A SAMR Approach to Designing and Authoring Better Assessment Exercises
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The presentation introduces the SAMR model for technology integration in education, developed by Ruben Puentedura, which consists of four stages: Substitution, Augmentation, Modification, and Redefinition, each depicting different levels of technology's impact on learning. It emphasizes the importance of using technology effectively to enhance engagement, accommodate diverse learning styles, and prepare students for real-world challenges. Additionally, resources and strategies for implementing technology in classrooms are provided, alongside a call to action for reimagining assessment activities.
A SAMR Approach to Designing and Authoring Better Assessment Exercises
- 1. A SAMR Approach TO DESIGNING AND AUTHORING BETTER ASSESSMENT EXERCISES PRESENTED BY: ERIC J. SCHMIEDER
- 2. Overview This presentation will focus on the following: ◦ What is SAMR? ◦ Why does it matter? ◦ How is it different from other pedagogical approaches? ◦ Examples you can use ◦ Call to action
- 3. What is SAMR? Introduced by Ruben Puentdura in 2006 Developed in collaboration with the Maine Department of Education Describes a life cycle of technology integration Provides a framework for reflecting on technology as an enhancement to learning Enhancement Transformation
- 4. Four Stages of SAMR • Technology allows for the creation of new tasks, previously inconceivableRedefinition • Technology allows for significant task redesignModification • Technology acts as a direct tool substitute, with functional improvementAugmentation • Technology acts as a direct tool substitute, with no functional changeSubstitution TransformationEnhancement
- 5. Thoughts from a Rocket Scientist – Dr. Laurie Leshin “We can bring technology and learning together to change higher education.” “If we want students to have transformative experiences, why wait? Let them do it in the classroom.” “Could we throw out our entire curriculum and start over with something else at the center?” “What are the scary or unanswerable questions in your field of study? There is the source of innovation.” “When we ask impossible questions…great things can happen!” “How Innovation is Unleashed by Asking an Unanswerable Question” UBTech Conference Keynote, 2015 www.ubtechconference.com
- 6. Why Does This Matter? Career Preparation Diversity of Learning Styles Collaboration Real-world Environment Student Engagement Happiness and Excitement Up-to-date Information Access Teacher Encourager, Adviser, Coach Student Responsibility and Control Digital Textbook Features and Cost Source: http://www.securedgenetworks.com/blog/10-Reasons-Today-s-Students-NEED-Technology-in-the-Classroom 10 Reasons Today’s Students NEED Technology in the Classroom according to Ashley Wainwright
- 8. TPACK
- 9. Four Stages of SAMR • Technology allows for the creation of new tasks, previously inconceivableRedefinition • Technology allows for significant task redesignModification • Technology acts as a direct tool substitute, with functional improvementAugmentation • Technology acts as a direct tool substitute, with no functional changeSubstitution TransformationEnhancement
- 10. Class Task Substitution through Technology Note Taking Type notes in Notepad Research Use an Internet browser to copy and paste information Presentation Make a PowerPoint presentation File Sharing Send lessons via email Reading Make readings available in PDF format Assessment Submit assessments through LMS for manual grading • Technology acts as a direct tool substitute, with no functional changeSubstitution
- 11. • Technology acts as a direct tool substitute, with functional improvementAugmentation Class Task Augmentation through Technology Note Taking Students choose their own notes app for note taking Research As content is located online, bookmark and share resources Presentation Demonstrate understanding with Explain Everything File Sharing Shared Dropbox folder Reading Use dictionary and search features of electronic document Assessment Assessment submission with automatic grading
- 12. • Technology allows for significant task redesignModification Class Task Modification through Technology Note Taking All students use Evernote or OneNote for all notes Research Download and annotate research materials Presentation Create a movie presentation with audio, video, and text File Sharing Use collaboration software for real-time sharing of content Reading Annotate documents in e-book software Assessment Creative project development delivered electronically
- 13. • Technology allows for the creation of new tasks, previously inconceivableRedefinition Class Task Redefinition through Technology Note Taking All students share notes with the instructor Research Collaborative mind map creation Presentation Webcasting of live presentation with external audience File Sharing Delivery/sharing of files through online repositories Reading Interactive e-books with enhanced features Assessment Creative assignments with audio or video feedback options
- 14. SAMR Applied to Note Taking Substitution: Type notes in Notepad Augmentation: Students choose their own note taking app Modification: All students use Evernote or OneNote for all notes Redefinition: All students share notes with the instructor
- 15. SAMR Applied to Research Substitution: Copy and paste Web content Augmentation: Bookmark and share resources Modification: Download and annotate research Redefinition: Develop a collaborative mind map
- 16. SAMR Applied to Presentation Substitution: PowerPoint presentation Augmentation: Demonstrate understanding with Explain Everything Modification: Create a movie with video, audio, and text Redefinition: Deliver presentation online to an external audience
- 17. SAMR Applied to File Sharing Substitution: Email files Augmentation: Dropbox file sharing Modification: Collaboration software for real- time sharing Redefinition: Delivery/sharing through online repositories
- 18. SAMR Applied to Reading Substitution: PDF delivery of readings Augmentation: Dictionary and search feature usage Modification: Annotation of documents in e-reader Redefinition: Interactive activities in e- book
- 19. SAMR Applied to Assessment Substitution: Submission through LMS / grade manually Augmentation: Automatic grading system in LMS Modification: Creative project development delivered electronically Redefinition: Creative assignments with audio or video feedback
- 20. A Few Resources to Consider 50 Ways to Integrate Technology in your Classroom Tomorrow https://sites.google.com/site/anchortechnologytomorrow/home/50- ways-to-anchor-technology Web 2.0 Cool Tools for Schools http://cooltoolsforschools.wikispaces.com Udemy course: How to Teach with Technology https://www.udemy.com/how-to-teach-with-technology/
- 21. Are the Gears Turning? Explore Learn Adopt
- 22. Your Turn! IN PAIRS OR SMALL GROUPS, LET’S REIMAGINE YOUR ASSESSMENT ACTIVITIES
- 23. “When you go to the hardware store to buy a drill, you don’t actually want a drill, you want a hole, they don’t sell holes at the hardware store, but they do sell drills, which are the technology used to make holes. We must not lose sight that technology for the most part is a tool and it should be used in applications which address educational concerns.” G. Fletcher, Former director of the Division of Educational Technology, Texas Education Agency, Executive Vice President of T.H.E. Institute quoted in T.H.E. Journal, 1996
- 24. Questions? ERIC J. SCHMIEDER WWW.LINKEDIN.COM/IN/EJSCHMIEDER EMAIL: EJSCHMIEDER@GMAIL.COM
Editor's Notes
- #6: Laurie Leshin is President at Worcester (Wooster) College in MA and has worked with NASA on the Curiosity Rover project. Her full keynote speech, “How Innovation can be found on the UBTech conference website at www.ubconference.com
- #22: I hope so because many faculty don’t know where to start and rely on the textbook as a primary source to guide their adoption of tools and resources. We do, however, need to avoid the risk of simply using technology for technology sake. Be careful to match the choice to the intended pedagogical goal of the assessment itself.