Please do Sharissa and Angela’s facilitation first, then come back here to go through and do the activities in the following slide show:
Social Context of Learning Slides/Activities
(note: Please do not read or submit comments below until you have gone through the slides).
Renuka: In the water analogy Li explanation helped my understanding. She describes an encounter with deep water as part of the natural order and one that we experience in a positive or negative way when we float or drown. If we use a row boat our interaction with the water is mediated by using the boat, a material artifact because we need practical knowledge to row the boat. A rower may become skilled at rowing so that rowing becomes an extension of their body and then the knowledge becomes embodied. Discursive knowledge of water, wind and tides, which develops through our interactions with science and society based on experiences.
Li’s water analogy echoes Brofenbrenner’s “Ecological Systems Theory”. Through each of the 5 systems, Brofenbrenner outlines the positive and negative impacts on the individual. For instance, in the micro system, Brofenbrenner notes that relationships are bidirectional; specifically that your reactions to people in your micro system impact how they treat you. In the meso system, Brofenbrenner uses the example of the relationship of parents and teachers. It has a positive impact on the individual when these elements (important members of the micro system) work together, and it has a negative impact when they work against one another. I found the example of 5-year old Alex to be a good model for grounding Brofenbrenner’s theory in a concrete way, much like Li did with the water analogy.
Jenn: By pointing out the different strengths of each teaching approach, and by emphasizing the importance of all three orders (and types of knowledge) Li effectively (whether intentionally or not) demonstrates the importance of a diverse and balanced teaching philosophy. I found this appeal for balance encouraging, as I have always strongly felt that teaching philosophies must be applied in connection with each other. Learning through one method supports learning through other methods.
Connections and relationships are important in Li’s description of the 3 orders and different levels of knowledge. Li refers to learning environments, at the micro-level, which is within the immediate learning environment, the mesa-level (educational institutions) and the macro-level (wider cultural, societal, political and economic contexts). Bronfenbrenner’s Ecological Systems Theory also looks at connections and relationships within the learning environment, but with a focus on children and their social relationships. Bronfenbrenner described 5 systems of social relationships (Microsystem, Mesosystem, Exosystem, Macrosystem and Chronosystem) of children in relation to everything around them. I agree that teaching philosophies must be applied in connection with one another. I think these 2 theories work well together to increase diversity in learning. Both address the learner’s connections and relationships to their environment, the people they live close to, the school, and those people and events in the world around them. As we start teaching with the new curriculum we should be mindful that learning with one system supports learning in other systems. We need to be aware of all the factors that have an impact on the learner.
Carrie: I connected with this part of Li’s article because I have recently been working closely with the core competencies from the refreshed curriculum. The core competencies are categorized into three areas including communication, thinking (creative and critical thinking), and personal and social (positive personal and cultural identity, personal awareness and responsibility and social responsibility). For me, the core competencies are perhaps the most important part of the refreshed curriculum and relate to Li’s views on personal identity.
I agree with you Carrie. In my opinion, The competences humanize the curriculum and support the teachers in the exploration of other teaching theories that go beyond behaviourism or cognitivism. It values that school is not the only microsystem to recognize. Learning comes from home, outdoor activities, trips,etc. It does add a little constructivist link here with the building of knowledge and reality. The competencies also fosters the mesosystem as it favour group work and collaboration and to respect each other through interactions. This reminds me that I actually should be including more of the vocabulary from the core competencies in my assignments. It’s great that it is valued that students should reflect on their behaviour and that how they should act in a group. I also feel it’s scary that prior to last September, it wasn’t mandatory to support manners, mindfulness and wellbeing. I think that the core competencies do touch the exosystem, not only on a personal level but at a global level, especially with Personal Awareness and Responsibility. Tools like We day or What’s in the World? or even CNN Student News supports the learning though news event that could have a potential effect on our student’s lives.
Well thanks Carrie! This totally reminded me of how I should take a closer look at the core competencies. I know we covered them in last year but I definitely didn’t put enough of an emphasis on them in class.
Todd: Once Li starts talking about the comments from the students in the e-learning course, it becomes clear that motivation, and not the learning style, is the key to learning for these students. Comments from the students confirm that improved qualifications were the number one reason for taking the course, and that personal interest in the area was also a factor to some degree. What I found most interesting in these comments was the focus on the degree to which personal interest in the course content motivated the learning of the students. I find it strange that comments supporting the personal interest were not viewed as comments that help the students deal with cognitive dissonance in the fact that they are really there for the qualifications and the increased financial levels that follow.
