Cooperative Learning Tools

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Posted by Charles | Posted in walden | Posted on March 30, 2016

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Cooperative learning is the process in which students interact with one another to increase their learning (Pitler, Hubbekk, Kuhn,2012).  There are several benefits to implementing cooperative learning within the classroom.  First, cooperative learning provides students with the opportunity to reflect on their learning then gain a deeper understanding of the material by talking and listening to other students (Pitler, Hubbekk, Kuhn,2012). There is documentation to support that through peer interactions students build a sense of trust amongst their peers.  With this acquired trust, students will then be able to actively participate in their learning environment with less stress. Another benefit of the implantation of cooperative learning would be for students to work toward a common goal.  In the search for this common goal, students find commonalities amongst themselves, which may lead to an atmosphere that brings a sense of community to the classroom. Through collaboration, students have an opportunity to work to their strengths and weaknesses.  There are students that are very vocal and would prefer an oral presentation while there may be individuals that are shy but strong in writing. When these two diverse personalities are grouped together each has a vital attribute to contribute.

While there are several benefits to implementing cooperative learning there are some challenges that must be considered in its implementation.  I have personally used cooperative learning, sometimes with success and other times without.  There are three key points that must be considered in the implementation of cooperative learning.  First teachers should consider the use of both positive interdependence (sink or swim) and individual accountability (each of us has to contribute to achieving a goal).  Second, the group size should be kept to a minimum.  Finally, cooperative learning should be used consistently and systematically (Pitler, Hubbekk, Kuhn,2012).

With the new and always changing demands of the workplace, it is imperative that students have skills that will empower them to be successful.  One of the most important skills that must be acquired by students is the ability to work collaboratively.  In many cases, this collaboration requires the production of some type of artifact.  Cooperative learning provides students with a great foundation for the real world.  Much of this interaction with peers can be done by face-to-face or in a virtual setting.  Technology plays an important role in facilitating collaboration (2012).  CollaborationThere are several tools that are available that provides students the opportunity to interact with one another, without having to be in the same location.   One possibility, for communication, is the creation of a web page or website.  There are currently several sites that provide users the ability to create a free website with little to no technical experience.   An alternative to creating a website could be the use of social media.  While most would use caution in using personal social media to interact with other peers in an educational setting, there are new educational alternatives.  One popular social media alternative specifically for students and teachers is Edmodo.  Edmodo provides students and teachers with the same feel of facebook or twitter but in a safer environment.  Globester is yet another example of how students can interact with peers in an online format.  Blogging and Wiki spaces would also provide students the ability to interact in a unique way.  As you can see there are a plethora of tools at the disposal of teachers and students.   It is simply a matter of finding what works best for a specific application.

Voicethread is an online tool that provides teachers and students the opportunity to work collaboratively.  This tool allows users to create a presentation with the added benefit of layering audio over the presentation.  Students may interact with the presentation in a variety of way including adding text, audio,  or drawings.  It has been described much like removing pencil and paper and allowing students to add their voice to their work (Laureate Education, n.d.a). I am familiar with a variety of presentation tool; however, Voicethread was a completely new experience for me. I recently had the opportunity to create a Voicethread and had my students interact with the presentation (view presentation).

The following is a brief synopsis of the project and how I implemented the Voicethread into the lesson.

Students in my robotics course are in the process of learning coding and the implementation of the Arduino, which is a microprocessor.  At this point, students have general knowledge of coding and how the Arduino is used in the creation of robots and other electronic devices.  At this point, we are in the process of entering the “Zone of Proximal Development” (Laureate Education, n.d.b).  Students have acquired some skills but are now going to implement these skills in a real-world scenario.   The objective of this project is to apply the engineering design process in the creation of a robot that can autonomously solve a Rubik’s Cube.   There are definite parallels that run between the engineering design process and the social constructivist learning theory.   The process requires students to thoroughly investigate the problem and then determine the best possible solution to address this dilemma.   The student will then work cooperatively to carefully plan a possible design.  The construction of their design will then take place by creating a model or prototype.  Students will evaluate their design and determine possible improvements to their product.  Once the evaluation process is complete students will then create a finished product.   I will be using Voicethreads to elicit possible designs for their Rubik’s Cube solver.   Each student will contribute by describing their design while providing a general blueprint of this design.  The success of the project is dependent on how well the team works as a unit.  The implementation of this Voicethread is only one example of how technology is being used in a cooperative setting.  There are a variety of resources to develop a personal learning network in order for students to develop a deeper understanding (Orey, 2001)

 

 

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Lever-Duffy, J., & McDonald, J. (2008).Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.

