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Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
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Session02d ICT for Meaningful Learning (Learning by Doing)

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  • 1. Designing meaningful learning<br /><ul><li>Using real-world contexts
  • 2. Tapping students’ prior knowledge
  • 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. 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. 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. 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. Learn by doing with technology<br />Immersing into virtual worlds<br />Quest Atlantis<br />
  • 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. 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. 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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