Overview of Social Learning Theory

this video is going to go over a lot of information please don’t panic you’re not being tested on it but everything being presented here is truly being shared with you to help you expand your understanding of what all is possible for us as 21st century teachers to reach our students to create environments that empower them to go out and grow more gray matter and be involved and be engaged and present in their own learning and the learning that’s taking place around them so they can continue to add to the exponential growth of knowledge in this world knowledge skill understanding ability so again there’s a lot here you’re probably going to want to take notes that’s why this is a video so you easily can start and stop and start and stop we’ll be talking about social learning theory we’ll be talking about Vygotsky bandura Maslow Wenger Engstrom we’ll be talking about blooms there’s a lot here so if you don’t have a cup of coffee you might want to get one before we get started have a pad and paper don’t worry you’re not expected to memorize all of this but you will be using all of this information in different ways whether it’s experiential or you’ll be comparing and contrasting or even if it’s through pure reflection there’s a lot of power in active reflection we’re living it so we can better role model it as we facilitate it for our students what we’re discussing here is incredibly relevant for both the k-12 world and higher ed instructors so here we go we’re going to start with Lev Vygotsky for Gatzke is huge in the world of constructivists constructivism constructivism V for verbal language is our greatest learning tool V for verbal voitski is the father of a concept we call the zone of proximal development visualize this it’s not about us as instructors pouring knowledge into a students head it’s about us guiding and facilitating the experience of learning something we as instructors we facilitate and guide the introduction of a skilar concept we help the individual through the development of their understanding it’s not here it is it’s let’s play with this tool let’s try this now here’s a visual to put in your head Lulla Lulla what we’re working toward is we are guiding the learning process individual problem-solving with application of skill or concept not we’re just going to talk about this I as your instructor I’m going to guide you through experiences where you will be applying and experiencing collaboration in the zpd is huge whether it’s individual with concept and tool whether it’s individual with other individuals who are trying to learn it but the point is you start working with again tools artifacts others trying to learn others who are skilled at it so that eventually you are able to apply the skill or knowledge independently it will be something that will become a part of you here is a great visual again our goal within the realm of the CPD is to give enough instruction guidance facilitation and the right tools to help that individual learner go from where we all start what I can’t do and it’s not because I don’t the ability I just haven’t been introduced to it yet what I can’t do then we come in what I can do with help and again the help can be guidance facilitation different tools simulations experiences that process empowers the individual learner to then move into what I can do because I’ve rehearsed in experienced and tried and fallen on my face and gotten up and tried again and seen how the experts do it and seeing how other novices do it that help afforded me the ability to create understanding and now I can do this by myself and I can move forward and build upon it we move from zpd to bandura this truly is one of my heroes Albert or Alberto social learning theory now this is a blanket terminology please don’t

fall into the trap that many people first do you want to think of social learning theory as an umbrella concept and I know you should never read the people in a movie on a PowerPoint so I’m going to break two rules at once here we go social learning theory emphasizes the importance of observing and modeling the behaviors attitudes and emotional reactions of others got it this is huge this is all-encompassing thus it focuses on learning by observation and modeling crucial the theory did as you will also get in the video from dr. Ian from Australia originally evolved from behaviorism but it went further it now includes many of the ideas from cognitivists and social cognitive learning but there are differences in those individual concepts so social learning theory is considered again an umbrella but it’s the social concept and the cognitive is important because there is an awareness this is why bandura is so huge if you study criminology or sociology it’s that observation and modeling it’s the idea that if a window is broken or graffiti is put on a building the longer it takes for someone to deal with it fix it remove the graffiti fix the window there is an algorithm as to how fast more destruction and crime will begin within that name because it all goes back to observation and modeling people don’t care in that neighborhood obviously this is a place we can cause trouble get into trouble blah blah blah social learning theory is the umbrella which combines modeled behavior with the innate thinking feeling experiences wants desires needs fears of the person combines that with the environment again think of the window if I live in a neighborhood where I see that people can break windows nobody bothers fixing them and nobody gets in trouble well then I might as well if I’ve got nothing else to do or if there’s something in that window I want and I I have learned