• Save
Session02a ICT for Meaningful Learning
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

Session02a ICT for Meaningful Learning

  • 2,575 views
Uploaded on

 

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
2,575
On Slideshare
2,534
From Embeds
41
Number of Embeds
2

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 41

http://www.scoop.it 26
https://ict-course.pbworks.com 15

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • 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