Laureate Education (Producer). (n.d.a). Spotlight on technology: VoiceThread [Video file]. Baltimore, MD: Author

Laureate Education (Producer). (n.d.b). Social learning theories [Video file]. Retrieved from https://class.waldenu.edu

 

Image References

Header photo
http://www.intrepidlearning.com/blog/moving-online-learning-true-collaborations

Photo
http://wiki.agroknow.gr/politics/index.php/Grundtvig_Workshop_on_Collaborative_Learning_and_Active_Citizenship

Learning Theory

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Posted by Charles | Posted in Uncategorized | Posted on March 23, 2016

Constructivism learning theory revolves around students taking control of their learning by being actively engaged in the creation or construction of a product.  This product will then serve as evidence of students understanding of the content.  There is a need for a shift from a teacher-centered learning model to a student-centered learning model.  When students are given the opportunity to be actively engaged in their content while teachers play a facilitator role, students can gain a deeper understanding of their learning.  In constructionism, students are active participants in things such as project-based learning or problem-based instruction (Laureate Education, n.d.-e).  Problem-based learning, learning by design and project-based learning are all great examples that may be implemented to advance the theory of constructivism.  By implementing these models students can activate critical thinking skills while also employing collaboration skills. Through project-based learning, the project should be focused on student goals and standard-based content.  Project based learning should involve critical thinking, problem-solving, collaboration and self-management skills.  There are other elements that should be considered in designing a project such as:

  • Challenging Problem or Question – The problem should be meaningful and at an appropriate challenge level.
  • Sustained Inquiry – The students should be constantly challenged and engaged
  • Authenticity –  The project should relate to student interest and issues in their lives
  • Student Voice & Choice – Students should have some say in the decision-making process.
  • Reflection – Both teachers and students should have the opportunity to reflect on learning that took
  • Critique & Revision – Students should have the opportunity to receive feedback and improve upon their product
  • Public Product – Students products should be shared with others outside the classroom.

It is important to remember, in project-based learning, that teachers should only guide students through the learning, clarifying any misconnections a student may have, rather than simply marking correct or incorrect ( Orey, 2001).

Problem-Based learning, similar to projected-based learning, requires students to create a product; however the focus of the project is in the solution.  Through problem-based learning, teachers encourage students to apply prior knowledge to new concepts.  Problem-based learning is a more collaborative effort amongst students (Orey, 2001). This process developed a deeper understanding rather than the traditional method of teachers providing students with facts and then testing student’s ability to recall those facts.  There are certain characteristic that are present in problem-based learning. Those characteristics are:

  • Open-ended problems that include no one right answer
  • Problems that are specific
  • Student work collaboratively in investigating solutions
  • Teachers are facilitators and only guide the learning process

Each of these learning strategies is deeply rooted in the constructionist learning theory.   Both project-based learning and problem-based learning are instrumental in playing a key role in the future of education and 21st-century skills.  In order to fully participate in today’s global community; students must master the 4 C’s – creativity, critical thinking, communication, and collaboration.  With the implementation of each of the learning strategies discussed, students are one step closer to being prepared for the future.

