Voice Thread URL
Thursday, July 26, 2012
All about Social Learning
What is social learning? And, how do we relate to it from an educational viewpoint? Well, to truly understand social learning, let us start at the beginning. For centuries, humans have learned from one another and to be more exact we, as individuals, learn through our families, friends, and communities. Simply put that means we construct our views and understanding through our interactions within our environment. From a classroom or education perspective, Dr. Orey states that "Social Constructionism" is collaborate learning in which students are actively engaged, constructing artifacts, and conversing with others (Laureate, 2011).
Dr. Orey also speaks about the "Zone of Proximal Development" by Lev Vygotsky in which a person is capable of learning new material at a varied rate and time with some form of support (Laureate, 2011). This support can be the teacher, another student, or application tools. To sustain the social learning theory, social technology tools like voice threads and even Facebook can be instrumental in creating growth and connecting students with others beyond the classroom.
The connections students can make with social learning theory among other theories was discussed by George Siemens from our resources this week. He viewed "Connectionism" as theory in which knowledge is networked and the act of learning is forming those networks and navigating them (Laureate, 2011). Siemens also list three vital roles that connectionism displays and those are: it explains how learning occurs, allows for us to design future models of learning, and helps us to make understanding or awareness of the present (Laureate, 2011).
With all of the learning theories in existence, I still feel today that we primarily construct our views and understanding through interactions with others and our environment. That is not to say that we do not incorporate other forms of learning which allows for further connection and development.
What is social learning? And, how do we relate to it from an educational viewpoint? Well, to truly understand social learning, let us start at the beginning. For centuries, humans have learned from one another and to be more exact we, as individuals, learn through our families, friends, and communities. Simply put that means we construct our views and understanding through our interactions within our environment. From a classroom or education perspective, Dr. Orey states that "Social Constructionism" is collaborate learning in which students are actively engaged, constructing artifacts, and conversing with others (Laureate, 2011).
Dr. Orey also speaks about the "Zone of Proximal Development" by Lev Vygotsky in which a person is capable of learning new material at a varied rate and time with some form of support (Laureate, 2011). This support can be the teacher, another student, or application tools. To sustain the social learning theory, social technology tools like voice threads and even Facebook can be instrumental in creating growth and connecting students with others beyond the classroom.
The connections students can make with social learning theory among other theories was discussed by George Siemens from our resources this week. He viewed "Connectionism" as theory in which knowledge is networked and the act of learning is forming those networks and navigating them (Laureate, 2011). Siemens also list three vital roles that connectionism displays and those are: it explains how learning occurs, allows for us to design future models of learning, and helps us to make understanding or awareness of the present (Laureate, 2011).
With all of the learning theories in existence, I still feel today that we primarily construct our views and understanding through interactions with others and our environment. That is not to say that we do not incorporate other forms of learning which allows for further connection and development.
References
Laureate
Education, Inc. (Producer). (2011). 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). (2011). 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
Wednesday, July 18, 2012
Constructionism versus Constructivism
It's true, as human beings, we can learn in a vast number of ways. Two ways that learning theorist say that we learn best is through constructed views. To be more specific, Dr. Orey states constructivism involves an individual vigorously forming his or her own understanding based on their own experiences and constructionism involves individuals learning at their best when they can build external or concrete applications and having the vice to share with others (Laureate, 2011).
Which of these theories came first? Well, let's just like say, Jean Piaget developed the constructivist view point with his protege' (Papert) later developing constructionism. Dr. Orey stated their are four mechanism designed by Seymour Papert that reinforces constructionism learning. Those building blocks are assimilation, accommodation, equilibration, and schema (Laureate, 2011).
The understanding of which theory best suits or reflects your style of teaching and learning depends on you and possibly your students. Technology is one of the tools that offer components of true constructionism in that it enhances students' learning and development through application and artifacts. Dr. Orey speaks upon his love for PowerPoints and how it allows students to have complete freedom in the development of this application while expressing their acquired knowledge.
Webquests can also be a wonderful tool for students to express constructionism learning. I have used them in my classroom in the past and my students really liked them. I first introduced them to a webquest by assigning a simple webquest to complete in class and at home. Once my students learned how to navigate through the webquest to find or locate information they became quite proficient. Next, I modeled to my students on how to design and construct a class webquest. Students were placed in groups and each group had specific duties to fulfill.
Ultimately, my students were able to complete the class webquest and invite others grade level students and classes to link to the site. Here are a couple of sites that offer some wonderful webquest for students.
http://astroventure.arc.nasa.gov/
References
It's true, as human beings, we can learn in a vast number of ways. Two ways that learning theorist say that we learn best is through constructed views. To be more specific, Dr. Orey states constructivism involves an individual vigorously forming his or her own understanding based on their own experiences and constructionism involves individuals learning at their best when they can build external or concrete applications and having the vice to share with others (Laureate, 2011).
Which of these theories came first? Well, let's just like say, Jean Piaget developed the constructivist view point with his protege' (Papert) later developing constructionism. Dr. Orey stated their are four mechanism designed by Seymour Papert that reinforces constructionism learning. Those building blocks are assimilation, accommodation, equilibration, and schema (Laureate, 2011).
The understanding of which theory best suits or reflects your style of teaching and learning depends on you and possibly your students. Technology is one of the tools that offer components of true constructionism in that it enhances students' learning and development through application and artifacts. Dr. Orey speaks upon his love for PowerPoints and how it allows students to have complete freedom in the development of this application while expressing their acquired knowledge.
Webquests can also be a wonderful tool for students to express constructionism learning. I have used them in my classroom in the past and my students really liked them. I first introduced them to a webquest by assigning a simple webquest to complete in class and at home. Once my students learned how to navigate through the webquest to find or locate information they became quite proficient. Next, I modeled to my students on how to design and construct a class webquest. Students were placed in groups and each group had specific duties to fulfill.
Ultimately, my students were able to complete the class webquest and invite others grade level students and classes to link to the site. Here are a couple of sites that offer some wonderful webquest for students.
http://astroventure.arc.nasa.gov/
References
Laureate
Education, Inc. (Producer). (2011). Program seven: Constructionist and
constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPU
RL=laureate.ecollege.com&Survey=1&47=259477&ClientNodeID=984650&coursenav=0&bhcp=1
Wednesday, July 11, 2012
Making Sense and Connections
In the past, we have talked about the behaviorist viewpoint of learning and how all actions relates to some form of choice. Today, I want to talk about the cognitive learning theory from this week's discussion. Dr. Michael Orey says this theory involves the way we process information. First, there is reception, short term memory, and then long term memory with proper rehearsal (Laureate, 2011).
Dr. Michael Orey also states "Elaboration" is the main mechanism for locking information into your long term memory (Laureate, 2011). I have tried numerous of strategies in my classroom to get students learn and attain vital information in our lessons. Some of the activities and lessons have been through the use of technology such as webquest and PowerPoints.
Cognitively, we learn through various ways and methods therefore it is important to use as many avenues or multiple intelligence's vices to reach students. Students learn best when they are fully engaged in their learning so that means hands-on application, student led lessons, and peer assessments.
In the book, "Using Technology with Classroom Instructions that Works," there is a listing of what strategies help students practice, review, and apply learning: these are identifying similarities and differences, homework and practice, and generating and testing hypotheses (Pitler, Hubbell, Kuhn, Malenoski, 2007).
I think regardless of where you start in the process that graphic organizers can be key in your instruction. Spreadsheets, table charts, and graphs reinforces learning and provides another sensory to learning. Also, I have use concept mapping or bubble maps in my classroom instruction. It is amazing to see students make connections and build on their knowledge. Even those students who in the beginning were apprehensive starts to piece together information and adds input to the discussion. By providing the four components of long term memory: limited short term/working memory, elaboration, dual coding hypothesis, and network model or memory, we can build and develop successful students (Laureate, 2011).
References
In the past, we have talked about the behaviorist viewpoint of learning and how all actions relates to some form of choice. Today, I want to talk about the cognitive learning theory from this week's discussion. Dr. Michael Orey says this theory involves the way we process information. First, there is reception, short term memory, and then long term memory with proper rehearsal (Laureate, 2011).
Dr. Michael Orey also states "Elaboration" is the main mechanism for locking information into your long term memory (Laureate, 2011). I have tried numerous of strategies in my classroom to get students learn and attain vital information in our lessons. Some of the activities and lessons have been through the use of technology such as webquest and PowerPoints.
Cognitively, we learn through various ways and methods therefore it is important to use as many avenues or multiple intelligence's vices to reach students. Students learn best when they are fully engaged in their learning so that means hands-on application, student led lessons, and peer assessments.
In the book, "Using Technology with Classroom Instructions that Works," there is a listing of what strategies help students practice, review, and apply learning: these are identifying similarities and differences, homework and practice, and generating and testing hypotheses (Pitler, Hubbell, Kuhn, Malenoski, 2007).
I think regardless of where you start in the process that graphic organizers can be key in your instruction. Spreadsheets, table charts, and graphs reinforces learning and provides another sensory to learning. Also, I have use concept mapping or bubble maps in my classroom instruction. It is amazing to see students make connections and build on their knowledge. Even those students who in the beginning were apprehensive starts to piece together information and adds input to the discussion. By providing the four components of long term memory: limited short term/working memory, elaboration, dual coding hypothesis, and network model or memory, we can build and develop successful students (Laureate, 2011).
References
Laureate Education, Inc. (Producer). (2011). Program five:
Cognitive 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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom instruction that
works. Alexandria, VA: ASCD.
Wednesday, July 4, 2012
Behaviorism
and Technology
When you think of behavior you tend
to think of a person's ways, personality, and their actions. But,
behaviorism is so much more to an educator. Just looking back, at B.F.
Skinner's "operant conditioning," you gain the sense that positive
actions reap positive reward and is encouraged. While, negative actions
reap consequences or punishment and is applied to deter negative
behavior.
When I was in grade school and very
much like today a lot of our procedures, rules, and routines are centered
around Behaviorism Learning Theory. I also remember that even in our
instruction and lesson activities my teachers would provide small rewards for
getting answers correct to reinforce learning to myself and other students.
Now in today's society a lot
has changed and even our views about learning has changed. Educators are
more apt to be a constructivist or even a constructionist in their approach to
teaching and student learning. I, personally, believe all forms of
learning can be beneficial. And, just like there is no one cure all, for
everything or even every student, you have to pick and choose at various points
which learning theory applies best.
In terms of technology, behaviorism
can go a long way in helping development. Computers and creative software
have made it possible for to gain a wealth of knowledge through interactive
activities and tutorials podcast. Much of this software affirms students
correct answers and challenges them as they move forward.
On the opposite end, for those
incorrect answers, it re-teaches and refreshes concepts and skills to help the
students learn.
As a teacher, when applying this
learning theory in your class several things must be taking place to develop
proficiency such as: learning must be
active, repetition is taking place, positive reinforcement is being used, and
learning is helped when objectives are sound.
Here are several sites that link behaviorism-based
learning resources to gain a better understanding of how it is used.
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