Social Learning Theories

A news studio requires students to create original work while working with a group of peers.  This could be as simple as co-writing a script, running a camera for the reporter, or editing content produced by others.  This collaborative learning allows students to enhance each other’s learning.  Cooperative learning encourages an environment where students can reflect on knowledge, process the information with their peers, and develop a common understanding of the content (Pitler, Hubbell, & Kahn, 2012).  In most studio settings this learning process is classes Social-constructionism.  Dr. Orey defines this as students actively engaging in constructing an original artifact while working collaboratively with others (Laureate Education Inc., 2011). 

Tips and Tricks of Cooperative Learning:

1. Vary the formation of groups.  Allows students to choose some projects and assign based on level of performance on others.  This allows students to develop knowledge and keep changing their perspective. 

2. Keep groups small.  Most of my students complete packages in pairs or three person teams.  In a pair I have a reporter and a photag and the role of editor is shared.  In three person teams the editor is separate.  These groups are determined by the complexity of the package.  The production team consists of 4 people: the anchors, teleprompter, and camera operator. 

3. Keep things systematic.  Each role as a specific rubric and pre and post production assignments to complete.  These are used to assess student knowledge and keep control among the studio

. 

Here is a video example of how my students work collaboratively (created by my current Director and Lead tech) that describes the class as a whole:

http://www.schooltube.com/video/54dc90bfba3c44cfba94/Wave%20TV%20Promo

Voice Thread:

Although Voice Thread is praised by Walden University, I was not impressed.  Sure, it allows students to gain feedback socially and therefore connect knowledge and content with context and culture as defined by social learning (Laureate Education Inc., 2011), but it did not have enough potential for the level of media collaboration I would expect from my students. It would not allow me to upload a simple 45 second video.  I tried multiple browsers, formats, ect.  The video format followed the requirements according to their list.  I was not pleased.  I would want to use this source to allow students to give feedback on student work.  I will stick with vimeo or youtube for this form of collaboration.  Moreover, my students are expected to edit their audio and video with strict guidelines.  They are not able to do this with voice thread.  It would be a poor use of time to have students do such a thing when they can complete original artifacts and post to a blog or video sharing website.  I thought about posting potential discussions or problem-based query; however, I already do this on my website and on edmodo.com.    I encourage this format for other classes not media driven as much as mine. 

Here is my Voice Thread:

https://voicethread.com/share/5179863/

References:

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Counstructionism: How Students Learn in a Studio Environment

Constructionism in the Studio

For a Media technology classroom, constructionism is the most widely used learning theory I have observed.  The theory states that students learn by creating artifacts.  This is done by using the learners scheme and either forming accommodations or assimilations during the process in order to achieve equilibration, or balance within the knowledge (Laureate Education Inc., 2011).  Obviously, when students create news packages or produce the school’s news broadcast, students are creating original artifacts.  This is essential to learning.  For example, the first products from my level 1 classes are usually choppy and littered with errors; however, their mid-year projects are leaps and bounds better.  This is because students developed their own assimilations in order to achieve equilibrium.  Basically, their attempts allowed them to use problem solving skills to achieve products that met the defined expectations.  This would not happen through lecture or teacher-centered instruction.  

Generating and Testing Hypotheses

The packages they create are their assessments and students constantly form hypotheses in order to achieve their assessment goals.  Constructionism fits this practice because students should be engaged in a variety of structures in forming their hypotheses (Pitler, Hubbell, & Kuhn, 2012).  Each package produced allows for different structures.  Moreover, students should be asked to explain their thoughts and systems (Pitler et al, 2012).  This is done by having students create package outlines pre-production and self-assessments post-production.  

Project-Based Learning

A format that works great in my studio is project-based learning.  It allows students to work towards a goal using systematic steps and organization directed toward one clear defining question.  I strongly suggest using this system.  I have used it for two years and have found an abundance of success.  Students are actively engaged, meet course standards, and enjoy the un-traditional classroom setting.  I am not sure about you, but my studio doesn’t include student desks or traditional decorations and organization.  My classroom/studio has a large conference table, couches, and production equipment and planning materials (see picture below).  For more information about project-based learning check out this link: http://www.bie.org/tools/online_resources/pbl-online

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

                (2^nd ed.). Alexandria, VA: ASCD.

Cognitive Learning Thoery and Helpful Instructional Methods

The cognitive learning theory associates learning through a process called information processing; basically, content is inputted into the brain, moves into short term memory, and eventually using real-life connections within the brain, into long-term memory.  It is with the network model of memory that allows dual coding and episodic events to build long term memory knowledge (Laureate Education Inc., 2011a). 

Below you will see subcategories of information about how specific instructional strategies can be applies to a production studio while exemplifying the ideas of the cognitive theory.  

Cues and Questions

The following ideas will help students to organize and collect information.  Please remember that how the brain stores information from short term memory to long term memory through information processing is pivotal in the cognitive theory (Laureate Education Inc., 2011a).  

A great Data Collection and Analysis Tool is surveymonkey.com.  I love this source!  I use it to get students and teacher evaluations about our content.  It is easy to manipulate and is FREE.  Not only is it fast to create, but the data is organized for quick references.  The work flow is much better than Google Docs in my opinion.  Encourage students to collect data for packages using survey monkey!

