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