Todd,
I would like to address two comments you made. The first is the issue surrounding motivation for learning and the second is students’ personal interest in learning. As a classroom teacher I often struggled to find ways of motivating my students. I believe that ultimately motivation is intrinsic. No matter what we do as teachers to try to motivate our students to learn extrinsically it is ultimately them in the end that decides whether they will be motivated to learn. We can provide rewards and reinforcement and descriptive feedback but in the end they choose to learn. Some students have an almost natural intrinsic motivation for learning (they are like little sponges) and others are more reluctant. I believe that all of systems (micro, meso, exo, macro, chrono) can have an affect on a student’s motivation. The relationship the student has with the teacher (meso) affects motivation. The timing of an event related to a student, for example, the death of a family member (chronosystem), can affect motivation. I recently lost a grandmother, a good friend, and my husband’s grandmother in the matter of a week and these events have most certainly affected my motivation at work and school. How can we as classroom teachers provide ways for students to become intrinsically motivated considering all of the systems that can affect them and motivation? This leads me to personal interest. I feel the best way to help our students remain motivated for learning is by providing learning opportunities connected to a student’s life or personal interests. For example, last year my students participated in passion time in our classroom. The students chose an essential question that they were passionate about, developed a plan for answering their question, considered the application of the knowledge they acquired from their project, and developed further questions connected to their essential question. I found the majority of my students were excited for passion time, demonstrated the most growth, and ultimately were motivated for learning. This is one reason I am excited about the refreshed curriculum, there is a focus on personalized learning.
Davinder: As I continue to work with my students in the classroom, creating hands-on activities in a fun and digital environment, I am constantly aware of the factors of motivation and enthusiasm. I always ask myself: How can I keep the students engaged? What kind of activity would promote further inquiry and questioning? What would interest the students? In the classroom, I often integrate technology but students rely on each other as well as on the educator for malfunctions, support, and advise, otherwise they would too feel anxious, frustrated, and annoyed as some of the learners in the case study did. Therefore, the context within which they learn, is crucial.
Davinder,
I really appreciate your example as I have experienced the same thing in my own classroom with iPads. It sounds like you’re doing your best to make an impression on the students’ microsystem. If they have a positive experience with technology on a regular basis in your classroom, your more likely to promote the use of technology in other aspects of their lives. I think this can also be part of the students’ mesosystem. Even though some students aren’t interacting directly with the iPads in your classroom, they may see other students benefiting from their use. You also act as a positive role model for the students as part of their mesosytem. They observe you positively interacting with technology and that will have an impression on them!
My students often rely on each other to problem solve technical issues with our iPads. I hope that they don’t experience some of the feelings I have (anxiety, frustration) when it comes to using the iPads.
Cheers,
Amy 🙂
Davinder I believe that your comment about the, “context in which they learn, is crucial” can be applied to Bronfenbrenner’s Bio-ecological model of child development. Student’s learning environment outside of school can be just as, if not more, important especially when looking at Bronfenbrenner’s systems of development. For example, children learn particular values in their home (microsystems) that may contradict or support what is being taught in their other microsystems such as school. I agree with you that through the use of technology students exhibit greater engagement and interest in school subjects. This may be because at home technology is available and valued or that to “fit in” with their peer environment they feel the need to be tech literate. On the other hand I have had students who do not have access to technology at home because of the values set forth by their parents. In my experience, their home microsystem is more important and as a result they are less willing to engage with technology in the classroom. Furthermore, Bronfenbrenner’s macrosystem can also play a important role when implementing technology in the classroom due to cultural ideologies and beliefs of the students we teach.
When I think about your questions of how to keep students engaged and interested I can see a connection to Bronfenbrenner’s Bio-ecological systems.
