Application of Vygotsky’s Theories to Learning

For a brief summary of Vygotsky’s Theory, please refer to the following:

- Vygotsky's Developmental Theory: An Introduction (video)

- Social Development Theory (webpage)

As the digital age continues to develop, many aspects of society must move with it. One of these areas is Education.

There seems to be a trend towards the increase in implementation of digital technology, particularly computers, into learning.

For example, a recently developed application called Knowdice (only available to residents of BC, Canada) is installed in every computer in the Richmond School District—a unit that teaches children the facts about gambling through a variety of games and pop-up text boxes.

In an attempt to facilitate better learning, researchers have looked to Developmental Theories for ways to enhance educational software. Of particular interest is the notion of computer simulated learning companions in educational software: pedagogical agents as learning companions, or PALs.

One of Vygotsky’s prime concepts is the zone of proximal development (ZPD), which denotes the distance between an individual’s independence level, or actual development, and assistance level, or potential development (Kim & Baylor, 2006). Thus in interaction and working with others, learners can intellectually advance beyond his/her current ability level. PALs offer interaction and collaboration within the confines of educational software.

For more information on PALs, please refer to the articles attached:
(*Note: connection to UBC library proxy server or VPN may be required*)

Kim, Y. and Baylor, A. (2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research & Development, 54, 569-596.

Additional articles of interest:

Virtual pedagogical agents – design guidelines regarding visual appearance and pedagogical roles
http://www.lucs.lu.se/people/Agneta.Gulz/publications/procConf_mICTE_2006.pdf.lucs.lu.se/people/Agneta.Gulz/publications/procConf_mICTE_2006.pdf

Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22658706&site=ehost-livech.ebscohost.com/login.aspx?direct=true&db=aph&AN=22658706&site=ehost-live

The following website demonstrates an example of a PAL:

http://www.autotutor.org/licensing/StartFrame.htm

Classroom Application

- Allow students to talk and work in groups

- Focus on language skills and development

Positive

· Provides framework that validates more interactive teaching, instead of traditional one-way lecturing.

· Makes sense: having the language and terms to describe ideas and concepts make it more easily comprehendible

Negative

· One of Vygotsky's basic premises is that learning requires social interaction. But what about self-study and personal reflection? Doesn't learning occur through these mediums too?


Limitations/Constraints to Real Educational Setting

How about individuals who have challenges and/or learning disabilities in language, or are blind, deaf and/or mute? Does that mean their learning and development is inevitably stunted? Or should we be actively looking for ways to bypass or minimize the focus on verbal-linguistic learning and teach students using a route that is more suited for them, i.e. visual, musical, body-kinesthetic, etc.?

Vygotsky also talked about learning from peers at an equal level. What does that teach students about diversity?