1. Session 2 Dimensions of meaningful learning (Part 1) Cyberwellness activity

2. Quiz time! 10-minute quiz created with ProProfs Correct answers shown immediately after each question in a summary at the end of the quiz Overall report goes to tutor Check your email… http://www.flickr.com/photos/brotherxii/4498799061/ used under CC licence

3. Overview Over the next two sessions we will explore the dimensions of meaningful learning, and how ICT can be used to enable it 3

4. Warm-up activity Reflect: What have you learned very well in your formal education? Share an experience/example with a partner Share with the class 4

5. Dimensions of ML Meaningful learning typically entails Using real-world contexts Tapping on students’ prior knowledge Learning-by-doing Self-directed learning Collaborative learning 5

6. Objectives By the end of today’s lesson you will be able to: suggest ways to use real-world contexts in teaching and learning with your students suggest ways to tap on your students’ prior knowledge suggest ways to facilitate students learning by doing 6 http://www.flickr.com/photos/vizzzual-dot-com/2655969483/ used under CC licence

7. This session Meaningful learning by Using real-world contexts Tapping students’ prior knowledge Learning by doing Cyberwellness activity 7

8. Further reading Croll, 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 reading Schank, 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.htm http://reading.ecb.org/teacher/priorknowledge/pk_teachingtips.html http://rusd.marin.k12.ca.us/belaire/BALearningCenter/carewwebpage/reading_handbook/prior_knowl.htm http://www.cast.org/publications/ncac/ncac_backknowledge.html http://www.thelibrarylady.net/Childhood%20-%20From%20the%20Inside%20Out/building_a_network_of_prior_know.htm http://www.lite.iwarp.com/qriprior.htm 9

10. For next session… Pre-class reading 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