The implementation of generating and testing hypothesis is typically associated with science courses; however, there are many other content areas that could benefit from this strategy (Pitler, Hubbell & Kuhn, 2012).  There is substantial evidence that supports the effectiveness of increased learning when students are given the opportunity to generate and test a hypothesis, compared to other traditional methods such as a lecture.  To enhance the learning experience, teachers should relate learning to prior knowledge and personal interest.  Technology offers many tools and resources to assist teachers and students in generating and testing a hypothesis.  Since the process of testing hypothesis usually involves the collection, organization, and interpretation of data the use of technology tools can be a great benefit.  Kidspiration is one tool that provides students a workspace to organize their content, data, or thoughts in a visual manner.  Spreadsheets are also a great tool to generate and test student hypothesis.  Spreadsheets offer the ability for students to “interact” with data and to manipulate the data, either to support and disprove their hypothesis.   Simulation software and websites also offer an opportunity for students to engage with content to assist in the quest to test their hypothesis.  A personal favorite is Explore Learning; this particular site provides “Gizmos” to interact with.   Students have the ability to test their hypothesis by the manipulation of various parameters on the gizmo.

References

(Laureate Education Producer). (n.d.-e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author

What is Project Based Learning (PBL)? (n.d.). Retrieved March 23, 2016, from http://bie.org/about/what_pbl

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD

Cognitive Learning & Technology

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Posted by Charles | Posted in Uncategorized | Posted on March 18, 2016

Cognitive learning theory revolves around how someone processes information (Laureate Education Inc., n.d.c). General speaking, there are three stages involved in how someone process information. The process begins by receiving some type of information, which is stored in short term memory. If this information is processed deeply enough, this information will then be stored in long-term memory. One important factor that must be taken into consideration is that there are limitations to how much information students can digest at a given time. It is widely believed that a student can typically process about seven pieces of information at a given time into their short-term memory. This is why it is critical that information is kept to a minimum in an effort to increase the likelihood of retention.

While short-term memory may be acceptable in some cases; the ultimate goal is for students to process information into long-term memory. There are three types of information that are typically stored in long-term memory and they are declarative, procedural, and episodic. Declarative information is simple facts and general information. Procedural information is information that involves a process or how to do something. Finally, episodic information would be episodes from life experiences. There are some related theories to aid in the processing and storing of information. Pavios dual coding hypothesis suggests that individuals are more likely to remember images rather than text.   Images can create a strong connection between content and the image itself. While individuals are storing the image they are also storing labels associated with that image. To further increase the opportunity for long-term memory; the use of elaboration theory can also be implemented.   Elaboration theory involves the process of making connections. When more connections are made with content, there is an increase of long-term memory. One tool used in the network model of memory is concept mappings. Concept mappings help the instructor and students organize information. Since concepts maps are very visual and include images, they often tie into the dual-coding hypothesis.

The use of cues, questions, and advanced organizers provides students a foundation for learning. With the proper questioning, students have the ability to deepen their knowledge on certain topics. Today there are many tools available that provide an opportunity to create a well-organized and visually appealing organizer. As we have already learned, Pavios dual coding hypothesis suggests that students create a stronger connection with images. These graphic organizers can be produced with the tools such as Mind Meister and many other apps and online tools. Mind Meister allows students and teachers the opportunity to collaborate and create stunning organizers and with the aid of images and video concept come to life. To further advance the idea concept of organizers teacher could also implement the use of social bookmarking sites. One such example might include the use of Diigo, which offers the ability to collected, annotate, and share resources. Summarizing and note taking strategies enhance the ability for students to synthesize information (Pitler, Hubbell & Kuhn, 2012). With these instructional strategies, the teacher is providing students the opportunity to separate valuable information from less relevant information. One terrific note taking resource that is available for student use is Evernote. Evernote provides students the ability to link accounts and to manage many different types of notes. Not only do students have the ability to jot down notes, but they can also take screen shots, bookmark websites, and upload images. This resource can meet the needs of many students. The summarization of information in a collaborative manner can also have a profound impact on student learning. There are a variety of tools that can aid in this collaborative summarization. Google Docs is perhaps the most widely used tool in the process of collaboration, but there are other resources available. Your Draft, Whiteboard, and ThinkFree are just a few resources that offer students the ability to share and work collaboratively.