Advanced Organizers

An important aspect of cues it to be specific and make sure students know what is expected (Pitler, Hubbel, and Kuhn, 2012).  A great way for studenst to brainstorm and organize information to ensure they meet your cues is through story boarding.  Students do not need to be great artists, they just need to know how to map out shot composition and the content of their package.  Organization is the key.  Students can use a FREE online program like http://www.storyboardthat.com/ or there are multiple apps for smartphones and ipads.  Just simply have students search the app store.  I still argue that sometimes a simple paper and pencil system is ideal.    

Summarizing

Obviously when discussing summarizing a Media Technology class would focus on multimedia forms of expression; however, be careful to keep the focus on the content and not the production itself.  Sometimes students get caught up on the creative process and entertainment value and miss the content analysis and critical thinking aspect (Pitler et al, 2012).  

Note Taking

I know when I was a students I hated taking notes.  An important thing to remember about note taking is to use a variety of formats (Pitler et al, 2012).   I never teach lessons back to back in the same format.  One day I give students a copy of the notes with blanks in it.  This keeps them actively engaged in the lesson.  One lesson I may encourage them to read the notes online before the lesson.

 My favorite is to allow students to engage in technology.  The notes app on ipads and iphones is a great resource.  I actually share my daily notes for my producer through my ipad notes.  I have not used any note taking specific apps or software though.  Do not forget, this si essential to building short terms memory.  Building associations between content and text through activity lends itself to the cognitive learning theory (Laureate Education Inc., 2011a).  Have you found success with any?  Leave a comment in the comments section.  

Virtual Tours

There are multiple reasons to use virtual tours in a classroom.  According to Dr. Orey, virtual tours provide rich experiences for the classroom, provide a visual experience to connect with prior knowledge, and provide an opportunity for critical thinking (Laureate Education Inc., 2011b).  

Although these are a great tool, I found trouble finding any sources that directly matched the Media Technology curriculum.  I searched for broadcast museums, news studio tours, and history of television.  If you know of any virtual tours that would be helpful PLEASE leave them in the comments.  

I took a different approach and decided to use Google Earth to allow my students to create and experience their own virtual tour.  Using screen capturing software students can use Google Earth to get b-roll and important content for news packages and feature segments.  Here is a great youtube playlist of Google Earth tutorials by Radford University:

http://www.youtube.com/watch?v=7DqO29SxtVI&list=PL37C07499041C4517

References:

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive 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

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Reinforcing Effort and Providing Recognition

As a broadcast journalism advisor it is extremely challenging to give adequate criticism of student work without giving students a negative emotion towards the learning in the class.  I want my students to be aware of my expectations, but I also want them to still have the confidence to continue to tackle production pieces.  Reinforcement is a cardinal motivator in relation to the behaviorist theory (Smith, 1999).  It is important for students to receive this reinforcement in order to know what is the correct behavior or product to produce.  One way to identify this is through reinforcement. This reinforcement can provide praise but it should be specific and aligned with the expected behaviors (Pitler, Hubbell, & Kuhn, 2012).  Here is what I do in my classroom:

1.       Weekly MVP.  My student leaders (mainly the producer and director) choose an MVP from each class.  I use pictures I took of each of my students at the beginning of the year and we post their picture on a poster with clips glued to it.  There are big letters spelling out MVP on it.  The student also gets to keep a small plastic MVP trophy at his or her work station.  This award is given along with a brief explanation of why the student received the reinforcement.

2.       Online Recognition.  One other way to do this is by showcasing student work via technology (Pitler, Hubbell, & Kuhn, 2012). I post samples of student work on our facebook page for other students and the community to see.   I also post each one of our shows on our schooltube.com page.  Students are recognized in the credits and in the description box.  Feel free to view our show at www.schooltube.com/channel/wavetv

3.       Text Badges.  One other way tp provide students with concrete recognition is to handout badges of achievement (Pitler, Hubbell, & Kuhn, 2012).  I do this via the remind101 text messaging service.  I send out text messages at random times to give a “shout out” to exceptional work.  This system then sends a texts to parents and students subscribed to our text service.  For example:

“Hey Wave TV Crew!  SHOUT OUT to Ashley G. for exceptional use of the rule of thirds!  Check out her PTSA reflections content piece!”

Assigning Homework and Providing Practice

Assigning homework can be a challenge in a broadcast journalism class.  This is because most of the assignments are hands on within the classroom.  According to the behaviorist theory, observable behavior is the key as opposed to the internal thought process (Smith, 1999).  At first, I thought homework was a challenge for a production class like mine until I was introduced to the idea of the flipped classroom.  Basically, instead of using class time to disseminate information from tutorial videos or lectures, multimedia videos can be assigned as homework (Pitler, Hubbell, & Kuhn, 2012).  Moreover, many of the production tasks are usually created outside of class (i.e. filming and interviews).  I realized that the video coach videos I use and the student made podcasts that I show within the classroom could be assigned as homework.  This would allow more classroom discussion and practice with the content.  This behavior modification process allows students more time to practice with the concepts with teacher feedback. 

An example of a video coach students could view for homework is http://www.youtube.com/user/filmriot. 

References

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm