Session03 ICT for Meaningful Learning (SDL & CoL)


Published on

Published in: Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Concept mapping tool to summarize & take notes
  • Session03 ICT for Meaningful Learning (SDL & CoL)

    1. 1. SESSION 3 <ul><li>Dimensions of meaningful learning (Part 2) </li></ul>
    2. 2. <ul><li>Using real-world contexts </li></ul><ul><li>Tapping on students’ prior knowledge </li></ul><ul><li>Learning-by-doing </li></ul><ul><li>Self-directed learning </li></ul><ul><li>Collaborative learning </li></ul>Dimensions of ML (Part 2)
    3. 3. <ul><li>By the end of today’s lesson you will be able to suggest the characteristics of </li></ul><ul><ul><li>collaborative learning </li></ul></ul><ul><ul><li>self-directed learning </li></ul></ul>Objectives
    5. 5. <ul><li>Collaborative learning is the instructional use of small groups so that students work together to maximize everyone’s learning </li></ul><ul><li>Positive interdependence: Individuals perceive they can reach their goals if and only if the others in the group also reach their goals </li></ul>Collaborative learning
    6. 6. <ul><li>The learning task is divided among the learners who will each accomplish their parts, followed by the assembling of these parts into the whole </li></ul><ul><li>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 </li></ul>Cooperative, collaborative? Cooperative learning Collaborative learning
    7. 7. <ul><li>Negotiate and set common goals </li></ul><ul><li>Contribute own ideas clearly and consider other points of view objectively </li></ul><ul><li>Ask questions to clarify and offer constructive feedback </li></ul><ul><li>Take on different roles and tasks within the group to achieve group goals </li></ul><ul><li>Work towards completing individual’s assigned tasks as well as help group members achieve group goals </li></ul><ul><li>Reflect on group and individual learning processes </li></ul><ul><li>Additional resource: MOE CoL student indicators </li></ul>Students roles during collaboration used under CC licence
    8. 8. <ul><li>Design tasks where the depth of learning can be enhanced through collaboration </li></ul><ul><li>Design group roles that foster positive interdependence </li></ul><ul><li>Set and teach rules for collaborative behaviour (e.g., respect different opinions) </li></ul><ul><li>Organize the groups: e.g. size, composition (mixed ability, random?), assignment (self-chosen, teacher assigned?) </li></ul><ul><li>Monitor and facilitate </li></ul><ul><ul><li>Task assistance (clarify instructions, re-teach content, ask questions to check understanding) </li></ul></ul><ul><ul><li>Teach social skills to reinforce the rules for collaborative behaviour </li></ul></ul><ul><li>Additional reference: MOE teacher CoL Indicators </li></ul>Teacher roles for collaborative learning used under CC licence
    9. 9. <ul><li>CSCL = computer-supported collaborative learning </li></ul><ul><li>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). </li></ul>CSCL used under CC licence
    10. 10. <ul><li>Several people work to create and edit a single document </li></ul><ul><li>Like group spaces in our class wiki </li></ul><ul><li>The most famous example is Wikipedia , a publicly edited encyclopedia </li></ul>Example of CSCL: Wikis
    11. 11. <ul><li>Like our LinoIt </li></ul>Example of CSCL: Group Scribbles
    13. 13. <ul><li>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. </li></ul><ul><li>(Gibbons, 2002. p. 2) </li></ul>Self-Directed Learning used under CC licence
    14. 14. <ul><li>Articulate personal learning gaps </li></ul><ul><li>Set one’s learning goals and identify learning tasks to achieve the goals </li></ul><ul><li>Formulate questions and generate own inquiries </li></ul><ul><li>Explore alternatives and make personal sound decisions </li></ul><ul><li>Plan and manage workload and time effectively </li></ul><ul><li>Reflect on their learning and use feedback to improve their schoolwork </li></ul><ul><li>Apply learning in new contexts </li></ul><ul><li>Additional resource: MOE SDL indicators for students </li></ul>What Will Your Students Be Doing When They Self-Direct Their Learning? used under CC licence
    15. 15. <ul><li>However, our students must gradually acquire these skills over several years and with lots of practice and assistance from the teachers </li></ul><ul><li>How can we develop self-directed learners, from primary school through secondary school and into adulthood? </li></ul><ul><ul><li>Record your thoughts in your personal wiki page </li></ul></ul>Self-directed learning used under CC licence
