Originally derived from the work of psychologist Albert Bandura, social learning theory focuses on a learning occurring within a social context. In other words, it states that people learn with and from others through modeling, observational learning and imitation. Social learning takes place within a social group such as a work team, a class of students, a department, etc... According to the learning focus, the social group can be identified as a:
In the theory, individuals that are observed are called models. For example, in society children are surrounded by many influential models, such as parents within the family, TV characters, friends within their peer group and teachers at school. Models are an important source for learning, and according to theory learning can occur following:
E.g. students watching their parents reading;
E.g. students watching a teacher solving a mathematics problem on the blackboard;
E.g. students watching a short video with fictional characters about the recycling process.
There are four conditions necessary for an individual can successfully model the behaviour of someone else:
Manifestations of Social Learning
Social learning represents either simple or complex learning processes and mixes well with other forms of learning. This can be seen in the following manifestations of social learning:
|Designing Social Learning|
Social learning requires effective design to engineer social processes such as interactions, collaboration and sharing. All social learning activities require at least two people and occur as a result of the feedback received. Designing effective social learning requires the following steps:
Social learning works well in some situations but not always. Moreover, it can be combined with other forms of learning. The designer should be aware of strengths and weaknesses of social learning and use it appropriately in order to: - refine ideas through discussion; - provide social interaction and make work less lonely; - provide emotional support to learners; - facilitate decision making processes; - build teams; - implement learning quickly and inexpensively, because it does not require creating interactive content and delegates much of the management of learning to learners themselves; - build lifelong learning since it helps the creation and growth of networks.
Another important aspect is clarifying whether the objective is to learn something specific, or to improve social skills and enhance team capabilities.
It is important to identify the exact group you will educate
The designer should ensure that an expert is available and gets the learners through social interaction. This expert can be a teacher, experts or from the learners collectively.
Social learning requires certain abilities, attitudes and competences, including: - Communication abilities: Reading and writing knowledge of the language used in discussions, messages, material Speaking and listening knowledge of the language used for interactions Ability to ask questions and produce concise answers
- Attitudes: Openness to new and better ideas Acceptance of criticism Spirit of cooperation Work ethic
- Competences: Basic knowledge of the field of inquiry or special social skills to share with others Ability to use social media tools
The environment in which learning takes place must meet some requirements for social learning to succeed. These requirements include: - A Culture of sharing - Lateral communication, as opposed to hierarchical/authoritarian communication - Flexibilty and adaptation - Information security - Legal security
The designer should specify activities according to the pattern of interaction to be achieved. Here a list of the main ones:
- Tutoring interaction: an expert and learner interact on a one-to-one basis Tools: In person, email, text, phone call, video conference When to use: Coaching, counselling, Mentoring
- Presentation: one person directs information to others Tools: Face to face meeting, Video conference When to use: Announcements, live presentations, lectures, speeches, demonstrations
- Question-and-answer: learners ask an expert questions Tools: Email, texting, chat, discussion forums, phone calls, video conferencing, micro blogging When to use: Organized or sporadic sessions
- Post-and-comment: an expert, teacher or facilitator posts a message and learners comment on it Tools: Discussion forums, blogs When to use: To provoke discussion, make assignments and collect results within a course
- Collaborative work: learners work together to create and refine a document or piece of work Tools: Wikis, collaborative authoring tools When to use: Teaching subjects as writing, visual design…
- Group discussion: learners interact with one another Tools: Chatting, video conferencing, discussion forums When to use: To refine ideas, correct misconceptions, and get feedback
- Panel discussion: experts discuss a topic as learners watch and listen Tools: Live presentation, video-audio podcast. When to use: Panel discussions, debates, interviews, role playing
- Symposium: a group of experts discuss a subject with learners Tools: Audio-video conferencing, online meeting tools When to use: Extended question-and-answer sessions
- Ask- expert community: the learner consults a community of experts Tools: Discussion forum When to use: Answering advanced questions, getting professional advice
- Ask-peers: a learner consults a group of which he is a member Tools: Discussion forums, social networks When to use: To ask questions of relevance for the community
The designer should set up policies, standards and procedures that guide social interaction
The designer should set how the learners’ performance will be rated and if group performance will be considered over individual performance.
The designer should set model standards of behaviour and coach social interaction
The designer must ensure that the technology enables the type of interaction needed.
The designer should produce some guidance to assist learners in producing content such as slides, video clips…
Specify the existence of social learning components in other forms of learning such as face-to-face, e-Learning, mobile learning…
|Find below additional information and resources.|
|Social Learning Handbook 2014||E-book on social media tools and systems for social learning, including a smart worker's guide to social media.|
|Social Learning resource||Here are some of the resources mentioned in the 2011 edition of the Social Learning Handbook.|
|What Is Social Learning (And Does It Work)?||Social media is now a tool to learning. Social learning includes gamification, peer feedback and review, ranking, and awards to engage students in the material and learning process. This article explains more about the new trend, and shows it in an Infographic!|
|How To Use Facebook For Social Learning||This article highlights the potential of Facebook for effective social learning through 10 steps.|
|10 Tips To Effectively Use Social Media In Formal Learning||An article to learn how we can increase the effectiveness and longevity of formal learning, stimulate the engagement of learners and enhance the social aspects of learning through the use of social media.|
|Pinterest Board on Social Learning
|Check out Click4it's Pinterest Board on Social Learning and discover more about Social Learning!|
- www.simplypsychology.org(04 September 2012), www.ecologyandsociety.org(04 September 2012), www.learning-styles-online.com(04 September 2012), www.mashable.com(04 September 2012), www.wikipedia.org(04 September 2012), www.teachnet.edb.utexas.edu(04 September 2012), W. Horton, E-Learning by Design, 2012, Pfeiffer, pp. 399-414 (19 December 2012)
- W. Horton, E-Learning by Design, 2012, Pfeiffer, pp. 399-414 (19 December 2012)