through other model behavior that there’s no thing to fear by doing it even if it goes against what I believe if there’s something I need badly enough well maybe it’s worth it model behavior the innate proclivities of the individual combined with the environment to create understanding observation and modeling plus myself learning we move on to Maslow’s hierarchy of needs now I know anyone who’s ever taken an ed psych 101 yeah yeah Maslow please don’t give Maslow short shrift no single motivational theory makes sense by it self absolutely crucial which is again part of the reason why we’re going through all of these various theories whether it’s social learning theory we touch on behaviorism that’s very dangerous in the blended or online world because we start moving away from teaching and facilitating and taking advantage of all that the distance and the technology offers us and it becomes more like rote learning and it turns into one two three step step step one two three answer my tests are done that is not 21st century learning you guys already know that moving on the motivation Theory merely provides a framework with which to understand the motivation of an individual as they endeavor to attain the object of the activity the object of the activity motivation can change depending on what is the particular object of the activity and again we want to hop back observation and modeling and now we have the opportunity to afford observational modeling in the real world anybody out there going oh I see she’s leading us toward communities of practice yes I am alright so observation and modeling can indeed have a huge impact on the motivation of an individual as they endeavor to obtain different objects of different activities so here we go here is the hierarchy of needs but you’ll notice it’s a 21st century hierarchy of needs look at our basic needs comfortable with online tools ability to navigate within the environment ability to get basic in from oh this is both for

blended and fully online yes it is Maslow is just as important today as he was 20 years ago whether it’s face to face whether it’s a blended environment or whether it’s fully online basic needs if your student is more focused on just how to navigate the tools and get around and find their way in and remember what their password is how are they ever going to focus on the learning you’re trying to facilitate alright we move up from basic needs to safety needs set limits and rules your privacy is respected these again are crucial we cannot expect our students to be motivated to be fully engaged in their own learning if they don’t feel safe then we get to relationship need and esteem needs do you provide timely feedback I would have to say time and time and time again consistently this right here esteem needs with timely feedback and facilitation is the number one issue that students have across the board because many of them have grown up in a gaming environment and if they don’t get to see you every single day your words your images your smiley faces your yes here’s the rubric I filled it out for you your communication your presence gives them a sense of not just safety but okay all this effort there’s somebody who cares if we want to combine this with Studies on resiliency which is particularly important for those of you who might be working in blended or online environments with students who are there because they have not been able to succeed in a quote/unquote traditional environment your ability to let that student know that you are there for them you may not be sitting next to them in a classroom but your feedback is genuine and consistent and detailed resiliency that helps someone know there’s a reason to keep going we are social creatures and if we feel like nobody gives a hoot and there’s no reason to keep going we won’t especially if there’s other things vying for our attention which we know there are so please take the esteem needs very carefully that doesn’t mean yeah you’re fabulous you’re wonderful it means I’ve read your paper I can see where you’ve really worked hard there’s a couple points in here that we could do better on come on let’s work together on this meaningful timely feedback don’t leave your students hanging and this is where we want them self-actualization the ability to own their learning process which again you will be able to make even more connections after watching the John Seely Brown video this week all right so Maslow’s hierarchy of needs for the 21st century learner absolutely crucial when we talk about social learning theory Bloom’s you have an activity this week and I tell you flat-out that even though most people do think of blooms in this and I know it’s it’s considered a linear process but it’s learning is not a linear process I’m sorry if that makes anybody’s head explode well I’ll send you a band-aid it’s not and this is more of a tango than it is a line these are all different components of our learning process remembering understanding applying analyzing but you don’t always start with remembering and work your way up now granted when we reach the point where the part of the learning is not just the rote memorization right and there’s going to be some of that the remembering is important this is considered and for good reason creating and evaluating our higher level cognitive skills there is no argument there but every part and all these delicious verbs that work within are absolutely crucial for the whole of the learning process now what does this have to do with social learning theory let me pull website this beautiful taxonomy of all the different action verbs I will have posted in the class for you but what I’m looking for is this guy this guy let’s be clear within the whole of understanding and applying Bloom’s taxonomy of learning there are three domains there is the cognitive the knowing there is the affective which is the emotional which is huge and a lot of people call the third psychomotor I actually call it behavioral the ABCs of learning the affective the behavioral

