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Session02a ICT for Meaningful Learning
Session02a ICT for Meaningful Learning
Session02a ICT for Meaningful Learning
Session02a ICT for Meaningful Learning
Session02a ICT for Meaningful Learning
Session02a ICT for Meaningful Learning
Session02a ICT for Meaningful Learning
Session02a ICT for Meaningful Learning
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?
  • Transcript

    • 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…
      http://www.flickr.com/photos/brotherxii/4498799061/ 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
      3
    • 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
      4
    • 5. Dimensions of ML
      Meaningful learning typically entails
      Using real-world contexts
      Tapping on students’ prior knowledge
      Learning-by-doing
      Self-directed learning
      Collaborative learning
      5
    • 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
      http://www.flickr.com/photos/vizzzual-dot-com/2655969483/ used under CC licence
    • 7. This session
      Meaningful learning by
      Using real-world contexts
      Tapping students’ prior knowledge
      Learning by doing
      Cyberwellness activity
      7
    • 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.
      8
    • 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:
      http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1pk.htm
      http://reading.ecb.org/teacher/priorknowledge/pk_teachingtips.html
      http://rusd.marin.k12.ca.us/belaire/BALearningCenter/carewwebpage/reading_handbook/prior_knowl.htm
      http://www.cast.org/publications/ncac/ncac_backknowledge.html
      http://www.thelibrarylady.net/Childhood%20-%20From%20the%20Inside%20Out/building_a_network_of_prior_know.htm
      http://www.lite.iwarp.com/qriprior.htm
      9
    • 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

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