Connectivism and Social Learning in Practice

The main premise of social learning theories is that students must be actively engaged in constructing knowledge through conversing and collaborating with others (Laureate, 2009). According to this theory, students cannot learn without a “more knowledgeable other,” and therefore, learning must be a collaborative process (Laureate, 2009). I believe this to be true, and believe strongly in using cooperative learning in my classroom.

In this week’s learning resources, cooperative learning is described as a way to enhance learning and construct meaning (Pitler, Hubbell, Kuhn, Malenoski, 2007). This is becoming increasingly more important, especially in the classroom, because we are preparing our students to enter a world that is becoming more global and more virtual. According to Thomas Friedman (as cited in Pitler, et al., 2007), “students need to be able to learn and produce cooperatively” if they are to become successful and even survive in our changing world (p. 139). Therefore, using cooperative learning enhanced with social learning based technology tools can help take students into the future with meaningful learning opportunities.

Of each of the examples described in our text, one that can easily be adapted and used in my kindergarten classroom is student-created multimedia. Through the use of multimedia tools, my young students can work together to prepare and create videos explaining concepts we’re studying in the classroom. These videos, furthermore, can be uploaded to file sharing networks such as TeacherTube. While each child could create their own videos explaining concepts and topics, they gain something more by learning to cooperate with one another, help each other succeed, and incorporate many ideas into the “best possible solution” (Orey, 2001).

Another idea that I love, but am not sure how to approach with my young students, is collaboratively created websites. I would love to allow my students to contribute to a website and create something meaningful to communicate ideas with one another and the world. A classroom wiki would allow for the same kind of collaboration that can evolve and improve with each change or addition. Because social learning theories and cooperative learning require collaboration, student created websites and wikis give the opportunity for students to see each other as teachers. Websites and wikis allow students to do the teaching, which of course, helps students “develop a deeper understanding of the content” (Laureate, 2009).

Social networking and collaboration tools can be very powerful tools in helping our students construct knowledge and learn to become members of a global society. Without these tools, students would be less likely to collaborate in a meaningful way. As teachers, it is our job to expose our students to the tools that will be vital in communicating in and contributing to the future.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on January 27, 2010 from http://projects.coe.uga.edu/epltt/

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