Social Learning in Action

            The social learning theories are built upon the premise that children learn best by working with others to create artifacts to show their understanding. As the name implies, a special importance is placed upon the conversations that result from this kind of group work. In “Social Learning Theories,” Dr. Orey explains that the communication that occurs within this type of learning can help to make a concept more concrete and understandable for a child (Laureate Education, Inc., 2011). Another element of social learning that Orey describes is the creation of a social network within a class (Laureate Education, Inc., 2011). One way that teachers can facilitate this type of networking is by providing their students with cooperative learning experiences. In cooperative learning, “students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.139). In a cooperative learning experience, each individual group member’s ability to show understanding is critical to the success of the overall group. Therefore, students work together, and “each individual team member is responsible for learning the material and also for helping the other members of the team learn” (Orey, 2001).

            On last week’s discussion board, based upon the topic of problem-based instruction, I focused on a web quest that I have utilized in my classroom. This web quest requires student groups to act as travel agencies and develop vacation packages to planets in our solar system. While I have already focused on the elements of constructionism present in this web quest, I did not expand upon the social aspects of the activity. Upon grouping students, they each receive a specific job on their team: astronomer, space suit designer, rocket specialist, or travel agent. The group’s goal is to create a complete vacation package that will be accepted by the “investors” who will listen to their presentation. In order to develop this package, each position has its own task-specific research to complete and artifact to create. However, students in each position do not work in isolation. They first “jigsaw” to meet with the other students in the room who share their role. As all of the rocket specialists or travel agents meet together, their conversations are structured so that they discuss the specifics of their assigned responsibilities. Since each child in this group (say, the entire group of spacesuit designers) will later be working with the unique characteristics and elements that are specific to their planet, students are able to utilize this time to brainstorm together about their assigned artifacts. Once each student has a strong grasp of their role, they regroup back with their travel agency partners to plan the specifics of their group presentation and identify the interaction between their jobs and the implications of different characteristics of their planet. Overall, during the web quest, students work with at least two different groupings of classmates to collaborate on alternate aspects of their final projects.

            The example of this web quest shows the connection between cooperative learning and the social learning theories. Cooperative learning is “a teaching strategy which allows students to work together in small groups with individuals of various talents, abilities and backgrounds to accomplish a common goal” (Orey, 2001), and this web quest meets that criteria. The idea that students utilize social skills and teamwork in order to create a final artifact also clearly defines it as an example of social constructionism. In Using Technology with Classroom Instruction that Works, a variety of multimedia, web resources, and communication software are provided as examples of technology-based cooperative learning activities that can be used in a classroom. Key pals, wikis, and Voice Thread are three specific examples of resources that can help to teach students how to collaborate with their peers. The inclusion of this instructional strategy is critical within a classroom because Pitler, Hubbell, Kuhn, and Malenoski (2007) identify that, “to be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (p. 139). Cooperative learning activities can profoundly help students to develop the skills necessary to be prepared for their futures.

 

            Please visit and comment on my static electricity voice thread in order to see collaboration in action: http://walden.voicethread.com/share/4099120/

 

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

 

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.