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Connectivism and Social Learning in Practice

First of all, I want to explain a few definitions that I've learned about social learning. Dr. Orey states that connectivism is where "knowledge resides in the patterns of how different concepts are networked" (Connectivism as a Learning Theory) and C. Davis, E. Edmunds, & V. Kelly-Bateman describe connectivism as "driven by the understanding that decisions are based on rapidly altering foundations" (Connectivism Online Book). Cooperative learning is defined as "students working together to attain group goals that cannot be obtained by working alone or competitively" (G. Palmer, R. Peters, & R. Streetman, Cooperative Learning Online Book). And finally, Dr. Orey states that social learning is "students actively engaged in constructing artifacts and conversing with others" (Social Learning Theories). All of these terms are related in that students are working together towards a common goal or objective.

There are many, many technology resources that can be used in group work. Some of these include powerpoint, wikis, blogs, instant messaging, video, and webquests. H. Pitler, E. Hubbell, M. Kuhn, & K. Malenoski separate these technology resources into 3 categories. The first is multimedia, which includes creating a video (movie) and other strategies which combine sounds and visuals. They discuss how pre-planning is an important component of successful group work and how rubrics can be utilized for group and individual evaluation. Also, cooperative teaching can be utilized as an end product. The second category is web resources, which includes "Ask an Expert" websites, keypals (email pen pals from far away), webquests, website creation, collaborative organizing (shared calendars, shared bookmarking, and course management), and web-enabled multiplayer simulation games. The third category is communication software, which includes blogs, wikis, instant messaging, and other Web 2.0 resources (Using Technology with Classroom Instruction that Works).

Social learning theories are all about students learning to work together to learn and organize new knowledge to form understanding. Students need to have multiple opportunities in the classroom to practice group work. Dr. Orey states that "teaching others (peers) helps cognition and understanding" (Social Learning Theories). The group work usually involves teacher prepartion, breaking the students into small groups, researching and organizing content, and teaching the class about what they discovered. This is an emmersive process, where students are creating an artifact and displaying it for the whole class to see and learn about. Teachers must be prepared to organize and follow-up with the groups to make sure everyone is doing their part and not wasting time. Deadlines need to be set-up and each member of the group needs to be responsible for getting their work done on time.

In conclusion, there are many benefits of social learning, such as encouragement, discussing and validating answers, bouncing ideas off each other, student empowerment, individual accountability, increased motivation, and aiding each other during the project. Students need to be able to work with others because they will be doing that for their lifetime. They need to be able to work collaboratively to solve problems and work towards a common goal. Social learning is student-centered and the teacher aides, extends the learning, and provides feedback, but is not necessarily in charge of the learning. We teach students of various interests and backgrounds, with social learning we need to take advantage of this in how we group students and their roles within the group. Group work gives the students a "sense of ownership" when the product is constructed and "each group member's mark is on the final outcome" (B. Kim, Social Constructivism). Social learning creates real-life, meaningful learning experiences that children will remember.

Constructivism in Practice

I really enjoyed learning about constructivism and its uses in the classroom. I use project-based learning for the majority of my lessons in Art. So, I am very familiar with this concept and its success for subject matter retention. Seymour Papert, renowned expert on children and computing, asserts that "engaging students by starting with the concrete and solving hands-on, real-world problems is a great motivator" (D. Curtis, Edutopia: Project Learning). In this theory, the teacher serves as a facilitator, collaborator, and guide and students are free to explore curriculum, construct their own knowledge, and learning even becomes more cross-curricular. Dr. Orey states that "each individual actively constructs his/her own meaning" and "people learn best when they build an external artifact or something they can share with others" (Constructionist & Constructivist Learning Theories dvd). It is all about hands-on learning activities and projects, where students often collaborate and work together, assemble data, and assemble visual artifacts.

My thoughts on how the instructional strategies described in the resources explored this week correlate with the principles of constructivist constructionist learning theories:
All of the instructional strategies explored this week dealt with project-based, problem-based, and inquiry-based learning. Students are involved in constructing an artifact to share with peers. Some of the instructional strategies included student-created powerpoint presentations, student-created websites, blogs, and wikis, using software programs that "build" a learning artifact, Webquests, and other projects that utilize technology in the construction of a final product. An example of an instructional strategy that correlates with the constructionist theory is students working together ingroups of 2-3 constructing a poster or powerpoint on a particular artist, using online images, online research, and word processing.

Generating and Testing Hypothesis - reflection:
"When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (H.Pitler, E.Hubbell, M.Kuhn, & K.Malenoski, p.202). This instructional strategy works with real-world problems and uses a variety of structured tasks that guide students to an answer. Technology can be used in this strategy through the use of spreadsheets, data collection tools, interactive applets and simulations, and other Web resources. Using technology, students "showed overwhelming enthusiasm while learning the material" (H.Pitler, E.Hubbell, M.Kuhn, & K.Malenoski, p.214) I do not use this particular instructional strategy much in Art, but it is good for other content areas and allows students to successfully engage in content learning.

In conclusion, this theory's basic assumption is that students learn best when the learning is student-centered, exploratory in nature, has multiple options and learning tasks, collaborative, and is real-world focused. Problem-based inquiry "provide students with strategies and experiences that empower them to become critical consumers of info. and tackle authentic problems through group problem-solving. Teachers should take the responsibility for facilitating learning so that analysis, synthesis, evaluation, and extension of info. by students assumes its proper role" (E. Glazer, Problem Based Instruction). When this takes place, instruction becomes "more creative, personalized, hands-on, meaningful, and effective for all participants" (S.Han & K. Bhattacharya, Constructionism, Learning by Design, and Project Based Learning).