and the cognitive the affective the emotional the behavioral the psychomotor the manual of physical and the cognitive all three of these domains of learning and doing and experiencing all three are relevant and meaningful and present inside Bloom’s taxonomy and again this is how you usually see it with remembering being the base level then you move up to understanding then you do applying and then it okay but again not linear please don’t fall into the rookie trap of thinking that it always has to be linear particularly if we want to go back to void guts key and think about the zpd you may start by applying and because the application doesn’t go very well or it’s confusing and you don’t really know what you do you start to analyze what went wrong which helps you realize there’s terminology there’s stuff you need to remember which does help you build a better understanding and then maybe you start creating something parallel to give you an opportunity to apply again at which point you would go back into evaluating and analyzing and then maybe creating again so think of it as a tango not a linear process that’s blooms you will be playing around this week with blooms digital taxonomy wheel and knowledge dimension with what I’ve just shared with you as a base recognize you do want to read the information but explore conceptual knowledge procedural knowledge metacognitive knowledge factual knowledge cognitive knowledge alright so mostly what you’re focusing in on here is indeed the see the cognitive apply analyze evaluate create remember but don’t ever please as you look through the various activities look for the a look for the affective social learning theory we want to think about observation and modeling we want to think about perceptions within the activities right think about the affective as well as the behavioral and the cognitive recognizing that those three domains live together empowers us all alright so again you have an activity where you’re going to play with this but let’s go back to our PowerPoint and fYI for anyone curious this is indeed what we based the ideal model for your learning experience everything that you do as a brandman student truly is based upon an objective from blooms revised taxonomy now we get to the gooey gooey chewy center of it all communities of practice not professional learning communities people confuse the two all the time and they are incredibly different winger and you have some resources from Wenger to play with as well communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly passion professional learning communities are usually built upon serving a single issue trying to solve a problem this is not about trying to solve a problem communities of practice really are bringing it together the individuals and the artifacts and the language all of these folks who are engaged in something that they want enjoy love do to do the John Seely Brown video is going to illustrate this beautifully let’s think about this within your classroom whether it is a fully online one or we’re talking blended so you’re using online whether it’s single program or just the whole white world as it is what is the practice your students will engage in with knowledge gained from the course you’re teaching the subject you’re focusing on think about it again it’s very parallel to the concept of zpd this is the practice they will engage in learning is a process but are we going to make it an artificial one well we’re going to make it a real practice do you want a doctor operating on you who’s never been around other doctors never heard the way doctors speak never watch the way they hold a scalpel you want your students engaging with real-life

practitioners from the little guys to the big guys so what are all the various tools we as instructors can bring to their experiences to let them practice that engagement within the course within the subject within the learning process do we in the 30s learning is not an escape from life school is not apart from life school and learning are part of life get those students engaging with real experts join LinkedIn why don’t you join LinkedIn look around for the people you respect link in with them look what people they’re linked and look at the group’s they’re in I do it all the time Daniel pink I linked in with him and I now follow every group that he’s following and I love it several other people look for what the practitioners are doing how can i as instructor facilitate participation how do I get my students out of their own head and into the community of practice of the world that they’re studying well you tell me as a 21st century educator there are no limits this is a beautiful visual again just like the concept of the zpd becoming a real member of a community of practice becoming a real mathematician becoming a real biologist becoming a real doctor becoming a real anything is a process and we all start as newbies all of us whether it’s a second grader learning subtraction or it’s the guy getting his PhD we all start as newcomers so if we have mediating tools email videos websites where stuff is posted and concepts are being shared and videos are there for us to see and listen and watch simulations we are using those tools we’re building relationships with the old-timers we’re experiencing the