, 2012).  When someone generates a hypothesis, they are critically thinking, and making predictions.  In order for students to reach a conclusion to their generated hypotheses, the students need to participate in a project to test.  By doing this, they can take pride in their project and share with other people their findings.  Students get the opportunity to interact and enhance their learning.

 

Picture retrieved from: http://blogs.educared.org/red-pronino/blog/2011/11/24/cuestionarios-interactivos-en-webquest/

 

Webquests are inquiry activities for students to interact and find information that are web-based (Dodge, 1997).  Students usually get an introduction to the webquest and are informed of the question.  Then they research information, explore and come to a conclusion.  I implement a few webquests with my students.  It is a great was to utilize different websites to find information.

Overall, the models above allow students to "construct" a final project that is learner-centered and it relates to their lives, which correlate with the principles of constructionism.  Students research to solve problems, and reflect.  There are helpful tools like technology too.  Students are now learning in a meaningful manner that can last a life time.  Whether you choose student-centered, teacher-centered or a mixture of both, the constructivist theory is about students making sense of the world around them (Orey, 2001).

References

 

Dodge, B. (1997).  Some thoughts about webquests. Definition. Retrieved from

       http://webquest.sdsu.edu/about_webquests.html 

Han, S,. & Bhattacharya, K. "Constructionism, Learning by Design, and Project Based Learning." 
      Department of Educational Psychology and Instructional Technology (2012).  Retrieved on
      November 19, 2013 from http://epltt.coe.uga.edu/index.php?title=Constructionism%
      2C_Learning_by_Design%2C_and_Project_Based_Learning

Laureate Education, Inc. (Production). (2008).  Constructivist and Constructionist Theories. 
     [Video webcast]. Retrieved from http://www.courseurl.com

"Learning By Design." (2004-2013).  Photo retrieved from http://en.fotolia.com/id/12095082

Leo, Robert. "Project-Based Learning." (2011).  Photo retrieved from
       http://modelschoolscnyric.pbworks.com/w/page/40580862/Project-Based%20Learning

Orey, M. (Ed.). (2001).  Emerging perspectives on learning, teaching, and technology.  
       Constructionism, Learning by Design, and Project-Based Learning.  Retrieved from
        http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Peru, Karla. "Webquest." (2009).  Cuestionarios interactivos en Webquest.  Photo retrieved from
       http://blogs.educared.org/red-pronino/blog/2011/11/24/cuestionarios-interactivos-en-webquest/

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that
      works (2nd ed.). Alexandria, VA: ASCD.

"Workshop: Constructivism as a Paradigm for Teaching and Learning." Thirteen Ed Online. 
       Educational Broadcasting Corporation (2004).  Retrieved on November 20, 2013 from  
       http://www.thirteen.org/edonline/concept2class/constructivism/

 

Power of the Cognitive Learning Theory and Instructional Strategies

           Today, educators are positively bombarded with a lot of beneficial information that they can use to help their students be able to store new information in their long-term memories.  As teachers, we need to understand how the brain builds connections and how it processes information.  This information allows us to develop engaging and meaningful lessons, which then all of our students brains can take the multiple connections we provide and successfully store the information.

With that in mind, educators can take the practice approach to teaching students how to organize information and require students’ to make connections between concepts and ideas by the consistent use of multimedia, advance organizers, higher level questioning, cueing and summarizing.  In the text, Using Technology with Classroom Instruction that Works, educators can teach their students how to retrieve, use and organize information about a topic through use of questions, cues, and advanced organizers (Pitler et al, 2012).  That being said, students will develop a greater understanding of what they are about to learn and start to build connections to their prior knowledge through the use of cues and questions. 

Furthermore, the cognitive learning theory supports note taking and summarizing strategies.  Students learn how to synthesize information and present that information through the use of note taking and summarizing.  These strategies are providing students the opportunity to organize information in a meaningful way.  I prepare my students with notes that I created in my PowerPoint presentations and other visual formats as well.  By doing this, it provides my students with multiple visual representations.  In addition, Paivo’s Dual Coding hypothesis is about the use of visual aids in which it supports the idea that information is stored as images and text (Laureate Education, Inc., 20011).  Students are more apt to retrieve information based on an images that support connections. Technology, such as PowerPoint, is a resource that can appeal to several learning styles and serve as a visual aid.  Doctor Orey discusses that the images should be informational in a PowerPoint, so it is a powerful tool for students to process the information (Laureate Education, Inc., 20011).