Oli: This week’s reading comes at a good time as I am about to be part of a sub-committee at my school regarding the usage of personal devises at the school. Some teachers were frustrated with the student’s use of their phones in the school and wanted to bring a motion at the staff committee meeting that all phones or electronic devices should be banned between on the school grounds. “(…) more attention is drawn to immediate learning settings within which learners interact with technology rather than other dimensions of their life and wider social contexts of technology use “ (Selwyn, 2010) The use of technology is a second nature to our students. Since they have grown with it, they are accustomed to it and it can be very helpful learning tools. I definitely think to ban the electronic devices would arm them in the long run as “we live, and must live, simultaneously in the natural, practical and social orders’ (Archer, 2000, p. 9).
Great point Oli! We also used a similar quote of yours in our presentation. I think this is a great example of the chronosystem, and how technology impacts our students. I truly believe that these devices impact a student’s learning style and socials skills, and do NOT understand why your staff would even consider banning them. Although their experience growing up with technology may be different than ours (digi natives vs. digi immigrants possibly) that’s no reason to ban mobile devices. We should be embracing the BYOD (bring your own device) by integrating technology rich activities into our lessons, and allowing students to express themselves naturally, which will probably look a lot different than how we may have back in our school days. Cheers!
Hi Oli,
I also think the movement to ban technology or what I see as missing the opportunity to encourage BYOD as an example of what Bronfenbrunner describes as the exosystem. My understanding of the exosystem is the development of a person is impacted by the values and attitudes of that environment. If a staff member feels that all phones should be banned there must be some form of justification for that motion. What was it that was driving the need to make such a motion at a staff meeting? What values and attitudes are the staff members bringing to the table? Who are their community members and support groups that have influenced their thinking. Bronfenbrunner outlines a human development theory that shows how individuals are impacted by various systems to make them who they are. Each of us come to a staff meeting with the 5 systems having influenced us all in different ways.
Belinda: One of the concepts that Li was arguing was the significance of context in influencing the learning process. A learner’s personal identity influences a learner’s motivation, reasons and intentions in coming to learn. I would agree with the statement as I see students’ personal identity playing an important role in learning.
I think your reflection relates well to Bronfenbrenner’s theory of social context of learning. Personal identity does influence the learner’s motivation, reasons, and intentions to learn. Bronfenbrenner’s theory demonstrates the different levels or layers beginning from the inner core, which is more individualized, and moves to the outer core, which is emphasized on social aspects and events. Personal identity is helped or hindered by the individual’s interactions with his/her microsystem, mesosystem, exosystem, and macrosystem, chronosystem.
Simon: Li also critically argued that technology cannot be relied upon as the key contributor in e-learning. She states that “[t]he accessibility of information does not of itself enable the gaining of knowledge by learners, and the adoption of any ICT tools for communication in e-learning courses does not guarantee that adequate interaction and communication occur in the learning process” (p.283-284). This really resonated with our class discussions the past two weeks in regards to whether using the Kinect can really achieve active learning, or whether learning really took place when Sugata Mitra put groups of students in front of computers in an attempt to find out whether the students could co-construct knowledge on their own.
Simon – This point really resonated with me as well, and makes a great connection to Bronfenbrenner’s theory. Bronfenbrenner’s theory states that learners are affected by what is going on in each of their ecosystems. This specifically connects to the point that the actual learning artifact (in this case technology) is not the sole determining factor of the effectiveness of learning. The learning technology is just one artifact in the learning environment, which is just one piece of one of the ecosystems in the learner’s life (could be identified as microsystem if it is being used in a school setting, or perhaps meso- or exo-system if being used as part of a distance education course where the student might feel less closely connected to the learning environment). Other factors within the same or other systems will affect the learner’s ability to connect to the learning materials, their sense of the relevance of material in their life, their motivation for learning, their availability for learning, and other factors.
Cherie: I often wonder if my refugee students are drowning in tech and if a high school classroom is really an appropriate learning environment if they have been out of the schooling system for years and/or have never used technology before in their lives. In my personal experience, I would argue that my refugee students may be better served for a year in an alternate setting or program, as the micro, meso and macro environments they have entered into is a complete culture shock. They don’t understand the implications of their digital footprint and perhaps lack the knowledge, self-control, and foresight to appreciate the longevity and damage that interacting inappropriately online can cause.
