After viewing the assigned media
“The new power of collaboration” with Howard Rheingold, I do believe that
humans have a basic instinct to “interact and work as a group.” Baumeister (2012), states “People have a
basic need to belong. They are motivated
to form and maintain social relationships.”
Baumeister (2012), continues by stating “Of course people like to be
connected to other people, by and large.
Yet this simple idea led in many unexpected directions. Its influence on cognition, emotion, and
behavior is extensive. Moreover, it
raises important basic questions about human nature, culture, gender, emotion,
and how the human psyche functions.”
Ertmer (1993), states “Because of
the emphasis on mental structures, cognitive theories are usually considered
more appropriate for explaining complex forms of learning (reasoning,
problem-solving, information-processing) than are those of a more behavior
perspective. However, it is important to
indicate at this point that the actual goal of instruction for both of these
viewpoints is often the same: to communicate or transfer knowledge to the
students in the most efficient, effective manner possible. Two techniques used by both camps in
achieving this effectiveness and efficiency of knowledge transfer are
simplification and standardization. That
is, knowledge can be analyzed, decomposed, and simplified into basic building
blocks. Knowledge transfer is expedited
if irrelevant information is eliminated.
For example, trainees attending a workshop on effective management
skills would be presented with information that is “sized” and “chunked” in
such a way that they can assimilate and/or accommodate the new information as
quickly and as easily as possible.”
Tam (2000), states “The
constructivist perspective supports that learners learn through interaction
with others. Learners work together as peers, applying their combined knowledge
to the solution of the problem. The dialogue that results from this combined
effort provides learners with the opportunity to test and refine their
understanding in an ongoing process.” Laney
(1990) reported that “computers were effective in developing higher-order
thinking skills, including defining problems, judging information, solving the
problems, and drawing appropriate conclusions. The computer can serve in the
process of information gathering, inquiry, and collaboration, not merely as a
vestige of direct instruction with its reliance on integrating technology in
the existing curriculum (Rice & Wilson, 1999). Technology tools that aid in
case-based learning include various types of simulation and strategy
software/CD-Roms, video discs, multimedia/hypermedia, and telecommunications
(e-mail and Internet).”
In a recent meta-analysis of
distance and online learning, Bernard et al. (2009) quantitatively veriļ¬ed the
importance of three types of interaction: among students, between the
instructor and students, and between students and course content (Abrami, et.,
al.). Abrami, et., al. (2011), states “Not surprisingly, the major conclusion
from Bernard et al. (2009) was that designing interaction treatments into DE
courses, whether to increase interaction with the material to be learned, with
the course instructor, or with peers impacts positively on student learning.
But are even larger and more consistently positive effects possible? It may be
that the presence of the interaction conditions in the reviewed studies
functioned in exactly the way they were intended, so that the estimates of the
effects were fairly accurate.” The document
URL is:
http://ezp.waldenulibrary.org/login?url=http://search.proquest.com/docview/880032148?accountid=14872
When doing a search for
professional blogs concerning technology and collaboration, I came across the
Common Classroom: The Common Sense Education Blog. One of the postings in this blog addressed the
topic of how technology can encourage student collaboration (https://www.commonsensemedia.org/educators/blog/how-technology-can-encourage-student-collaboration). I found it interesting when the author stated
“The theory behind the move to use technology to expand collaboration relies on
both social science and recent developments in cognitive science that help us
better understand the learning process. In 2004, the National Academy of
Sciences published the seminal book How People Learn, which integrates
cognitive science with recommended learning environments.” After reading the blog posts I began to think
how I could add more technology to my own curriculum in my licensed home child
care.
Definitely food for thought.
References
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamin, R. M. (2011).
Interaction in distance education and online learning: Using evidence and theory to improve
practice. Journal of Computing in Higher Education, 23(2-3), 82-103.
doi:http://dx.doi.org/10.1007/s12528-011-9043-x
Baumeister, R. F. (2012).
Need-to-belong theory. Handbook of theories of social psychology: Volume Two, 121-140.
Ertmer, P. A., & Newby, T. J.
(1993). Behaviorism, cognitivism, constructivism: Comparing
critical features from an instructional
design perspective. Performance
Improvement
Quarterly, 6(4),
50–71.
How Technology Can Encourage
Student Collaboration. (n.d.). Retrieved from
https://www.commonsensemedia.org/educators/blog/how-technology-can-encourage-student-
collaboration
Laney, D. (1990). Microcomputers
and the social studies. OCSS Review, 26, 30-37.
Rheingold, H. (2008, February).
Howard Rheingold on collaboration [Video file]. Retrieved
from http://www.ted.com/talks/howard_rheingold_on_collaboration.html
Tam, M. (2000). Constructivism,
instructional design, and technology: Implications for
transforming distance learning.
Retrieved from http://www.ifets.info/journals/3_2/tam.html
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Blogs I posted to:
anitaboseman@wordpress.com
http://travalper.blogspot.com.br/
learningtheoryedu7105.wordpress.com
