Social Learning Theories and VoiceThread URL

This week I explored social learning theories, which Orey asserts to be students actively interacting with others to construct an artifact (Laureate Education, Inc., 2010a). Cooperative learning is a powerful instructional strategy that encourages collaborative group work to create a final product. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that cooperative learning can be achieved by promoting face-to-face interaction, both individual and group accountability and skills, and group reflection. Orey (2001) goes on to say that cooperative learning helps students reach group goals that could not be reached individually. Because the entire premise of social learning theories revolves around students making meaning of knowledge by interacting with others, the instructional strategy of cooperative learning fits this learning theory well because of the interaction required to be successful.

There are a number of technological tools that embrace cooperative learning, or social learning theories. One example would be communication software, specifically blogs and wikis. Pitler, Hubbell, Kuhn, and Malenoski (2007) insist that these types of software can provide another median through which students may communicate and share out ideas to work collaboratively. Examples of popular communication software would be www.blogger.com  or www.wikispace.com.

Another technological tool that emphasizes social learning to achieve a deepened understanding for a topic is a Voice Thread. Jarrett notes that a Voice Thread is images put together, sometimes along with audio or video, in which people can comment on (Laureate Education, Inc., 2010b). The hope is that the creator of the Voice Thread will see the pictures in a new way after reading through the comments left. Because Voice Thread emphasizes the need for interaction to make meaning, it correlates well with social learning theories. Please check out the Voice Thread I created, in which I introduce a problem to my third grade students: http://voicethread.com/#q.b2081843.i0.k0.

Overall, cooperative learning, communication software, and Voice Threads, incorporate interaction with others to achieve or create an end result. Because of this, they correlate well with social learning theories.

References

Laureate Education, Inc. (Executive Producer). (2010a). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program ten. Spotlight on technology: VoiceThread [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

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

Constructionist/Constructivist Instructional Strategies

              Constructivist/Constructionist learning theories center on the ideas of active, engaged students, teachers as facilitators, and the creation of artifacts (Laureate Education, Inc., 2010). Using the instructional strategy of generating and testing hypotheses speaks to these notions, as it puts learning into the hands of the student.  WebQuests are also an instructional strategy that motivates students to generate and confirm hypotheses.

                        Pitler, Hubbell, Kuhn, & Malenoski (2007) assert that students learn problem solving, critical thinking, and decision making skills when generating and testing hypotheses. Orey (2001) states that constructionism is a learner-centered environment that revolves around exploration, communication, inquiry, and presentation. When students are given the chance to manipulate data or ideas to generate and confirm hypotheses, they are active in their learning and must seek answers to come to conclusions. Some resources that promote hypothesis generation include data collection and spreadsheet tools, as well as web resources, such as WebQuests (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Throughout all of these resources students must explore the resources given to them to pose questions and find answers, which are ideas that constructionists/constructivists believe in.

                        A WebQuest is a web resource that embraces constructivist/constructionist learning theories as well. Orey (2001) mentions that WebQuests have a focus question or problem that students must develop a position on and find evidence to back up their position. Some examples of WebQuests that have great resources for primary grades include: http://www.literacy.uconn.edu/34webqu.htm, and http://eduscapes.com/sessions/travel/k3webquests.htm.  In order to back up their positions, they must explore various resources, discuss findings, and reevaluate their information. It is up to the student to come to a final conclusion and present the material in a way that demonstrates his/her understanding of the material. Throughout the process, the teacher must act as a facilitator, to guide students into thinking deeply about the material. All of these elements speak to constructivist/constructionist learning theories.

                        Both instructional strategies keep students engaged in their learning and promote artifact creation. These two concepts are the focus of  constructivist/constructionist learning theories.

                                     

References

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

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

Cognitive Learning Theories

Orey states that cognitive learning theories revolve around the following components: limited short-term memory, the network model of memory, elaboration, the dual-coding hypothesis, and episodic experiences (Laureate Education, Inc., 2010). That being said, the instructional strategies of cues, questions, advanced organizers, and summarizing and note taking embrace many features of the cognitive learning theories.

