Can learning happen in isolation? I can lock myself in a library, read, study, and even build an artifact, constructing knowledge in my mind, but without feedback, how do I know if I have a misconception? The presence of others allows for us to converse about a topic, refine our understanding and hear other people’s perspectives of the same information.
Social Learning Theories state that the context and culture are an important aspect of “constructing knowledge and understanding the world around us” (Orey, 2009). There are two theories on how this can happen in today’s education: Social Constructivism and Connectivism.
In Social Constructivism, students collaborate and interact WHILE engaging in the construction of an artifact. There are many ways to group students so the group can make sense of the project, plan, encourage, confirm, and validate results. Most students will be in the Zone of Proximal Development (ZPD), or ready to learn stage, each contributing their own unique skill. Others may be the Sage, or the More Knowledgeable Other (MKO) and help lead the group.
Cooperative Learning (CL) is a structured approach that complements Social Constructivism. Not having formal training in CL, I realize that I have confused Group Work/Collaboration with Cooperative Learning. I often assign a task, ask the students to pick groups and plan an activity with the discovery method to create a poster or Powerpoint presentation (artifact). Cooperative Learning shares these qualities, but also has the structure of a Pre-Implementing Phase where the teacher selects groups, arranges the room, prepares students for conflict resolution and creates a rubric where both individual and group members are accountable. Then in the Implementation phase, the teacher monitors behavior and intervenes as necessary, while allowing for the learning to occur through student dialog. Finally, in the Post-Implementation stage, there is a forum for reflection and closure.
Without hands-on professional development in this area, it is difficult to fully appreciate all the ways social learning in cooperative groups can occur. Common examples are Pair-Share, JigSaw, Split Class Debates, and Circle the Sage. I have been in professional development workshops that utilize these strategies. Use of these methods will allow for greater student engagement and provide benefits socially, psychologically, academically and offer a variety of assessment. The students can practice the social skills of leadership, decision making, and oral communication. The will gain self-esteem, feel part of a group, and be in a safe environment. Studies show CL activities result in greater retention of knowledge.
Does all of this have to happen with groups of your students in your room? The Connectivism theory says no. For the 21st Century learner, the internet is a vast area to network and collaborate with others. The read/write web allows us to have group members in another state or even another country! Each learner can create a Personal Learning Network through blogs, videoconferences, wikis, twitter and voice threads then share his knowledge through social bookmarking sites with others. With the exponential increase of knowledge, and the burden this generation has to know more, students need a place to network and store this information. Hand-held technologies makes their information accessible at their fingertips 24 hours a day. To give students the social skills to be successful in today’s work force, the use of Social Learning through Cooperative Activities is an essential tool.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Connectivism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Cooperative Learning. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Social Constructionism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Orey, Michael. (2009, March). Social Learning Theories. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.
Siemen, George. (2009, March). Connectivism As a Learning Theory. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.
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ReplyDeleteNancy,
ReplyDeleteI've been thinking lately about the idea of social isolation. I honestly find it hard to imagine that this is even possible for a person in this age. Let's say I'm locked in a library and reading. Am I really alone? In my mind, I hear the voice of the author. I respond to it--converse. English teachers call this a "transaction with the text." The voices of people I know, whose personalities I have recorded in my memory, speak to me, and I converse with personalities I have invented in my mind, what my superego imagines other people might think. Are these not socializatons? Are we ever really alone?
I think from our first contact with another human being, all learning is, in some sense, social learning. Social learning situations in the world outside of the classroom take many forms as we each perform many roles and interact with others for a variety of purposes. It makes sense, then, that we use a variety of strategies, basing our choices on what seems appropriate. The advantage of social constructionism is that it puts the learner in the social positions of creator and collaborator, roles that are lucrative in adult life.
Creative, productive, valued people in our society use digital networks and storage to facilitate their productivity--to extend their cognitive capacity. It makes sense that we would practice this skill in schools too.
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ReplyDeleteI am so glad to hear I am not the only one with voices in their head!
ReplyDeleteHi Nancy,
ReplyDeleteRecently, I realized that I had also confused group work/collaboration with cooperative learning. Since I have been involved in a program that centers on cooperative learning ( the AVID program), I have learned that there is a difference between the two, as a result of cooperative learning involving the three phases of implementation.
It sure takes time to plan a true cooperative learning activity! In addition, I have learned from trial and error that all aspects of the three phases should be integral, or the activity could fall apart easily, thus end up not being as meaningful. This is where I am right now. I keep running out of time, but I am going to keep trying. Often, I invite students to volunteer to help with the planning and even the implementation. This has actually worked well because the student volunteers have an opportunity to practice their leadership skills, and seem to feel so proud. ~Megan
Hey Nancy,
ReplyDeleteI don't believe many (if anybody) is working on projects alone in a library anymore. I am not even sure they know where libraries are. Today's learner is using the computer as their library source. With technology growing more and more it is imporatant that we teach the learners how to use this avenue to perform collaborative learning.
I must admit I also confused group work/collaboration with cooperative learning. I often use group work and collaboration in my class. I have used cooperative learning, but til this class and its formal definition I really didn't understand that I was doing it.
James