Connectivism is a learning theory based on the assumption that learning occurs in a diversified and complex mode of networks of knowledge, peoples, events, and technologies. The three components of connectivism are Chaos Theory, Importance of Networks; and Complexity and Self-Organization (Davis, Edmunds, & Kelly-Bateman, 2008). Connectivism suggests that knowledge is networked, relying solely on how the different networks can contribute for a whole view of the concept (Laureate Education, Inc., 2011). This implies that there is a need for the use of collaborative and cooperative activities for good and functional networks to be established. I find this site http://theconnective.org/2008/08/26/connectivism-as-learning-theory/ informative on connectivism.
Cooperative learning is when students work and interact together in groups to construct and contribute meaningful and useful information to a topic or project at hand, so as to make sense of the learning process (Pitler, Hubbell, Kuhn, & Malenoski, 2007). You can check out this website, http://edtech.kennesaw.edu/intech/cooperativelearning.htm . The groups are to be small in size and the learning process systematic and well planned to ensure it doesn’t go off course. The uniqueness of connectivism is that the students help each other to learn because children tend to listen to each other better than they do their teacher. They see each other as a source of challenge, strength and security. It is this sense of connection that motivates the learners not only to tap into their own resources of knowledge but also to go beyond themselves for knowledge from other sources which they all bring together on their group discussion table.
Connectivism which is referred to as the learning of the digital age (Siemens, 2004) is best utilized with the integration of technology. The web can enable cooperative learning as the learners are able to access a number of experts’ articles, digital libraries, videos, images, games and hands-on activities. The list of web resources is endless. In addition, they can create their own multimedia as different groups in the class focus on different aspects of the multimedia project. At the end of an allotted time, they all bring to fore their movies, view together and make necessary notes. Students can also collaborate with learners from other cities, states and countries; through the use of Keypals so that they can learn from other cultures and gain from other perspectives process (Pitler, Hubbell, Kuhn, & Malenoski, 2007). An e-journal found on http://www.irrodl.org/index.php/irrodl/article/view/523/1103 further sheds light on connectivism and whether or not it is a learning theory.
In essence, cooperative learning and connectivism go hand in hand as they both depend on each other. In order to connect, there is the need for individual learners to have a goal and be interested in being a part of the learning process and on the other hand, to do cooperative learning, all the learners need to connect. You can check this site out for further reading http://tinank.yourweb.de/walden/?p=325 .
Damilola
References
Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory [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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Damilola,
ReplyDeleteThank you for the all of the resources. I checked out http://edtech.kennesaw.edu/intech/cooperativelearning.htm and I really enjoyed the section on the 5 elements of cooperative learning. This makes it easy to use in your classroom and helps the teacher to understand how the grouping should work. I completely agree with you in that connectivism and cooperative learning go hand in hand. A person cannot connect to another without working with that person. Creating groups is the way students get to engage and connect with each other. By doing this they can create lasting relationships and get the most out of their education.
Rachel
Hi Rachel,
DeleteIt is certain that students get the most of their education when they are given the opportunity to work in groups, as you asserted. I am happy you were able to see the 5 elements of cooperative learning on http://edtech.kennesaw.edu/intech/cooperativelearning.htm. These are positive interdependence; face-to-face interaction; individual and group accountability; interpersonal and small group skills; and group processing. It gives a summary of what the teacher should look out for when planning cooperative learning.
The site also gives information about class activities that use cooperative learning. Were you able to check this out?
Thank you for your comments.
Damilola
Trevor says...
ReplyDeleteHi Damilola,
In reading your post this week I agree with many of your assertions especially those made in reference to the use of technology in enhancing the delievry of cooperative learning experiences. Given the crazy rate of technological innovation and resource development teachers are afforded a wealth of possible scenarios for encouraging meaningful interaction and higher rates of student achievement. Through the use of social media and online resources classroom instruction is now capable of more accurately linking with the interests and strengths of our students, and will only continue to grow in relevance as more and more teachers continue to learn and expand their knowledge of technology and its many applications.
In reading your posting you raise an interesting point in relation to students assisting their peers when noting how "children tend to listen to each other better than they do their teacher" (Alalade, 2012). Now in making this observation, why do you feel that is the case?
Thank you for a thought provoking post.
Trevor
Hi Trevor,
DeleteThank you for your kind comments.
I feel children listen more to their peers for a number of reasons.Firstly they tend not to feel intimidated because they feel they are equals. One of the reasons an adult should bow down to a child’s level when correcting him is so that he will not feel threatened.
Secondly, peer relationships help them reach a common goal which they see as their accomplishment because of their individual contribution, without the feeling of being censored.
Thirdly, students learn a great deal from observing each other because they are social beings with a sense of belonging; after all, they’ll suppose; they are of the same age group and the older one, in the person of the teacher, does not belong with them. This in itself is a source of motivation because each of them has the feeling of relevance while test and questioning anxiety is reduced. Students feel responsible for each other as they rely on one another and feel connected to one another.
Damilola
Damilola,
ReplyDeleteThank you for sharing the resource http://edtech.kennesaw.edu/intech/cooperativelearning.htm. The site offered many ways of incorporating cooperative learning in the classroom. I agree that cooperative learning and connectivism go hand in hand with each other. The key is students will learn more when engaged in student centered activities that make learning the responsibility of the student. Students will be more invested in cooperative learning activities because each student has a specific role that needs to be fulfilled for their entire groups' success. Utilizing educational technology students can organize and complete cooperative learning tasks both in and out of the classroom.
Chelsea
Hi Chelsea,
ReplyDeleteYou couldn't have said it better that using technology will enable the students to work both in and out of the classroom. There is so much that will be achieved as the students work on blogs, wikis, Webquests, Edublogs, Second Life and such like platforms, especially when the teacher is available as a facilitator.
Damilola