Cognitivism in Practice

The Cognitive learning theory is an information processing model that deals with memory (long and short term) and how we obtain and store information. Dr. Orey talks about the components of this theory such as how "people can only process 7 +/- pieces of info. at a time, how long-term memory is stored in networks of connected info., info. is stored as images and text, in which informational images are very powerful in learning, and experiences including the multiple senses and connected to prior knowledge are so important for learning to take place." Using cognitive technology tools in the classroom has a powerful impact, where students learn "with" as opposed to "from" computers. Cognitive technology tools have various roles, from information seeking, to information presentation, to knowledge organization, to knowledge integration (B. Robertson, L. Elliot, & D. Washington, Cognitive Tools). When students work with computer technology, the computer enhances their thinking and learning, causes them to think about info. instead of reproducing and/or recalling info., facilitates the attainment of learning goals and objectives, and what I think is the most important, motivates and engages learners through realistic, contextual, varied, and higher-thinking learning processes (B. Robertson, L. Elliot, & D. Washington, Cognitive Tools).

Reflection on Cues, Questions, & Advance Organizers:
This instructional strategy is primarily a pre-learning strategy. It helps the teacher gauge what the students already know about a concept, helps students connect to prior knowledge, and previews the learning that is to come. It may include powerpoints, educational videos, and preliminary research on a topic to motivate and engage students. Advance organizers are important technology tools to use because they connect to prior learning, help students brainstorm, often include "essential questions" which use critical and higher-order thinking to produce deeper learning, organize info., and can be used during learning to add new concepts and vocabulary as it is being introduced (H.Pitler, E. Hubbell, M. Kuhn, and K. Malenoski). In my art classes, I often use graphic organizers, similar to concept maps/advance organizers on the dry erase board to connect vocabulary and content. In the near future, I plan on incorporating more technological graphic organizers that include multimedia for pre-learning activities to engage and motivate students.

Reflection on Summarizing and Note Taking:
I never use summarizing or note taking with my elementary art classes. But, this instructional strategy works well for middle and secondary students. It focuses on "enhancing students' ability to synthesize info. and distill it into a concise new form" (H. Pitler, E. Hubbell, M. Kuhn, & K. Malenoski). It discusses different word processing applications which involves rule-based summarizing, the AutoSummarize tool, and outline/note-taking formats. It also discusses the powerful communication software of wikis and blogs.

Reflection on Concept Maps & Virtual Field Trips:
Dr. Orey explains concept maps as "replicating the network model of memory." They are graphical tools that organize and link ideas to each other. From what I have learned, I can use these maps to connect any new concepts to prior knowledge and use informational images and online multimedia links to elaborate on new concepts. A concept map is "at once simple, but also elegantly complex with profound meanings. Learners are actively engaged in the meaning building process, an essential requirement for meaningful learning to occur" (J. Novak, A. Canas, Concept Maps article).

Virtual field trips are awesome! They provide an opportunity to go where students will probably never get to visit and see physical sites and artifacts that engage learners in critical thinking. I can use virtual field trips to various art museums around the world and involve students in critical thinking through viewing many different works of art. The can compare and contrast artoworks, view and analyze the architecture of various buildings around the world, and be engaged in creating their own trips.

How these technology resources relate to the Cognitive learning theory:
All of these resources deal with connecting new concepts to prior knowledge and processing new information. We want our students to engage in concrete experiences and "emersive" learning experiences as much as possible. These technology resources do that and also build off prior knowledge, engage and motivate learners through technology use, involve the brain and memory, and involve higher order thinking.

Behaviorism in Practice

What is Behaviorism -
M. Standridge states "Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner" (Behaviorism Online Book). For example, when the paddle comes out, the kids know to be on their best behavior or they will get spanked.

Reflection on "Reinforcing Effort" and "Homework and Practice" instructional strategies-

With reinforcing effort, the goal is to make the students "understand the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, Hubbell, Kuhn, & Malenoski). I think that reinforcing effort is very important because it helps the students to understand that if they work hard and give their best, they will be successful. Using rubrics that emphasize effort, using spreadsheets and tools that track grades and correlate effort to achievement, and showing the students data, helps students realize that effort does count and is important in the learning process. "Many attribute their success or failure to external factors" (Pitler, Hubbell, Kuhn, & Malenoski). We need to use these visual ways of demonstrating to students that effort and achievement are very much connected.

"Homework and practice give students a chance to review and apply what they have learned" (Pitler, Hubbell, Kuhn, & Malenoski). I agree with the book, that homework should have a specific and clear purpose and outcome, be varied, and increase the student's understanding of a skill or concept. There are many technology resources that can be incorporated into homework and practice such as using word processing applications, spreadsheets, and multimedia, such as online educational games and interactive simulations.

Behaviorism deals with observable behaviors and stimulus-response applications. Using free web resources, including drill and practice, tutorials on various concepts and subject areas, remediation software, educational games, and interactive simulations and labs, behaviorism is currently in practice and being used my educators and students. Also, teachers use behaviorism in the classroom for behavior management, with the use of reinforcement and punishment. Teachers use behavior management strategies such as moving a clip when misbehavior occurs, time on the wall at recess, detention, and behavior contracts, that incorporate this behaviorism approach.

In conclusion, I use behaviorism in my classroom for behavior management ("time on the wall"), using the Jumpstart Artist educational concept learning software, which incorporates a game-like presentation and rewards for accomplishing various levels and learning concepts, and rubrics for art projects which reinforce effort. Occasionally, I give homework in art to practice and reinforce a concept.