    16. 16. <ul><li>Watch this video: </li></ul><ul><li>Take notes on: </li></ul><ul><ul><li>What types of learning activities are the students involved in? </li></ul></ul><ul><ul><li>In what ways are these activities self-directed? (Refer to the previous slide) </li></ul></ul><ul><ul><li>Do you see the other dimensions of meaningful learning here? </li></ul></ul><ul><li>Record your thoughts in your personal wiki page and be prepared to share with the class </li></ul>Self-directed learning
    17. 17. 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: Low degree of self-direction High degree of self-direction
    18. 18. <ul><li>Establish learning partnerships with students </li></ul><ul><li>Teach and support students how to do the following: </li></ul><ul><ul><li>Goal-setting </li></ul></ul><ul><ul><li>Self-monitoring of progress </li></ul></ul><ul><ul><li>Self-reflection and evaluation of learning progress and gaps </li></ul></ul><ul><ul><li>Develop strategies to address learning gaps </li></ul></ul><ul><li>Additional resource MOE SDL indicators for teachers </li></ul>How do teachers support SDL? used under CC licence
    19. 19. <ul><li>A written agreement negotiated between a teacher and student with respect to how the student intends to achieve a learning goal </li></ul><ul><li>Comprises of: </li></ul><ul><ul><li>Learning objectives </li></ul></ul><ul><ul><li>Steps and schedule for achieving the objectives </li></ul></ul><ul><ul><li>Deliverables to indicate achievement of objectives </li></ul></ul><ul><ul><li>Criteria of assessment </li></ul></ul>Example of SDL: Learning Contracts
    20. 20. <ul><li>Role of teacher </li></ul><ul><ul><li>Negotiates with student to make sure that the contract meets required academic rigour </li></ul></ul><ul><ul><li>Monitors and supports students to achieve the learning contract </li></ul></ul><ul><li>Examples of actual contracts: (See slides 17-20) </li></ul>Example of SDL: Learning Contracts
    21. 21. <ul><li>Blogs as a platform for you to reflect on your learning </li></ul><ul><li>Using KWLQ to scaffold your individually work in your group blogs </li></ul>SDL with ICT: Blogging
    22. 22. <ul><li>These can help students to generate questions and conduct their own inquiry </li></ul>Simulations, Virtual Worlds & Dataloggers
    23. 23. <ul><li>Watch this video: </li></ul><ul><li>In your personal wiki page, explain which lesson activities support each dimension of meaningful learning. </li></ul>The dimensions of meaningful learning Dimension Learning Activity Why the activity supports the dimension <ul><li>Use of real-world contexts </li></ul>2. Learning by doing 3. Engage students’ prior knowledge 4. Self-directed learning 5. Collaborative learning
    24. 24. <ul><li>Briefing on demo sessions </li></ul><ul><ul><li>See description </li></ul></ul><ul><ul><li>FAQs </li></ul></ul><ul><ul><li>Example ICTs at our wiki or in this mindmap </li></ul></ul><ul><ul><li>The work of previous batches , watch a demo </li></ul></ul><ul><ul><li>Form a group and reserve a slot </li></ul></ul><ul><li>Continue cyberwellness group discussion </li></ul>Other activities
    25. 25. <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel . San Francisco: Jossey-Bass. </li></ul><ul><li>Johnson, D.W., & Johnson, F.P. (2009). Cooperative learning in the classroom. In Joining together: Group theory and group skills (pp. 472-499). </li></ul><ul><li>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 </li></ul>References
    26. 26. <ul><li>Read text </li></ul><ul><ul><li>Chai, C. S., Wang, Q. (Eds.) (2010). ICT for Self-directed learning and Collaborative learning .  Singapore: Prentice Hall . Chapter 6. </li></ul></ul><ul><ul><li>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. </li></ul></ul><ul><ul><li>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.            </li></ul></ul><ul><ul><li>Wong, H. K. & Wong, R. T. (1998). The first days of school.  Singapore: Harry K. Wong publications. </li></ul></ul><ul><ul><li>Arends, R. I. (2004). Learning to teach . (6th Ed.). New York: McGraw-Hill. </li></ul></ul><ul><li>Or search online and read concepts on </li></ul><ul><ul><li>Lesson planning </li></ul></ul><ul><ul><li>Types/Categories of learners </li></ul></ul>For the next session
    27. 27. <ul><li>Find a lesson plan in your CS </li></ul><ul><ul><li>Prepared by you or someone else </li></ul></ul><ul><ul><li>Used for a critiquing exercise </li></ul></ul><ul><li>Refer to Session 4 resources in Blackboard </li></ul><ul><ul><li>E-learning material </li></ul></ul><ul><ul><li>Quiz </li></ul></ul>Before next session