 The idea of elaboration is the entire premise for cues, questions and advanced organizers. Orey mentions that elaboration is the process of forming multiple connections to information and is essential to storing content into long-term memory effectively (Laureate Education, Inc., 2010).  Pitler, Hubbell, Kuhn, & Malenoski (2007) argue that the use of cues, questions, and organizers help students to reach higher level, deep thinking that can be clearly organized for students by cognitive tools like Microsoft Word and Inspiration. If students are given the tools to organize information in a way that is helpful and visually appealing, more connections will be made. Integrating virtual field trips found at sites like http://www.thinkport.org/Classroom/trips.tp and http://www.vickiblackwell.com/vft.html, is also a way to answer some of the deeper level questions teachers may ask, provide information for filling out advanced organizers, and present students with images and audio that supports the dual coding hypothesis Orey discusses (Laureate Education, Inc., 2010).

Summarizing and note taking are effective ways to eliminate unnecessary information from students’ memories. Orey asserts that people can only process up to nine items at any given time to store into short-term memory, which is the only way information will get to long-term memory (Laureate Education, Inc., 2010). Pitler, Hubbell, Kuhn, & Malenoski (2007) give suggestions for summary or note taking templates found on cognitive tools such as Microsoft Word, Power Point, and Inspiration, that students may utilize to effectively sort through important information and organize it in a meaningful way. The more variety in note taking templates or strategies, specifically graphic representations, the better chance the student has at retaining information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This correlates with the cognitive learning theory of dual- coding as well, in that students tend to remember images over text (Laureate Education, Inc., 2010).

Overall, both instructional strategies help teach for understanding as they use dual coding, elaboration, and episodic experiences to create deep connections amongst students.

References

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Behaviorist Learning Theory in Teaching Today

As Orey mentions in his discussion of behaviorist learning theories, many teachers insist that they do not use behaviorist techniques in their classroom, when in fact many do every day (Laureate Education, Inc., 2010).  One instructional strategy that Pitler, Hubbell, Kuhn, and Malenoski (2007) suggest using to reinforce skills is homework and practice. They also assert that teachers should give appropriate feedback immediately on homework so that students can fix any errors or internal thought processes. This instructional strategy correlates well with the behaviorist theory in that students will respond to the feedback given. Orey (2001) argues that behaviorist learning theories focus primarily on a person’s change in behavior based on certain responses. So, if a student does well on homework or practicing a skill, they will not have to make any corrections, which is an example of positive reinforcement that Orey (2001) states as being a stimulus that reinforces a certain behavior. The student will want to continue doing well on assignments so he/she does not have to make corrections. On the other hand, if a student does not do well with a particular skill or homework assignment, he/she will have to relearn the skill and possibly practice more. Smith (1999) asserts that positive reinforcement is the best motivator for students’ learning. If the child does not want to have to make corrections next time, he/she will work harder on the following homework assignment.

                        The same reinforcement is given from many web resources that exist which promote consistent practice and give immediate feedback. Websites can be appealing to students and act as a motivator when getting students to practice skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I will often display different websites for students on my webpage so that they can access them at home for extra practice on skills. Some examples of websites that provide instant feedback, which aligns with behaviorist theories, include: http://www.eduplace.com/kids/hme/k_5, http://www.gamequarium.com/punctuation.html, and http://www.fun4thebrain.com/division.html.

                        Another instructional strategy that Pitler, Hubbell, Kuhn, & Malenoski (2007) discuss using is the reinforcement of student effort. If students track their effort and their grades using a program like Excel, they often see a correlation between the two (Pitler, Hubbell, Kuhn, & Malenoski, 2007). With this strategy, students can visibly see the initial stimulus (effort) and the response (grade) and can change their behavior accordingly, which Orey (2001) would argue is an example of positive reinforcement: the student will increase the desired behavior (effort) to achieve a better grade.

                        With both strategies, teachers are using the idea of reinforcement and feedback to attain positive, desired behaviors amongst students. B.F. Skinner’s idea of operant conditioning is present in various forms within the classroom as students and teachers work to reinforce appropriate attributes and traits (as cited in Orey, 2001).  When used in a beneficial manner, behaviorism can be a powerful tool in schools.  

References

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm