Social and Cooperative Learning

Social Learning Defined

            Social learning theories address the function of culture, collaboration, and context in students’ knowledge construction and assimilation of the world; social learning is the primary way students construct meaning.  Cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p139).  According to Orey, social learning is built upon three major components: a students’ zone of proximal development, collaborative learning opportunities with more knowledgeable others, and situated cognition (Laureate Education, 2010g).

The zone of proximal development identifies the learning ability frames of a student: what they already know, what they are able to master, and what they are unable to learn without support and guidance (Laureate Education, 2010g).  Identifying a student’s zone of proximal development allows teachers to generate lessons that encourage students to flourish.

            Collaborative learning opportunities, or cooperative learning, provide students with possibilities to “confirm and validate thoughts and receive encouragement” (Laureate Education, 2010g), both of which embolden student’s confidence and subsequently motivate students to continue learning.

            Orey continues his argument for social learning by postulating “context and cultures are critical in constructing knowledge and understanding of the world around us” (Laureate Education, 2010g).  This is supported by the teaching stratagem of situated cognition, which posits that teachers need to contextualize concepts within a real world situation in order to make knowledge applicable and able to be articulated.

Instructional Strategy: Student Created Multimedia

            Student created multimedia projects include movie making, blog creations, podcast developments, and website construction.  Students created multimedia projects follow all three major components of social learning.  Many of the tasks associated with creating multimedia projects are naturally conducive to cooperative learning opportunities and subsequently social learning prospects.  There is a fine attention to detail within creating multimedia projects that allow for various tasks to be divided between team members and adapt to individual zones of proximal development.  Additionally while working together students receive immediate feedback from each other and are able to gain confidence and motivation to continue learning.  Most importantly with students created media is the application to real life as this is technology that are students are already manipulating during their free time and technology that they will advance during their future careers.

Instructional Strategy: Web Enabled Cooperative Learning

            With advancements in technology and available resources at schools it is now easier than ever to provide students with opportunities to collaborate through the web with “other students in school, subject experts, and multi-user game players” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p144).  There is an abundance of Web 2.0 tools that address cooperative learning including: collaborative organizing, simulation games, and much more.  Web enabled cooperative learning refers to the thriving medium the world wide web has become for collaboration in business, education, and personal lives.  This addresses the three major components of social learning in that students are able to work at their own pace, contribute at their own levels, receive immediate feedback and confirmation, and is clearly applicable to real word situations.

Instructional Strategy: Communication Software

            New technology’s greatest strength is its ability to overcome constraints of time or geography.  Tools such as blogs, wikis, video chats, email, and online shared documents provide students with opportunities to create across continents and time zones.  This addresses the three major components of social learning for many of the same reasons as the previous instructional strategies.  The greatest gift to students is their ability to work at their own pace during the collaboration process.

Connectivism and Social Learning in Practice

By adopting social learning instructional practices and integrating technology tools that support and facilitate such practices, classrooms would be able to provide more effective learning opportunities for students by actively engaging students in constructing artifacts while conversing with one another.  Through discussions, concepts are made concrete and learning is solidified (Laureate Education, 2010g).

References

Laureate Education, Inc. (Producer). (2010g). Program #: Social learning theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved October 30, 2010 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.