Designing meaningful learning<br /><ul><li>Using real-world contexts
Tapping students’ prior knowledge
Learning-by-doing</li></li></ul><li>Learning-by-doing<br />Learning comes from and with doing-- James Paul Gee, 2008<br />...
Why learn by doing?<br />We are always interacting with our environment<br />using different senses (seeing, hearing, smel...
Why learn by doing?<br />Knowledge is fundamentally situated in practice<br />“When knowledge is first and foremost a form...
Learn by doing with technology<br />Experimenting with technology<br />Exploring<br />Hypothesizing<br />Conjecturing<br /...
Learn by doing with technology<br />Immersing into virtual worlds<br />Quest Atlantis<br />
Role of students<br />Knowledge is built by the learner, not supplied by the teacher (Bruckman, 1998; Piaget, 1967)<br />N...
Role of teachers<br />Design learning activities that make students use different senses<br />Expose students to situation...
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Session02d ICT for Meaningful Learning (Learning by Doing)

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Transcript of "Session02d ICT for Meaningful Learning (Learning by Doing)"

  1. 1. Designing meaningful learning<br /><ul><li>Using real-world contexts
  2. 2. Tapping students’ prior knowledge
  3. 3. Learning-by-doing</li></li></ul><li>Learning-by-doing<br />Learning comes from and with doing-- James Paul Gee, 2008<br />Education that involves doing is engaging-- Roger Schank, 2002<br />I hear and I forget. I see and I remember. I do and I understand.-- Confucius <br />http://www.flickr.com/photos/bcsmith/2290679982/ used under CC licence<br />
  4. 4. Why learn by doing?<br />We are always interacting with our environment<br />using different senses (seeing, hearing, smelling, feeling, tasting)<br />Knowledge is constructed, not transmitted, as a result of experiencing and interacting with the environment<br />Learning retention rates<br />Chi, Bassok, Lewis, Reiman & Glaser, 1989<br />
  5. 5. Why learn by doing?<br />Knowledge is fundamentally situated in practice<br />“When knowledge is first and foremost a form of activity and experience – of doing something in the world within a community of practice – the facts and information eventually come for free” (Shaffer, Squire, Halverson & Gee, 2005)<br />Knowing and doing are reciprocal<br />knowledge is situated and progressively developed through activity<br />http://www.flickr.com/photos/kaswenden/320676396/ used under CC licence<br />
  6. 6. Learn by doing with technology<br />Experimenting with technology<br />Exploring<br />Hypothesizing<br />Conjecturing<br />Speculating<br />Testing<br />Datalogger<br />Robotics<br />
  7. 7. Learn by doing with technology<br />Immersing into virtual worlds<br />Quest Atlantis<br />
  8. 8. Role of students<br />Knowledge is built by the learner, not supplied by the teacher (Bruckman, 1998; Piaget, 1967)<br />New knowledge could be acquired more effectively if the learners were engaged in constructing products that were personally meaningful to them<br />Learning by doing entails trying things out, formulating hypotheses and testing them<br />Explore, experiment, construct, converse and reflect on what they are learning<br />Use info resources and knowledge construction tools to solve problems <br />http://www.flickr.com/photos/hmns/4184551309/ used under CC licence<br />
  9. 9. Role of teachers<br />Design learning activities that make students use different senses<br />Expose students to situations that make them curious enough to take learning into their own hands<br />Open up interesting problems and provide tools for solving them <br />Give students guidance and facilitation when needed<br />listen to students’ questions <br />answer students' questions<br />suggest ways they could discover the answer themselves<br />http://www.flickr.com/photos/hmns/4185319892/ used under CC licence<br />8<br />
  10. 10. Activity<br />In pairs, discuss how you might incorporate learning-by-doing in art, music or home economics<br />Share with the class using LinoIt<br />Art: Green notes<br />Home economics: Blue notes<br />Music: Pink notes<br />9<br />

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