I relate your reflection to the experience of new students in my class who have arrived from another country. I’ve observed that these students are overwhelmed with the changes they face: new school, new language, new culture, new friends…for some of my Filipino students it means getting used to living with their parents, from whom they’ve been separated for years. No matter how much you may want to emphasize language acquisition at school (maybe using a computer program like Rosetta Stone), that child won’t be ready to focus on “school” until he or she makes friends and feels connected to their peers, family and new home. I don’t think screen time, or using more technology makes the process of re-establishing the connections between the micro-, meso- and exosystems any faster or easier; it may play a part, but it can’t be the whole story.
Kaitlin: I personally really related to the challenges the adult learners were facing in this case-study of trying to work full-time and trying to acquire a university degree. While I am not in the exact same position as them, I empathize with the challenges of working full-time, studying and completing school-work and trying to maintain a personal life as I try to complete this program. Learning is not happening in a vacuum or in isolation, but is interconnected with and affected by all of the social and environmental factors in my life.
I absolutely agree with your comment, Kaitlin. Brofenbrenner’s theory of learning and development recognizes that learning does not occur in isolation. His theory focuses on the impact of people and environments on an individual. An individual, such as ourselves, is influenced by and influences many levels simultaneously: the microsystem (home), the mesosystem (the community), the exosystem (child and family, media, services), the macrosystem (values and attitudes), and the chronosystem (time and place). It is important to not ignore the wider contexts in which learning takes place. The interconnected social and environmental factors, as Kaitlin reflected, impact the development of our personal identities.
Peter: The DLC program allowed me to combine one of my interests, technology, with a masters program. I feel fortunate that as a learner I am genuinely interested in what I am studying and the content and material can be directly applied to my teaching practice. In Li’s study many participants commented on how the course material was not interesting or useful but they continued in the program anyway.
Using Archer’s “three orders of reality” and “personal identity”, Li’s study does raise some valid points about how learning takes place and the role social and cultural contexts play in shaping why people learn.
Peter your comment made me think of the explanation of the mesosystem in the third video on Brofenbrenner’s ecological theory. Your classroom and interactions with students and peers, your masters cohort and your personal interest and interactions with technology can be seen as the microsystem environments. They can all work together (hopefully mostly in harmony!) as a mesosystem by using what is learned in the cohort in the classroom as well as sharing ideas from daily practice during coursework. As well, what has been learned about technology both in the classroom and at UBC can also be applied on the personal level as we become more efficient with devices and programs we could use in our daily lives.
Amy: My inquiry project centers on the use of iPads and their ability to document and assess student learning. Therefore, my students are on the iPads quite often. Sometimes I find myself unable to help them solve technical problems on the iPad since it is not a tool that I am super comfortable with. Furthermore, my school district makes it increasingly difficult to use technology in the classroom. I do not have the authority to download apps onto the iPad. When I request for apps to be added, it can take weeks or even months for the IT department to respond. The lack of support I receive from the school district level causes me to experience many of the feelings that the subjects in Li’s study also experienced. I think this article has caused me to think about whether it would be worth it to discuss with my students how they are feeling about using technology in relation to their learning.
The use of iPads in your class directly affects your students lives in a positive way in their microsystem. The school district functioning within the mesosystem and possibly exosystem leave you feeling powerless in terms of lack of support for the work that you are doing with technology. In the macrosystem, changing attitudes around the 21st century skills and attributes that make a successful student are effected by the philosophies of the day, especially with this refreshed curriculum. It’s sad to hear that Vancouver school district is not supportive of it’s teachers in this capacity. I went to elementary and high school there. It seems that teachers are restricted, a sentiment shared by Oli, and that the red tape is quite thick to cut through. It was striking to hear that no Vancouver school attended the Doors Open to Technology event last week in Vancouver, but other districts like Surrey and Coquitlam are more supportive of creating these lasting partnerships with tech industry, within the mesosystem and macrosystem.
Robyn: Collaboration and communication is an essential cornerstone of BC’s revised curriculum. Research shows that learning (and working) with others is more beneficial than learning in isolation. In the classroom (or in the context of an online course), we need learners to feel connected to others in order for the learning to be meaningful. The ability to confirm our understanding with the thoughts of others is powerful in learning. We need to ensure that we are providing the opportunities for students to feel safe and connected to what they are learning, by allowing them to construct knowledge based on their past experiences as well as in collaboration with others.
