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Session02a ICT for Meaningful Learning
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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?


  • 1. Session 2
    Dimensions of meaningful learning (Part 1)
    Cyberwellness activity
  • 2. Quiz time!
    10-minute quiz created with ProProfs
    Correct answers shown
    immediately after each question
    in a summary at the end of the quiz
    Overall report goes to tutor
    Check your email… used under CC licence
  • 3. Overview
    Over the next two sessions we will explore
    the dimensions of meaningful learning, and
    how ICT can be used to enable it
  • 4. Warm-up activity
    Reflect: What have you learned very well in your formal education?
    Share an experience/example with a partner
    Share with the class
  • 5. Dimensions of ML
    Meaningful learning typically entails
    Using real-world contexts
    Tapping on students’ prior knowledge
    Self-directed learning
    Collaborative learning
  • 6. Objectives
    By the end of today’s lesson you will be able to:
    suggest ways to use real-world contexts in teaching and learning with your students
    suggest ways to tap on your students’ prior knowledge
    suggest ways to facilitate students learning by doing
    6 used under CC licence
  • 7. This session
    Meaningful learning by
    Using real-world contexts
    Tapping students’ prior knowledge
    Learning by doing
    Cyberwellness activity
  • 8. Further reading
    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.
    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.
    Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22, 1-41.
    Murphy, P. (1994). Gender Differences in Pupils' Reactions to Practical Work. In Levinson R (Ed.) Teaching Science, London,Routledge.
    Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.
    Rowe, D.W, & Rayford, L. (1987). Activating background knowledge in reading comprehension assessment. Reading Research Quarterly, 22(2), 160-176.
    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.
  • 9. Further reading
    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).
    Gee, J. P. (2008). Learning and Games. In K. Salen (Ed.) The Ecology of Games: Connecting Youth, Games, and Learning (pp. 21–40).
    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.
    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.
    URL for references on engaging prior knowledge:
  • 10. For next session…
    Pre-class reading
    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.
    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