Examples of social learning in the following topics:
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- Some social constructivists discuss two aspects of social context that largely affect the nature and extent of the learning (Gredler, 1997; Wertch, 1991):
- Symbol systems, such as language, logic, and mathematical systems, are learned throughout the learner's life.
- These symbol systems dictate how and what is learned.
- The nature of the learner's social interaction with knowledgeable members of the society is important.
- Without the social interaction with more knowledgeable others, it is impossible to acquire social meaning of important symbol systems and learn how to use them.
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- Social constructivists see as crucial both the context in which learning occurs and the social contexts that learners bring to their learning environment.
- There are four general perspectives that inform how we could facilitate the learning within a framework of social constructivism (Gredler, 1997):
- Students engage in those social learning activities that involve hands-on project-based methods and utilization of discipline-based cognitive tools (Gredler, 1997; Prawat & Folden, 1994).
- Together they produce a product and, as a group, impose meaning on it through the social learning process.
- Learning thus should not take place in isolation from the environment.
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- Social constructivism is based on specific assumptions about reality, knowledge, and learning.
- For the social constructivist, reality cannot be discovered: it does not exist prior to its social invention.
- Knowledge: To social constructivists, knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994).
- Learning: Social constructivists view learning as a social process.
- Meaningful learning occurs when individuals are engaged in social activities.
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- The social-cognitive theory of personality emphasizes both learning and cognition as sources of individual differences in personality.
- This means that an individual can learn from observing others, as opposed to only being able to learn from their own experiences.
- For example, researchers currently cannot find a connection between observational learning and self-efficacy within the social-cognitive perspective.
- Another limitation is that not all social learning can be directly observed.
- Because of this, the understanding of how a child learns through observation and how an adult learns through observation are not differentiated, and factors of development are not included.
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- The main purpose of cooperative learning is to actively involve students in the learning process; a level of student empowerment which is not possible in a lecture format.
- Learning takes place through dialog among students in a social setting.
- Cooperative learning utilizes ideas of Vygotsky, Piaget, and Kohlberg in that both the individual and the social setting are active dynamics in the learning process as students attempt to imitate real-life learning.
- By combining teamwork and individual accountability, students work toward acquiring both knowledge and social skills.
- Each individual team member is responsible for learning the material and also for helping the other members of the team learn.
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- Socialization prepares people for social life by teaching them a group's shared norms, values, beliefs, and behaviors.
- The belief that killing is immoral is an American norm, learned through socialization.
- The role of socialization is to acquaint individuals with the norms of a social group or society.
- Socialization is an important process for children, who are socialized at home and in school .
- Through socialization, people learn to identify what is important and valued within a particular culture.
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- Primary socialization in sociology is the acceptance and learning of a set of norms and values established through the process of socialization.
- Primary socialization occurs when a child learns the attitudes, values, and actions appropriate to individuals as members of a particular culture.
- Secondary socialization refers to the process of learning what is the appropriate behavior as a member of a smaller group within the larger society.
- It is where children and adults learn how to act in a way that is appropriate for the situations they are in .
- New teachers have to act in a way that is different from pupils and learn the new rules from people around them.
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- Social Constructivism and the World Wide Web - A Paradigm for Learning: http://www.ascilite.org.au/conferences/perth97/papers/Mcmahon/Mcmahon.html
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- Personalized Learning is the tailoring of pedagogy, curriculum, and learning environments to meet the needs of individual learners.
- Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned.
- Development of all dimensions of learner, not only the cognitive (emotional, social, life experience, etc.)
- Personal Learning Environments (PLE) are systems that help learners take control of and manage their own learning.
- Some criticisms of personalized learning warn that the approach often discounts the highly relational and socially-constructed space well-defined in the research on learning.
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- Merriam and Caffarella (1991) highlight four approaches or orientations to learning: behaviorist, cognitivist, humanist, and social or situational.
- Kolb styles model is based on the experiential learning theory, which was explained in his book Experiential Learning: Experience as the Source of Learning and Development (1984).
- These learning styles include:
- Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style.
- Kolb styles model is based on the experiential learning theory.