Connectivism and Social Learning Theory

We have learned that the social learning theory is built around the premise that students must be actively engaged in conversation to build upon what they are trying to learn (Laureate Education, Inc., 2011).  This goes hand in hand with cooperative learning which focuses on interaction amongst group members to enhance student learning (Pitler, Hubbell, Kuhn, Malenoski, 2007).  Student interaction can help build confidence, and create an environment where critical thinking is the norm.  As most teachers view cooperative learning in a positive light, the strategy behind how we decide to group our students may be just as important as using the strategy itself.  When you consider the criteria to group students for cooperative learning, group size, students’ abilities, and how often groupings are used should all be considered (Pitler, Hubbell, Kuhn, Malenoski, 2007).  Students should be aware that expectations are that all group members participate and that each group works in a positive manner.
In terms of technology, a common practice with cooperative learning is creating a video that captures student performances or student teachings. I have incorporated this into my lessons by taping students who are teaching a particular skill or strategy.   Creating the video  can be a challenging task that requires many student roles and responsibilities (Pitler, Hubbell, Kuhn, Malenoski, 2007).  Students often find great meaning in this type of project which increases student motivation and participation.

References:

Laureate Education, Inc. (Producer). (2011). Program 5: Social learning theories [Motion Picture].     
           Bridging learning theory, instruction, and technology. Baltimore, MD: Author.


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