Comments on: Social Learning Buzz Masks Deeper Dimensions, An Industry Whitepaper from the Gilfus Education Group http://www.gilfuseducationgroup.com/social-learning-buzz-masks-deeper-dimensions The Gilfus Education Group offers independent education consulting, technology implementations and research services to educational institutions, industry investors and the educational companies that serve them. Thu, 25 Feb 2010 12:45:47 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: admin http://www.gilfuseducationgroup.com/social-learning-buzz-masks-deeper-dimensions#comment-11 admin Wed, 02 Sep 2009 12:48:57 +0000 http://www.gilfuseducationgroup.com/?p=1760#comment-11 I read with interest your white paper on social learning. As an educator, I have always had interest in this aspect of teaching and learning. Over the past 4 decades, considerable attention has been devoted to teaching and learning approaches known by various names—discovery learning, inquiry training, higher-level thinking—all of which focus on helping students become independent, autonomous learners. I suggest that you not overlook Vygotsky when you reference the history of social learning. The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky, in 1978 states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. Vygotsky and his theoretical framework further support your argument for social learning. Best, Lynda Sirk Director of University Communications Antioch University Submitted through email I read with interest your white paper on social learning. As an educator, I have always had interest in this aspect of teaching and learning. Over the past 4 decades, considerable attention has been devoted to teaching and learning approaches known by various names—discovery learning, inquiry training, higher-level thinking—all of which focus on helping students become independent, autonomous learners.

I suggest that you not overlook Vygotsky when you reference the history of social learning. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky, in 1978 states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).

A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development depends upon the “zone of proximal development” (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

Vygotsky and his theoretical framework further support your argument for social learning.

Best,

Lynda Sirk
Director of University Communications
Antioch University

Submitted through email

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