Session02a ICT for Meaningful Learning
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This document provides an overview of Session 2 which explores the dimensions of meaningful learning. It will focus on using real-world contexts, tapping prior knowledge, and learning by doing. The session objectives are to suggest ways to incorporate these dimensions when teaching and learning with students. A cyberwellness activity and quiz will also be included. Readings are provided on various topics related to meaningful learning dimensions for further review before the next session.
Session02a ICT for Meaningful Learning
- 1. Session 2Dimensions of meaningful learning (Part 1)Cyberwellness activity
- 2. Quiz time!10-minute quiz created with ProProfsCorrect answers shownimmediately after each questionin a summary at the end of the quizOverall report goes to tutorCheck your email…http://www.flickr.com/photos/brotherxii/4498799061/ used under CC licence
- 3. OverviewOver the next two sessions we will explore the dimensions of meaningful learning, andhow ICT can be used to enable it3
- 4. Warm-up activityReflect: What have you learned very well in your formal education? Share an experience/example with a partnerShare with the class4
- 5. Dimensions of MLMeaningful learning typically entailsUsing real-world contextsTapping on students’ prior knowledgeLearning-by-doingSelf-directed learningCollaborative learning5
- 6. ObjectivesBy the end of today’s lesson you will be able to:suggest ways to use real-world contexts in teaching and learning with your studentssuggest ways to tap on your students’ prior knowledgesuggest ways to facilitate students learning by doing6http://www.flickr.com/photos/vizzzual-dot-com/2655969483/ used under CC licence
- 7. This sessionMeaningful learning byUsing real-world contextsTapping students’ prior knowledgeLearning by doingCyberwellness activity7
- 8. Further readingCroll, V.J., Idol-Maestas, L., Heal, L. & Pearson, P.D. (1986). Bridging the comprehension gap with pictures: Center for the Study of Reading. University of Illinois at Urbana Champagne.Dole, J.A., Valencia, S.W., Greer, E.A. & Wardrop, J.L. (1991). Effects of two types of prereading instruction on the comprehension of narrative and expository text. Reading Research Quarterly, 26(2), 142-159.Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22, 1-41.Murphy, P. (1994). Gender Differences in Pupils' Reactions to Practical Work. In Levinson R (Ed.) Teaching Science, London,Routledge. Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.Rowe, D.W, & Rayford, L. (1987). Activating background knowledge in reading comprehension assessment. Reading Research Quarterly, 22(2), 160-176.Whitelegg, E., & Edwards, C. (2001). Beyond the laboratory – Learning Physics using real-life contexts. In H. Behrendt (eds.), Research in Science Education – Past, Present, and Future, 337-342. Netherlands, Kluwer Academic Publishers.8
- 9. Further readingSchank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. Reigeluth (Ed.), Instructional Design Theories and Models (pp. 161-181). Gee, J. P. (2008). Learning and Games. In K. Salen (Ed.) The Ecology of Games: Connecting Youth, Games, and Learning (pp. 21–40). Shaffer, D. W., Squire, K. A., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104—111.Chi, M.T.H., Bassok, M., Lewis, M.W., Reiman, P. and Glaser, R. (1987) Self-explanations: How students study and use examples in learning to solve problems. Pittsburgh: University of Pittsburgh, Learning Research and Development Center. Eric Documents: ED2966291 CS009198.URL for references on engaging prior knowledge:http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1pk.htmhttp://reading.ecb.org/teacher/priorknowledge/pk_teachingtips.htmlhttp://rusd.marin.k12.ca.us/belaire/BALearningCenter/carewwebpage/reading_handbook/prior_knowl.htmhttp://www.cast.org/publications/ncac/ncac_backknowledge.htmlhttp://www.thelibrarylady.net/Childhood%20-%20From%20the%20Inside%20Out/building_a_network_of_prior_know.htmhttp://www.lite.iwarp.com/qriprior.htm9
- 10. For next session…Pre-class readingLee, 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
Editor's Notes
- #5: Notes:Tutors may want to ask their students to do this activity on a blog, discusion forum, etc.To jumpstart the activity, tutors may ask students about how much they remember about statistical tests (e.g., t-test, ANOVA) or quadratic equations they have learned in schools.To what extent can the students apply what they have learned in understanding or solving real-world problems?