 

References

Laureate Education (Producer). (n.d.-c). Cognitive learning theories [Video file]. Baltimore, MD: Author

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD

Values of Behaviorism

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Posted by Charles | Posted in walden | Posted on March 10, 2016

Behaviorism is primarily focused on the measurable aspects of behavior (Orey, 2001).   In behaviorist learning theory there is a correlation between a behavior and stimulus.  Many times the behavior that is observed by students is a cause of certain stimuli.  While there has been some adaptation of behaviorist learning theory over the course of a few years, one thing remains consistent and that is the need to adapt teaching methods to reflect today’s learners.  It is less acceptable to have students that are passive learners.  Today’s classroom should be offering their learners a more active environment in which students are encouraged to engage in critical thinking and problem solving.  “Activity is important. Learning is better when the learner is active rather than passive” (Smith, 1999, para. 4).  There are many technology resources that can aid in this quest for a more active atmosphere that will also produce critical thinkers in the process.

Most individuals loved to be acknowledged for their effort, this acknowledgment can be as simple as verbal praise or something more concrete (2012).   With the aid of technology, teachers have the ability to easily recognize student’s efforts.  However, it is important to remember that recognition should be based on a clear standard of performance.  Data collection is a great way to provide students with recognition.  One method that I have personally used in the classroom is the aid of student response system.  Students are prompted at the beginning of the class that there will edmodobe a short assessment following the lesson.  Based on the overall performance of the class they could win a “Free Homework Pass.”  Upon completing the assessment via student responses system, results are instantly provided to the class.  If students have a collective proficiency level of, let’s say, ninety percent they will each receive a free homework pass.  This method encourages students to work collectively to meet a common goal.  Another method that has shown promise is the use of badges.  The use of a social media like resource called Edmodo allows teachers to award badge to students based on their own criteria.  If a teacher chooses to award a badge for all assignments being complete, they have that option.  Students love the game appeal of a badge and often compete with peers for these badges.  There are also sites that allow you to create your own badges.

With many students being unsuccessful in their courses, especial math courses, the need for reinforcement and a positive experience is more important than ever.  Pitler, Hubbell, and Kuhn (2012) state that, “the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (p. 57).  In Behaviorist Learning Theory, programmed instruction is one form of operant conditioning.  There are several examples of technology resources that utilize programmed instruction.  One specific example that I use often is a website called IXL.  IXL currently offers content in Math, Language Arts, Science, and Social Studies, with various grade levels.  Students begin an assignment and are given immediate feedback once the question is completed.  If the question is answered correctly they are awarded points and given positive feedback, if the answer is incorrect points are deducted.  The difficulty level of each ixlquestion is dependent on their progress; questions begin easy and gradually become more difficult.  If a student misses a question, not only are points deducted but the difficulty level is also reduced.  This reduction helps reinforce their prior knowledge before moving on to more challenging problems.  To further aid in this reinforcement, detailed instructions are provided to students on the proper procedure to complete this missed problem.  The program uses an algorithm to award and deduct points based on difficulty level, meaning questions are weighted differently.  In most scenarios, when students miss a question there is no chance of receiving a one-hundred, this is not the case with IXL.  Students can still be awarded a one-hundred on the assignment once the lesson as been mastered.  As you can see there are many benefits to programmed instruction and how it aids in student performance.  While websites such as the one discussed are great resources, it is important to remember that it does not replace other instructional strategies that are provided by teachers.  “When students work with computer technology, instead of being controlled by it, they enhance the capability of the computer, and the computer enhances their thinking and learning” (Orey, 2001, sec 4).

A site called Virtual Nerd is often used to supplement the IXL assignments.  At Virtual Nerd, students are provided a wide range of math videos to assist students.  Virtual Nerd is organized so that students can quickly progress through vneach step of the process without having to watch the entire video.  Along with the quick access to each step, students can also find quick links to other videos related to the topic.  An example of this might include students working on trig ratio.  As students are working on trig ratios there may come a point in which students may need Pythagorean Theorem; Virtual Nerd provides a convenient link to a video on Pythagorean Theorem.  This is a great site to use with the flipped model.

 

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Smith, M. K. (1999a). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://infed.org/mobi/the-behaviourist-orientation-to-learning/

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

 

 

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