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connectivism

I made a connection this week between several social learning theories: behaviorism, cognitivist, and connectivism and how they correlate with cooperative learning in the classroom. George Siemens defines connectivism as that knowledge resides in the patterns of how different concepts are networked, or connections and patterns are made, so learning is the act of forming networks and navigating networks of knowledge (Laureate Education Inc., 2011a).

connectivism2

Social learning or social constructionism is when students are actively engaged in constructing artifacts while collaborating and sharing about what they are constructing to gain understanding (Laureate Education Inc., 2011b). Connectivism, social learning and cooperative learning are all connected through social aspects of students working together to achieve a common goal.

The instructional strategy cooperative learning, with the aid of technology is defined as students working together to “attain group goals that cannot be obtained by working alone or competitively”  (Orey, 2001). Active engagement is the main goal of cooperative learning this is not probable in a teacher lecture. A cooperative learning environment requires a student to reflect on new knowledge, process and share with their peers, and develop a common goal and understanding of the subject. Cooperative learning can increase motivation for learning by establishing a strong affiliation and a sense of obligation to one another among students, creating higher achievement (Pitler, Hubbell, & Kuhn, 2012). Students also provide feedback to each other, which is a very important aspect of learning.

Three recommendations given for classroom practice: include elements of both positive interdependence and individual accountability, keep the group size small, and use cooperative learning consistently and systematically (Pitler, et al., 2012).

Simens states that learning is an act of forming networks of knowledge, which is how people connect with technology. Cooperative learning suggests use of multimedia such as website creation, communication and collaborative software like webquests, web-enabled simulation games, shared or social book marking and online learning communities (Pitler, et al., 2012). Each of the cooperative learning tools above will help students to understand technology and the possibilities of social networking.

References

Laureate Education, Inc. (Producer). (2011b). 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

Laureate Education, Inc. (Producer). (2011a). Program nine: Connectivism as a learning theory [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

Orey, M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epitt/index.php?title=Main Page

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

Recommended Technology for Cooperative Learning:

Rubrics – RubiStar http://rubistar.4teachers.org

Website Creation – Facebook, Glogster http://glogster.com , PBworkshttp://pbworks.com

Blogging – Edublogs – http://edublogs.org/

Webquesthttp://webquest.org/

Online Collaborative Tool – http//:docs.google.com

 

 

 

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