activities that they really do were forging identities that help us you know what I can do math I’m kind of a mathematician I didn’t think I was I didn’t see myself as one but now that I’ve been playing in this program and I got to go deep inside and experience what it’s like inside the number line I have an identity I begin to see myself effective effective observation of modeling I begin to see myself as someone who can do this the artifacts again whether it’s a pencil or it’s a piece of paper how I fold it how I write my name how do other people do this who are in this community of practice the community of practice body of knowledge this concept of journey from peripheral participation I want to study Jewish theater I don’t know much about it but how am I going to learn listen to the jokes listen to the recordings go to the different theaters see what they’re seeing watch old movies start to forge an identity I start to recognize the names and the people the artifacts I will never look at a banana peel the same way they are now the number one humorous tool in the world and then become a member a fully participating member sit down and have a chat with Molly Cohen and make Molly Cohen laugh I became a member of the community this is what we can do for our students and now virtually email video chats you name it guys using programs constructed by these experts Carol Dweck is one of my heroes if you haven’t read the book mind sets I wish I could put it in this class but I don’t want to make you spend any more money she created a program called brain ology where she put all of her expertise into a series of videos and fun games for kids my little guy is becoming a member of the community of people who understand fixed versus growth mindsets because of playing in brain ology because he’s got the information from the old timer he’s doing the activities that she’s done to help reach the point she’s at he’s forging an identity as someone who really can control his own brain and help it grow and learn he’s doing the tools and playing with the artifacts and he’s gaining the body of knowledge and becoming a fully participating member of the community ok don’t anybody panic angstrom tends to freak people out because it’s very very very complex and rich and delicious this is angstrom lights but activity theory as a social learning theory

offers us some great concepts think of it as bandura exponential we have to take into consideration the context the diversity of thoughts the history the tension between what I thought I knew versus what you’re trying to teach me and the transformation that the learning will create cause if you will inside the individual learner all of this takes place when we’re learning something the context of the learning is it just pulled out of thin air or is there a reason that now we’re moving on to the Nixon administration is there diversity of thought in almost everything there is do we address it because by addressing diversity I thought were usually helping students be able to find their own voice to the questions that they may not even be able to voice what is that student’s particular history and how does that history in any way shape or form relate to the history of the subject we’re talking about what about the tension between what I thought I knew what I think this subject is supposed to be versus what you’re trying to teach me if I come in and algebra is always difficult I can’t do it I can’t do it I can’t do it you can teach me all the diversity in all the different contexts and all the history you want if I’m having that much internal tension effective behavioral and cognitive there’s never going to be a transformation because I won’t allow it to happen my environment will make it very difficult if I’m in an environment where everybody says algebra is horrible and awful and no one can ever learn it this is a model of the activity theory again social learning theory the community is crucial the mediating artifacts whether they’re text or video or simulations Khan Academy whatever you want here’s the subject here’s the object this is what I’m trying to learn we all start out here we’re all newbies we enter the world where we have to deal with again the community that does know this stuff the division of labor within how do we learn what’s the experience who does this stuff how do they really do it what are the rules within the people who know how to do this what are the rules of the domain all of this back and forth and up and down all in pursuit of my outcome learning being able to do something being able to try something that suddenly opens the door to a whole new level understanding and questioning alright so as we move deeper we always want to thank application because there will be moments where we’re not prepared we thought we were but a student will ask a question or something that they thought they understood there suddenly a hole in their learning something they thought they knew suddenly completely falls apart and we have to start at the beginning but from a different place it’s all good Vygotsky bandura Maslow Wenger and angstrom of all of these angstrom is the one you’re probably going to deal with the least and that’s okay because it is the most complex but if it turns you on go for it do more digging bandura is my life’s blood Maslow I returned to all the time and Vygotsky is right there sitting next to me every time I design I really ate I teach is s so there you are my friends that plus the other videos this week should give you a lot to chew on a lot to play with and a lot to blog about ding ding ding I’m an email away if there’s any problems thank you for your time and attention