Connectivism and Social Learning in Practice

Dr. Michael Orey states that social learning theory is a collaborative learning construct where “interaction occurs when students are engaged in constructing things and conversations” (Laureate, 2009). Social learning theories are an important part of a productive learning environment and are commonly applied in primary classroom instruction. Young learners are very vocal, engaged, and eager to explore new concepts. Their prior experiences have been developed by immersion in their environment where young learners explore the world around them with all their senses as tools for learning. They touch, they smell, they observe, they taste, and they hear. By the time children come to kindergarten they have perfected a well rounded learning strategy that helps them remain involved. They are so ready.

The authors of Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, & Malenoski define cooperative learning as “having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In our classroom students often work together as whole group, small group, or as individuals. In our group instruction we use cooperative strategies such as turn and talk and think-pair-share. In each of these practices the students are asked to partner with other students and share their thoughts and ideas regarding the topic of discussion. Students learn from each other and grow their understanding and communication skills.

Pitler, Hubbell, Kuhn, & Malenoski expand on cooperative learning and point out that it is “not so much leaning to cooperate as it is cooperating to learn” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Social learning activities are student-centered activities where students are actively engaged in the learning process to create something and in the process are involved in conversation as they create it. It is collaboration at all levels, socially and academically. Ideas are shared and communicated. Knowledge is enhanced through the interchange of ideas.

Kindergarten students effectively use websites, webquests, blogs, wikis, podcasts and voicethreads. Websites provide parents and students access to teacher approved links, current information on classroom activities, and special assignments. Webquests can direct students through a query with a well laid out design. Blogs, wikis, and podcasts can provide avenues for students, parents and teachers to communicate with each other. Voicethreads have a multifaceted application in the classroom. Voicethreads is an intuitive approach for displaying pictures, videos and adding verbal or text comments. I am impressed with its potential in the classroom and at home. Students can use voicethread as a tool to develop their understanding, express their views, explain phenomenon, discuss issues, present their thought processes, and invite conversation. Voicethreads offer so much potential. I am very excited about incorporating voicethreads and other technologies in the classroom for young learners.

George Siemens proposes connectivism as a learning theory that extends other learning theories such as behaviorism, cognitivism, constructionism. He defines connectivism as “a learning theory that integrates technology, social networks, and information” (Laureate, 2009). As a kindergarten educator, I see connectivism as a unifying learning theory that takes us into networking. We are no longer isolated but are part of a global world. Communication, understanding and collaboration are the tools we need to practice connectivism in the classroom, in our community, and in our world.

References:

Laureate, Education, Inc. (Producer). (2009). Social Learning Theories[DVD]. Baltimore, MD: Author.

Laureate, Education, Inc. (Producer). (2009). Connectivism as a Learning Theory[DVD]. Baltimore, MD: Author.

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