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 Session03 ICT for Meaningful Learning (SDL & CoL)
 

Session03 ICT for Meaningful Learning (SDL & CoL)

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 Session03 ICT for Meaningful Learning (SDL & CoL) Session03 ICT for Meaningful Learning (SDL & CoL) Presentation Transcript

  • SESSION 3
    • Dimensions of meaningful learning (Part 2)
    • Using real-world contexts
    • Tapping on students’ prior knowledge
    • Learning-by-doing
    • Self-directed learning
    • Collaborative learning
    Dimensions of ML (Part 2)
    • By the end of today’s lesson you will be able to suggest the characteristics of
      • collaborative learning
      • self-directed learning
    Objectives
  • COLLABORATIVE LEARNING
    • Collaborative learning is the instructional use of small groups so that students work together to maximize everyone’s learning
    • Positive interdependence: Individuals perceive they can reach their goals if and only if the others in the group also reach their goals
    Collaborative learning http://www.youtube.com/watch?v=WfBlUQguvyw
    • The learning task is divided among the learners who will each accomplish their parts, followed by the assembling of these parts into the whole
    • It is more than assembling of tasks according to the roles the individual learners play; it involves ongoing efforts in meaning negotiation and the establishment of shared understanding among them
    Cooperative, collaborative? Cooperative learning Collaborative learning
    • Negotiate and set common goals
    • Contribute own ideas clearly and consider other points of view objectively
    • Ask questions to clarify and offer constructive feedback
    • Take on different roles and tasks within the group to achieve group goals
    • Work towards completing individual’s assigned tasks as well as help group members achieve group goals
    • Reflect on group and individual learning processes
    • Additional resource: MOE CoL student indicators
    Students roles during collaboration http://www.flickr.com/photos/quinnanya/111201180/ used under CC licence
    • Design tasks where the depth of learning can be enhanced through collaboration
    • Design group roles that foster positive interdependence
    • Set and teach rules for collaborative behaviour (e.g., respect different opinions)
    • Organize the groups: e.g. size, composition (mixed ability, random?), assignment (self-chosen, teacher assigned?)
    • Monitor and facilitate
      • Task assistance (clarify instructions, re-teach content, ask questions to check understanding)
      • Teach social skills to reinforce the rules for collaborative behaviour
    • Additional reference: MOE teacher CoL Indicators
    Teacher roles for collaborative learning http://www.flickr.com/photos/bre/499807745/ used under CC licence
    • CSCL = computer-supported collaborative learning
    • A field of study centrally concerned with meaning and the practices of meaning- making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts (Stahl, Koschmann, & Suthers (2006).
    CSCL http://www.flickr.com/photos/ben_grey/4832655997/ used under CC licence
    • Several people work to create and edit a single document
    • Like group spaces in our class wiki
    • The most famous example is Wikipedia , a publicly edited encyclopedia
    Example of CSCL: Wikis
    • Like our LinoIt
    Example of CSCL: Group Scribbles http://gs.lsl.nie.edu.sg/
  • SELF-DIRECTED LEARNING
    • Self-directed learning (SDL) is any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstances at any time.
    • (Gibbons, 2002. p. 2)
    Self-Directed Learning http://www.flickr.com/photos/kwerfeldein/3037976252/ used under CC licence
    • Articulate personal learning gaps
    • Set one’s learning goals and identify learning tasks to achieve the goals
    • Formulate questions and generate own inquiries
    • Explore alternatives and make personal sound decisions
    • Plan and manage workload and time effectively
    • Reflect on their learning and use feedback to improve their schoolwork
    • Apply learning in new contexts
    • Additional resource: MOE SDL indicators for students
    What Will Your Students Be Doing When They Self-Direct Their Learning? http://www.flickr.com/photos/seandreilinger/3877385912/ used under CC licence
    • However, our students must gradually acquire these skills over several years and with lots of practice and assistance from the teachers
    • How can we develop self-directed learners, from primary school through secondary school and into adulthood?
      • Record your thoughts in your personal wiki page
    Self-directed learning http://www.flickr.com/photos/hmns/4184563185/ used under CC licence
    • Watch this video: http://www.edutopia.org/east-technology-lab-video
    • Take notes on:
      • What types of learning activities are the students involved in?
      • In what ways are these activities self-directed? (Refer to the previous slide)