Robyn, you provided a great example of how Bronfenbrenner’s different levels of system interact. Students collaborating with one another exemplifies how one needs to interact with their peers, which is part of their microsystems. In order to maximize student potential, the interactions between their microsystems (mesosystem) must come into play. For example, teacher and parents must communicate and work together in order to find out how to best support the student, both at home and at school. The school system, community, and mass media (exosystem) affects whether students can feel safe to learn. For instance, with the influx of Syrian refugees into our country as New Canadians, the Coquitlam school district and the community have accepted them with open arms and provided children with ways to adjust to life and education in Canada. All this is ultimately encompassed and affected by our Canadian cultural values on multiculturalism and putting our students first when thinking about education (macrosystem). Lastly, the new revised curriculum no doubt affects students differently. Using the coding initiative as an example, students who are exposed to it at a younger age will develop their computational thinking skills differently than those who are older. This fits in with the last system in Bronfenbrenner’s ecology theory, the chronosystem.
Iren: My immigrant parents have worked very hard and sacrificed a lot in order for my siblings and I to purse and complete our post-secondary studies. Upon completion of this program, I will be the first female in my family to complete a graduate degree. This accomplishment will be as much parents’ as it will be mine. They are incredibly proud that I am completing my Masters. However, becoming a student again has been a difficult transition for me. I am no longer a single woman in my early twenties who was a full-time student, as I was when I completed by BA and BEd degrees. I am now in my early thirties, married, a mother of two young children, and a secondary school teacher. I am constantly having to balance my school load with my other professional and personal commitments.
Iren,
It seems that Bronfenbrenner’s theory on development can be applied to your statement above. It is clear that your development has been impacted by your history and the history of your family. As a social studies teacher, I’m sure you are always cognizant of your place in your immediate environment and the larger world in which we live.
I really like what you wrote at the beginning of your passage. I’m sure your parents are very proud of you and your beautiful daughters will be equally as proud of all of your hard work and accomplishments! Bronfenbrenner’s stages in his ecological systems are great descriptors for your reflection and it is clear that each system has had a profound impact on your development: microsystem (family, occupation as a teacher, master’s program), mesosystem (the ways in which your microsystems interact with each other), exosystem (community), macrosystem (cultural values and beliefs) and chronosystem (your history and the history of your family). Even though you are growing up in a different time and place than your parents, it seems that you have followed a similar trajectory in life. You are working just as hard to advance your career, balancing professional and personal commitments, venturing out and taking risks, all so your family can have a good life. I think it’s pretty amazing that you are, in some ways, coming full circle =)
Thanks so much for the amazing feedback, Joti! Appreciate it!
Joti: In my position as a technology consultant, it is important for me to remind teachers with which I am working that the technology is just a tool or instrument, and that the real power is when we can use it as a medium to make learning purposeful and meaningful for each student.
Hi Joti,
You describe how you, as technology consultant, play a role in another teacher’s mesosystem or possibly their microsystem depending on how well you know the teacher and how often you see that teacher. Your role may influence how a teacher can view technology as medium to make learning purposeful and not to see technology as a tool. You have the opportunity to influence their attitude and the opportunity to facilitate a teacher’s learning in regards to the possibilities of using technology.
Sheela: Archer’s approach is to take the three learning theory perspectives of behaviourism, cognitivism, and socioculturism and merge them into one framework to get a more complete picture of human learning. How a person chooses to respond to the communication between the domains of natural, practical and social relations contributes to the development of personal identity, which is a constructivist process.
Sheela, it seems that Bronfenbrenner’s theory can be applied to your statement. You state the three theories of perspective merge into one framework similar to B’s five systems, as well as the development of personal identity that relates to the Developing Person. I see behaviourism and natural relations fitting in the micro and mesosystem. This would include behaviours and contact with home, school, family, friends and the interactions with the community. Cognitivism and practical relations are linked to micro, meso and chronosystems. For example what is said amongst family and peers may be influenced by the events that occur within their lifespan. Socioculturalism and social relations link with all five levels. The second video has a great diagram representing the links of all five levels to this. Your statement fits nicely with Bronfenbrenner’s diagram of ecological systems theory. As you said “How a person chooses to respond to the communication between the domains of natural, practical and social relations (contributes to the development of personal identity); I would change the ending to reflects Bronfenbrenner’s Bio-ecological theory.
– I had some things in bold to make a point but WordPress won’t let me change the font 🙁