The other day, I was reading about the SAMR model for integrating technology. I'm currently revamping a class and developing another class using this model as a loose guideline for my efforts. As you probably already know, modifying an existing course requires you to rethink every part of a course and its activities. For an established course, this process can be a really time-consuming one. For online courses which depend greatly on technology for enhancing students' learning experience, the process of redesigning a course can be even more involved.
 |
| Source: http://www.hippasus.com/rrpweblog/archives/2014/11/28/SAMRLearningAssessment.pdf |
The other day, I was reading about the SAMR model for integrating technology. I'm currently revamping a class and developing another class using this model as a loose guideline for my efforts. As you probably already know, modifying an existing course requires you to rethink every part of a course and its activities. For an established course, this process can be a really time-consuming one. For online courses which depend greatly on technology for enhancing students' learning experience, the process of redesigning a course can be even more involved.
I find that something like the SAMR model can offer a "litmus" test with multiple levels to help you modify and redo learning activities. Using a visual representation of the SAMR model can be helpful when going through your process. The key in using the SAMR model is to ask yourself HOW are students learning the content. If they are learning in basically the same way, then the design is an augmentation or substitution level. On the other hand, if students are learning in a deeper way, then the design is a redefinition or modification.
Here's how I interpret the SAMR and use it in my own redesign process.
| Redefinition - create a new assignment that could not previously have been done without technology. For instance, having students curate information in computing topics using a wiki with different rooms. Students can then post their ideas in rooms and discuss the topics in other rooms. |
Modification - re-design the majority of an activity and transform students' way of learning. For instance, create a collaboration forum where students give others advice on completing an assignment. So, instead of taking a passive role in learning how to complete the assignment, students take on a more active role by acting as teachers to other students.
|
Augmentation - create a similar learning activity that uses technology but also adds some kind of functionality. For instance, have students use Padlet.com (shared bulletin board) to post their answer to a discussion question. Students can easily add attachments, video and audio.
|
Substitution - create the same type of assignment where technology replaces previous methods. For instance, students use the blog feature in the LMS to write notes.
|
This page contains some slide presentations given at various conferences by Dr. Puentedura. Dr. Puentedura introduced the SAMR model for redesigning learning activities and assessments.
This site is run by teachers for teachers. It gives a clear page on what the SAMR model is and how to use it for revamping your learning activities. At the bottom of the page are other links to more detailed information about the SAMR model.
Kathy Schrock gives a great interpretation of the SAMR model and how to think of it in terms of Bloom's taxonomy. This is very helpful when thinking of what cognition level you want students to use in completing learning activities.