      • Do you see the other dimensions of meaningful learning here?
    • Record your thoughts in your personal wiki page and be prepared to share with the class
    Self-directed learning
  • The SDL Spectrum Incidental self-directed learning “ The occasional introduction of SDL activities into courses or programs that are otherwise teacher-directed.” Teaching students to think independently “ Courses or programs that emphasise the personal pursuit of meaning through exploration, inquiry, problem solving and creative activity.” Self-managed learning “ Courses or programs presented through learning guides that students complete independently.” Self-planned learning “ Courses or programs in which students pursue course outcomes through activities they design themselves.” Self-directed learning “ Courses or programs in which students choose the outcomes, design their own activities and pursue them in their own way.” Source: http://www.selfdirectedlearning.com/SDLProgram.html Low degree of self-direction High degree of self-direction
    • Establish learning partnerships with students
    • Teach and support students how to do the following:
      • Goal-setting
      • Self-monitoring of progress
      • Self-reflection and evaluation of learning progress and gaps
      • Develop strategies to address learning gaps
    • Additional resource MOE SDL indicators for teachers
    How do teachers support SDL? http://www.flickr.com/photos/jiscinfonet/2328293465/ used under CC licence
    • A written agreement negotiated between a teacher and student with respect to how the student intends to achieve a learning goal
    • Comprises of:
      • Learning objectives
      • Steps and schedule for achieving the objectives
      • Deliverables to indicate achievement of objectives
      • Criteria of assessment
    Example of SDL: Learning Contracts
    • Role of teacher
      • Negotiates with student to make sure that the contract meets required academic rigour
      • Monitors and supports students to achieve the learning contract
    • Examples of actual contracts: http://www.slideshare.net/itsco/leveraging-technology-to-differentiate-instruction (See slides 17-20)
    Example of SDL: Learning Contracts
    • Blogs as a platform for you to reflect on your learning
    • Using KWLQ to scaffold your individually work in your group blogs
    SDL with ICT: Blogging
    • These can help students to generate questions and conduct their own inquiry
    Simulations, Virtual Worlds & Dataloggers
    • Watch this video: http://www.futurelab.org.uk/resources/multimedia/video/Video279
    • In your personal wiki page, explain which lesson activities support each dimension of meaningful learning.
    The dimensions of meaningful learning Dimension Learning Activity Why the activity supports the dimension
    • Use of real-world contexts
    2. Learning by doing 3. Engage students’ prior knowledge 4. Self-directed learning 5. Collaborative learning
    • Briefing on demo sessions
      • See description
      • FAQs
      • Example ICTs at our wiki or in this mindmap
      • The work of previous batches , watch a demo
      • Form a group and reserve a slot
    • Continue cyberwellness group discussion
    Other activities http://ict-course.pbworks.com/Demo-ideas#Whatmightademolooklike
    • 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.
    • Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel . San Francisco: Jossey-Bass.
    • Johnson, D.W., & Johnson, F.P. (2009). Cooperative learning in the classroom. In Joining together: Group theory and group skills (pp. 472-499).
    • Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426). Cambridge, UK: Cambridge University Press. Available at http://GerryStahl.net/cscl/CSCL_English.pdf
    References
    • Read text
      • Chai, C. S., Wang, Q. (Eds.) (2010). ICT for Self-directed learning and Collaborative learning .  Singapore: Prentice Hall . Chapter 6.
      • Divaharan, S. & Choy, D. (2007). Designing and facilitating student-centred learning. In Quek, C.L., Wong, A. F.L. & Tay, M.Y. (Eds.), Engaging and managing learners: Practitioners perspectives . (pp. 135-150). Singapore: Pearson: Prentice-Hall.
      • Wong, A. F. L., & Divaharan, S. (2007). Delivering and managing whole class teaching. In Quek, C. L., Wong, A. F. L., & Tay, M. Y. (Eds.), Engaging and managing learners: Practitioners' perspectives (pp. 83-104). Singapore: Pearson: Prentice-Hall.           
      • Wong, H. K. & Wong, R. T. (1998). The first days of school.  Singapore: Harry K. Wong publications.
      • Arends, R. I. (2004). Learning to teach . (6th Ed.). New York: McGraw-Hill.
    • Or search online and read concepts on
      • Lesson planning
      • Types/Categories of learners
    For the next session
    • Find a lesson plan in your CS
      • Prepared by you or someone else
      • Used for a critiquing exercise
    • Refer to Session 4 resources in Blackboard
      • E-learning material
      • Quiz
    Before next session