Connectivism and Social Learning in Practice

Cooperative Learning was in the spotlight this week for our readings. It is a process, which requires knowledge to be discovered by students and transformed into concepts to which the students can relate. The knowledge is then reconstructed and expanded through new learning experiences. Learning takes place through dialog among students in a social setting (Palmer & Streetman, 2003). There are many benefits from using cooperative learning strategies such as students retaining more information; students feel it is a safe and nurturing environment, and better synthesis of material due to discussions and explanations within the group.
The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Through the interactions, students learn new things from each other. Social learning is observational learning; students watch each other and how they perform different activities. Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if the are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students learn how to use technology from watching others, discussing it, and participating in it.
Creating videos, participating in a virtual research community, communicating globally with other students, and webquests are examples of different activities that integrate technology into the classroom. These activities promote social learning and facilitate students learning from each other. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (Price, McFadden, & Marsh). Other uses of technology in social learning are collaborative organizing, shared bookmarking, simulation games, and communication software. These activities also encourage social learning through collaboration, communication, and cooperation. Educators today have many options to encourage and develop social learning in the classroom.


Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2009 from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. (J. Houtz, Ed.) Alexandria, VA, USA: ASCD.

Price, B. J., McFadden, A., & Marsh, I. G. (n.d.). Learning Theories-Bandura. (A. M. Barrie Jo Price, Editor) Retrieved November 28, 2009, from Emtech.net: http://www.emtech.net/index.shtml