Session 2<br />Dimensions of meaningful learning (Part 1)<br />Cyberwellness activity<br />
Quiz time!<br />10-minute quiz created with ProProfs<br />Correct answers shown<br />immediately after each question<br />...
Overview<br />Over the next two sessions we will explore <br />the dimensions of meaningful learning, and<br />how ICT can...
Warm-up activity<br />Reflect: What have you learned very well in your formal education? <br />Share an experience/example...
Dimensions of ML<br />Meaningful learning typically entails<br />Using real-world contexts<br />Tapping on students’ prior...
Objectives<br />By the end of today’s lesson you will be able to:<br />suggest ways to use real-world contexts in teaching...
This session<br />Meaningful learning by<br />Using real-world contexts<br />Tapping students’ prior knowledge<br />Learni...
 Further reading<br />Croll, V.J., Idol-Maestas, L., Heal, L. & Pearson, P.D. (1986). Bridging the comprehension gap with ...
Further reading<br />Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. Reigeluth (Ed.), I...
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Session02a ICT for Meaningful Learning

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  • Notes:Tutors may want to ask their students to do this activity on a blog, discusion forum, etc.To jumpstart the activity, tutors may ask students about how much they remember about statistical tests (e.g., t-test, ANOVA) or quadratic equations they have learned in schools.To what extent can the students apply what they have learned in understanding or solving real-world problems?
  • Session02a ICT for Meaningful Learning

    1. 1. Session 2<br />Dimensions of meaningful learning (Part 1)<br />Cyberwellness activity<br />
    2. 2. Quiz time!<br />10-minute quiz created with ProProfs<br />Correct answers shown<br />immediately after each question<br />in a summary at the end of the quiz<br />Overall report goes to tutor<br />Check your email…<br />http://www.flickr.com/photos/brotherxii/4498799061/ used under CC licence<br />
    3. 3. Overview<br />Over the next two sessions we will explore <br />the dimensions of meaningful learning, and<br />how ICT can be used to enable it<br />3<br />
    4. 4. Warm-up activity<br />Reflect: What have you learned very well in your formal education? <br />Share an experience/example with a partner<br />Share with the class<br />4<br />
    5. 5. Dimensions of ML<br />Meaningful learning typically entails<br />Using real-world contexts<br />Tapping on students’ prior knowledge<br />Learning-by-doing<br />Self-directed learning<br />Collaborative learning<br />5<br />
    6. 6. Objectives<br />By the end of today’s lesson you will be able to:<br />suggest ways to use real-world contexts in teaching and learning with your students<br />suggest ways to tap on your students’ prior knowledge<br />suggest ways to facilitate students learning by doing<br />6<br />http://www.flickr.com/photos/vizzzual-dot-com/2655969483/ used under CC licence<br />
    7. 7. This session<br />Meaningful learning by<br />Using real-world contexts<br />Tapping students’ prior knowledge<br />Learning by doing<br />Cyberwellness activity<br />7<br />
    8. 8. Further reading<br />Croll, V.J., Idol-Maestas, L., Heal, L. & Pearson, P.D. (1986). Bridging the comprehension gap with pictures: Center for the Study of Reading. University of Illinois at Urbana Champagne.<br />Dole, J.A., Valencia, S.W., Greer, E.A. & Wardrop, J.L. (1991). Effects of two types of prereading instruction on the comprehension of narrative and expository text. Reading Research Quarterly, 26(2), 142-159.<br />Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22, 1-41.<br />Murphy, P. (1994). Gender Differences in Pupils' Reactions to Practical Work. In Levinson R (Ed.) Teaching Science, London,Routledge. <br />Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.<br />Rowe, D.W, & Rayford, L. (1987). Activating background knowledge in reading comprehension assessment. Reading Research Quarterly, 22(2), 160-176.<br />Whitelegg, E., & Edwards, C. (2001). Beyond the laboratory – Learning Physics using real-life contexts. In H. Behrendt (eds.), Research in Science Education – Past, Present, and Future, 337-342. Netherlands, Kluwer Academic Publishers.<br />8<br />
    9. 9. Further reading<br />Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. Reigeluth (Ed.), Instructional Design Theories and Models (pp. 161-181). <br />Gee, J. P. (2008). Learning and Games. In K. Salen (Ed.) The Ecology of Games: Connecting Youth, Games, and Learning (pp. 21–40). <br />Shaffer, D. W., Squire, K. A., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104—111.<br />Chi, M.T.H., Bassok, M., Lewis, M.W., Reiman, P. and Glaser, R. (1987) Self-explanations: How students study and use examples in learning to solve problems. Pittsburgh: University of Pittsburgh, Learning Research and Development Center. Eric Documents: ED2966291 CS009198.<br />URL for references on engaging prior knowledge:<br />http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1pk.htm<br />http://reading.ecb.org/teacher/priorknowledge/pk_teachingtips.html<br />http://rusd.marin.k12.ca.us/belaire/BALearningCenter/carewwebpage/reading_handbook/prior_knowl.htm<br />http://www.cast.org/publications/ncac/ncac_backknowledge.html<br />http://www.thelibrarylady.net/Childhood%20-%20From%20the%20Inside%20Out/building_a_network_of_prior_know.htm<br />http://www.lite.iwarp.com/qriprior.htm<br />9<br />
    10. 10. For next session…<br />Pre-class reading<br />Lee, C.B., & Teo, T. (2010). Fostering self-directed learning with ICT. In C.S. Chai & Q.Y. Wang (Eds.), ICT for self-directed and collaborative learning (pp.40-52). Singapore: Pearson.<br />Chai, C.S., & Tan, S.C. (2010). Collaborative learning and ICT. In C.S. Chai & Q.Y. Wang (Eds.), ICT for self-directed and collaborative learning (pp.53-70). Singapore: Pearson<br />

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