Two instructional tools that I feel would “spark” my third to fifth grade students’ brains are concept maps and virtual field trips.  According to Novak and Cañas (2008) graphical tools for organizing and representing knowledge include concept maps that indicate the concepts and show the connections by linking the two concepts with a line. Learning requires connections to be made between background knowledge and new information.    As I read this week, I came to the realization that I attain a lot more information if there are images or events.  I feel concept mapping is a great tool for elementary ages.  Students have to think about how information connects to other information.  I even use drawings if they are relevant.  The Kidspiration software is another excellent technology tool for concept mapping.  I think virtual field trips are beneficial.  It is a great way to bring a boring topic to life.  Students get to go to places and see things that a lot of people do not get a chance to see.  Last year, I did a virtual field trip on the production of chocolate with my third graders.  This lesson allows third grade students to explore limited resources and the effects it has on the decisions producers make. The students watch a video about the history of chocolate and Hershey, PA. Students have a organizer called the Production of Chocolate Resources.  I provide students with a list of resources.  As students tour, students will pick five resources and tell if it is human, capital or natural on the chart. Upon the completion of the virtual trip, the students then locate and complete a BCR that is saved on the student drive.  Here is the link to the virtual tour: MMM...Production of Chocolate Tour

Finally, I feel that in order for learning to take place, every classroom should incorporate instructional strategies, such as concept maps and virtual field trips and other strategies that support cognitive learning theories. Incorporating the use of a graphic organizer should help my students in learning material and convert the information to long-term memory.

References:

Laureate Education, Inc. (Executive Producer). (2011). Program Five. Cognitive Learning

Theories. [Video Webcast]. Bridging learning theory, instruction and technology.

Baltimore: Author.  Retrieved from

http://laureate.ecollege.com/ec/crs/default.learn?CourseID=6700267&CPURL+lau

reate.ecollege.com&survey=1&47=259577&ClientNodeID=984650&coursenav=0&bhc

p=1

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to

construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.

Retrieved from the Institute for Human and Machine Cognition Web site:

http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Hershey Company. (n.d.). Making our chocolate.  Hershey, PA.  Retrieved 13 November 2013 from

             http://www.thehersheycompany.com/about-hersey/our-story/making-our-chocolate.aspx
        

Instructional Strategies Correlates With Behaviorist Theory

This week, I have had the opportunity to explore the Behaviorist Theory and how instructional strategies and technology can correlate.  “In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner.” (Orey, 2001).  Instructional strategies still correlate with the behaviorist thinking.  Orey (2001) discussed a few behaviorists strategies, such as contracts, consequences, reinforcement, extinction and behavior modifications. 

First, Pitler, Hubbell, and Kuhn (2012) discuss that a student sees positive results through practice.   Students can work on their homework and practice skills using "multimedia such as educational games and interactive stimulations" and they can also use various web resources that "allow students to practice concepts and skills repeatedly from their homes" (Pitler, Hubbell, and Kuhn, 2012). 

In my classroom, I implement a couple different interactive websites to assess my students’ typing skills.  Before we begin learning typing skills, I take a base score using the test from a typing website.  Here is the hyperlink to the website that has typing tests, lessons and games that I use: Free Typing Game. This allows me to have a comparison for the one minute typing test every semester.  Then for fifteen minutes a week, students complete a couple assigned lessons from this website and then they can use Dance Mat Typing to practice correct finger placement.  Student's get to work at their own pace and practice typing using different sites.  What I like about Freetypinggame.net is that it provides the student with certificates to print when students pass the lesson.  Also if they type high enough, student's can place their score on the scoreboard.  My students do not print the certificates, but they are excited to share that they received one.  They also love when they see they scored high enough to place on the scoreboard.  Students are working on limiting mistakes and reaching or getting close to  reaching the typing words per minute goal by the end of the year.  I also keep a bar graph, which motivates the classes on trying to reach the goal.  The graph is by grade level, and each semester, students take the assessment.  This has been a huge motivator for my students to practice their typing skills.  At the end of class, I have a few typing games that students can use.  Here is a game link that reinforces students to type accurately and quickly for you to check out that my students also love to play: Super Hyper Spider Typer

Furthermore, by using these technologies students are immersed in a behaviorist learning environment. Students can use the typing website and get a quick result.   It also allows me to give feedback and advice to help with their typing skills.  Students also can practice these free interactive typing websites at home.  Behaviorist look for instant feedback and learn from the feedback (Laureate Education, Inc., 2011).  That being said, most computer games give you some kind of feedback when you advance a level.  For example, in dance mat typing you need to complete stages to move on.  It is just like when a student answers a question correctly and you say, “Good Job.” These are both examples of the behaviorist learning theory.

Pitler, Hubbell, and Kuhn (2012) discuss that students’ understanding improves when reinforcing effort and achievement.  I think behavior and effort go hand in hand.   Students receiving positive reward will encourage students who continue the effort.  Pitler, Hubbell, and Kuhn (2012) stated that by tracking effort on a spreadsheet, students can change their own outlook and attitude.  A fifth grade teacher, Ms. Powell, had students use a rubric to track their effort.  Students used their effort score to compare their grades.  Students were to log their effort and then later compare if their grade was effected by the work they put in.  Ms. Powell was getting her students to understand in order to see positive results then you need to put in the effort.  This activity was showing students that if they behaved in a certain way that it could have a positive or negative effect on their grade.

In conclusion, "Educational technologies have become the tools that a teacher might use to create an effective instructional event," no matter what learning theory you use. (Lever-Duffy, & McDonald, 2008, p10).  It is clear that the behaviorist theory correlates with the instructional strategies.  But I feel we need to be careful not to over praise or else the effectiveness could be loss.

References

Laureate Education, Inc. (Producer). (2011a). Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342106_1%26url%3D

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism#Modeling.2C_Shaping.2C_and_Cueing

Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works. Alexandria, VA: ASCD.