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The SAMR Model

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by

Natasha Hard

on 9 September 2014

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Transcript of The SAMR Model

Substitution
Technology acts as a direct
tool substitute, no functional change
Augmentation
Technology acts as a direct tool substitute, functional improvement
Modification
Technology allows for
significant task
redesign
Redefinition
Technology allows for the
creation of new tasks
previously inconceivable
Dr Ruben R. Puentedura
Image '
Ruben Puentedura
' by Alan Wolf from
https://www.flickr.com/photos/alumroot/5836380619/ (Image Cropped)
CC 2.0 (https://creativecommons.org/licenses/by/2.0/)
The SAMR Model
Enhancement
Transformation
(Puentedura 2012b)
The role of technology
"to enable new types of learning experiences and to enrich existing learning scenarios."
(Laurillard, Oliver, Wasson & Hoppe 2009, p. 290)
Learning Activity
Learning Objectives
Learning Environment
Change:
Written critique is developed as a
google document
and submitted by sharing with the teacher.
Substitution
Changes:

Students develop an
EndNote
library of relevant resources that are drawn upon in their critique. Digital copies of critique and EndNote Library Resources are submitted electronically
Augmentation
Changes:
The critique is developed as a
digital presentation
which utilises different media and formats but focuses on students being able to
communicate their rationale orally
supported by prompts and related links. These are
shared
with fellow students, both current and future.
Modification
Changes:
Class develops an
online wiki
covering the key elements of a good educational research article. Content areas are broken down for student groups. Students then select an educational research article that they think is of high quality and draw on the data in the wiki to
justify their choice
to other students. The justifications are then critiqued by other students in order to
collectively determine
the best articles.
Redefinition
Figure 2.1 An outline for a learning activity,
(Beetham & Sharpe 2013, p. 100)
"..these elements need to be understood as a system of activity and not as a checklist."
Task remains the same but with improvements
Minor improvements to student outcomes
Significant improvements to student outcomes - double those at the augmentation level
Greatly increased student performances
- we need to aspire to this level over time
References
Australian Qualifications Framework Council. (2013).
Australian Qualifications Framework (Second Edition January 2013 ed).
Beetham, H., & Sharpe, R. (2013).
Rethinking Pedagogy for a Digital Age : Designing for 21st Century Learning: Taylor and Francis.
Hippasus. (2014).
Ruben R. Puentedura. Retrieved 26 August, 2014, from http://hippasus.com/team/rrpuentedura.html
Laurillard, D., Oliver, M., Wasson, B. & Hoppe, U. (2009).
‘Implementing technology-enhanced learning’ in N Balacheff, S Ludvigsen, T De Jong, A Lazonder & S Barnes (eds.), Technology-enhanced learning, Springer.
Mishra, P., & Koehler, M. J. (2006).
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Puentedura, R.R. (2012a).
Technology In Education: The First 200,000 Years. Retrieved 10 August, 2014, from http://www.hippasus.com/rrpweblog/archives/2012/06/18/TechnologyInEducationFirst200KYears.pdf
Puentedura, R.R (2012b).
Transforming Learning Through Technology. Retrieved 10 August, 2014, from http://www.hippasus.com/rrpweblog/archives/2012/12/12/TransformingLearningThroughTechnologyGoalsAndModels.pdf
SAMR Resources
Puentedura, R. R. (2014).
Ruben R. Puentedura's Weblog.
Retrieved 26 August, 2014, from http://www.hippasus.com/rrpweblog/

Schrock, K. (8 April 2014).
Kathy Schrock's Guide to Everything
. Retrieved 25 August, 2014, from http://www.schrockguide.net/samr.htmll
(Australian Qualifications Framework Council 2013, p.59).
AQF Level 9 - Masters Level
Review the type, quality and appropriateness of the research - critique the literature review, research purpose, methodology, data collection, data analysis, findings and conclusions
Critically review a published research article in education
Wordle from Wikipedia page on 'research'
Reflecting upon the use of the SAMR
Using The SAMR Model
Learners:
Students completing a Masters of Education by distance
Rationale:
The use of google docs is a
direct substitute for the process
of writing the document in word, printing, then posting the completed work. It doesn't change the task, just the tool used.
Rationale:
The use of EndNote is a substitute for collating resources and referencing by hand. It
provides additional functionality
and value but
task remains the same
Rationale:
This
changes the task significantly
but keeps the focus relatively similar.
New goals
related to oral communication, utilsation of digital media and peer-sharing can be achieved.
Rationale:
There are
new goals
- the development of a new open-resource, student communication, collaboration and peer feedback.
Task is redesigned
and made possible by new technologies
Tasks are completed
individually
Subject delivered
by distance
Students have access to resources on a
LMS
including recorded lectures
Synchronous tutorials
with external students are recorded and made available
Assessments are
printed and posted
for submission
Five Types of Learning Activity
The SAMR Model:
Converting a Learning Experience

Context
for the SAMR Model
The SAMR Model
explained
Technology
&
digital pedagogy
Applying the SAMR Model -
an example
:
The learning activity
Going through the stages
Reviewing the application
Other considerations in
adopting technology
References
SAMR
Resources

Video of Dr Puentedura's presentation in Al Ain at the First Annual Global Mobile Learning Congress 2012 'Transforming Learning Through Technology: Goals and Models'
Goals
need to be deeply & profoundly ambitious
Focus
provides coherence across institutions & supports the maintenance of institutional knowledge

Models

provide structure & support to achieving goals

Technology
is what we have available; understanding what makes them different & special
(Puentedura 2012b)
(Puentedura 2012b, p. 2)
The Role of the SAMR Model
(Beetham & Sharpe 2013, p.114)
The TPACK Model
The SAMR Model
(Puentedura 2012b, p. 4)
Content
(Puentedura 2012a, slide 7)
Technology In Education: The First 200,000 Years
No improvement to student outcomes
Image from google earth
Digital Storytelling
Go Google: Google Drive
by Google
How To Use EndNote in 7 Minutes (Windows Version)
By EndNote Training
From
enhancement
to
transformation

Increasing
alignment with the AQF learning outcomes
as the levels of modification progress
There is greater utilisation of different
learning environments and tools
for distance students
Greater
connectivity and collaboration
with and between students
Greater capacity for
creativity and individuality
Whilst all levels offer improvement; we
should aim to achieve redefinition
over time
Image reproduced by permission of the publisher, © 2012 by tpack.org
(Mishra & Koehler 2006)
SAMR in 120 Seconds by Candace M (2013)
SAMR Model - Ruben Puentedura by Sarah Washam (2013)
Wordle from pp. 8-21 of Keppell, Suddaby & Hard (2011) Good Practice Report: Technology-enhanced learning and teaching, Sydney: Australian Learning and Teaching Council
Other Considerations
Discovery
Developing & sharing ideas
Solving problems, developing techniques
Collecting, gathering, recording, editing
Working with others
Creator of
SAMR Model
Founder Hippasus
Over 25 years relevant experience in a range of institutions
Currently exploring new directions in mobile computing, digital storytelling, learning analytics, & educational gaming

(Hippasus 2014)
Own image
Own image
Al Gore's 'Our Choice' - an iPad app (2011) by Jon Ross
Own image
Own image
Own image
Full transcript