Connecting Social Learning Theories to Instructional Strategies

This week in the course ‘Bridging Learning, Theory, Instruction and Technology’, we looked at cooperative learning as an instructional strategy. We also explored the learning theories of Social Constructivism and Connectivism. First let me briefly describe the learning theories. Then I will discuss how cooperative learning supports these two theories.

With Social Constructivism, it is not the teacher that provides the knowledge, but rather the students that constructs their own knowledge. They do this through interactions with other and their environment (Orey, 2001). Of the four perspectives given in the online text, I find myself supporting the pragmatic approach. Followers of this approach believe that social constructivism should be used in the classroom as the need arises. Likewise, the knowledge, meaning we assign to that knowledge and our perspective of the world can be addressed in the classroom from either an individual learner standpoint and/or the collective view of the class (Orey, 2001).

One of the main tenants of Connectivism is that what is considered correct today may be considered wrong tomorrow (Orey, 2001). Connectivism views learning as an ongoing process whereby connections or networks are used to keep abreast of constantly changing information. There is simply too much information being created for any one person to keep current on. By establishing a network, including a technology based one, we learn by tapping into the information provided by these networks. The networks may be human or computer. A learning activity that supports Connectivism is based on using up-to-date information. Having students establish an aggregator and subscribing to pertinent websites, is a learning strategy that supports the Connectivist theory.

A common theme in these social learning theories is the importance of cooperating and collaborating with others to foster learning. “Cooperative learning is not so much learning to cooperate as it is cooperating to learn (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). There are a number of instructional strategies that support social learning. In all students work together in creating meaning that is personally relevant. Using technology tools such as voice threading, blogging, google docs, webquests, and gaming simulations all provide students the opportunity to work with and through others to learn and teach. The next generation of computer based educational games will reward students for demonstrating skills such as problem solving, creativity and cooperation. In my view, this will be using a behaviorist approach to foster a social constructivist approach to learning. To me that is a fascinating idea.

Knowledge will continue to expand at an inconceivable rate. It is no longer wise to teach students facts, as those facts will change many times within their lifetime. Rather we need to teach students how to learn and how to obtain current information. Students need to learn how to learn from others and how to help others learn. We are a global learning community and our instructional strategies need to reflect this.

References

Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]

Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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