Connectivism and Social Learning in Practice and VoiceThread URL

Social learning is when people create interaction with each other and their environment to develop an understanding on a subject (Orey, 2001).  In a classroom setting when students are collaborating or working in cooperative groups they are sharing and exchanging information.  They are helping build on information they know and the also listening to other students’ perspectives.  It allows for them to develop a better understanding to challenging subjects.  In, addition, students have different learning styles and abilities.  Social learning provides an opportunity for students to build on their strengths and weaknesses as they collaborate with others.  This opportunity will help students become more confident in their work, understanding, and communication with others.  I feel that many teachers do incorporate this style of learning in to their teaching practices.   In the instructional strategy of cooperative learning students are able to interact in groups to enhance their learning (Pitler, Hubbell, & Kuhn, 2012).  As the students are interacting with each other in groups it is demonstrating a type of social learning.  As students work in cooperative groups they are able to reflect on new information, process what they are learning through discussion with peers, and develop a common understanding on the subject.  It is a process that students are active participants of their learning and helps enhance their retaining of knowledge. 

Social learning has many beneficial uses in the classroom.  However, sometime collaboration also needs to be enhanced or accessed from different locations.  Technology can be used in cooperative learning to facilitate group collaboration, structure, and distance communication (Pitler, Hubbell, & Kuhn, 2012).  There are various tools that students can use when working collaboratively to increate their understanding and involvement of the assignment.  Facebook is a common social networking site in which people can post comments and images to make comments about.  Educators can post important reminders for students, pictures from class activities, and post questions for students to answers by using Facebook.  However, some school districts might not approve of the use of Facebook in school therefore Ning is a great alternative.  Ning allows teachers to create closed social network for their classroom with would prevent anyone not a member of the group to view the material.  It can be used to communication information through forums, blogs, photo, and calendars.  Teachers could also incorporate webquets as collaborative tool.  Zunal webquest maker is a great took that can help teachers find and create webquest.   Teachers can also introduce voicethread projects in their lessons to support different learning styles (Laureate, 2011).  An example of a voice thread I create is below.

The integration of technology in a classroom helps enhance students learning and enhance the effectiveness of cooperative learning.  It allows for projects to be complete outside the classroom because students can communication and collaboration from different locations.  In addition, teachers can also monitor an assist students throughout the creation of their project.

VOICETHREAD LINK on the topic:  Humans in the Environment

References

Laureate Education, Inc. (Producer). (2011). Program ten: Spotlight on technology: VoiceThread [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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.