SAMR: First Steps - Hippasus

1 SAMR: First StepsRuben R. Puentedura, Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks, previously inconceivableEnhancementTransformationRu ben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)Gerd Gigerenzer Helping Doctors and Patients Make Sense of Health Statistics Psychol. Sci. Public Interest. 2007;8:53 96 Substitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks, previously inconceivableSubstitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks, previously inconceivableSubstitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks.

2 Previously inconceivableSubstitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks, previously inconceivableScholarly PrimitivesDiscoveringAnnotatingSamplingI llustratingRepresentingComparingReferrin gJohn Unsworth. Scholarly Primitives: What Methods Do Humanities Researchers Have in Common and How Might Our Tools Reflect This? Humanities Computing, Formal Methods, Experimental Practice Symposium, Kings College, London. (May 2000) selecting according to a criterion, showing relationships of items selected to the original setsearching, browsing, accessing, collectingcategorizing, providing commentary, analyzingfind differences, similarities and create meaning from themlinking, referencingchanging depiction mode, publishingshowing an example, highlighting features within an exampleKey Trends Driving Ed Tech AdoptionFast (1-2 yrs.)

3 Growing Ubiquity of Social Media Integration of Online, Hybrid, and Collaborative LearningMid-Range (3-5 yrs.)Rise of Data-Driven Learning, Assessment Shift from Students as Consumers to Students as CreatorsLong-Range (5+ yrs.)Agile Approaches to change Evolution of Online LearningImportant Ed Tech DevelopmentsAdoption: 1 yr. or lessFlipped Classroom Learning AnalyticsAdoption: 2-3 Printing Games and GamificationAdoption: 4-5 Self Virtual AssistantsSignificant Challenges Impeding Ed Tech AdoptionSolvable understand and know how to solveDifficult understand but solutions are elusiveWicked complex to define, much less addressLow Digital Fluency of Faculty Relative Lack of Rewards for TeachingCompetition from New Models of Education Scaling Teaching InnovationsExpanding Access Keeping Education RelevantJohnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition.

4 Austin, Texas: The New Media Trends Driving Ed Tech AdoptionFast (1-2 yrs.)Growing Ubiquity of Social Media Integration of Online, Hybrid, and Collaborative LearningMid-Range (3-5 yrs.)Rise of Data-Driven Learning, Assessment Shift from Students as Consumers to Students as CreatorsLong-Range (5+ yrs.)Agile Approaches to change Evolution of Online LearningImportant Ed Tech DevelopmentsAdoption: 1 yr. or lessFlipped Classroom Learning AnalyticsAdoption: 2-3 Printing Games and GamificationAdoption: 4-5 Self Virtual AssistantsSignificant Challenges Impeding Ed Tech AdoptionSolvable understand and know how to solveDifficult understand but solutions are elusiveWicked complex to define, much less addressLow Digital Fluency of Faculty Relative Lack of Rewards for TeachingCompetition from New Models of Education Scaling Teaching InnovationsExpanding Access Keeping Education RelevantJohnson, L.

5 , Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Lecture or Group Discussion(~10 minutes)ConcepTest(~1-2 minutes)Between 30-75% of students answer correctlyFewer than 30% of students answer correctlyMore than 75% ofstudents answer correctlyPeer Discussion:students try to convince each other(~2-3 minutes)The instructorexplains remaining misconceptionsThe instructorrevisits and explains the conceptConcepTest(~1-2 minutes)Mazur, E. Peer Instruction - A User's Manual. Prentice Hall (1997)Substitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks, previously inconceivableSubstitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks, previously inconceivableSubstitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks.

6 Previously inconceivableSubstitution Tech acts as a direct tool substitute, with no functional changeAugmentation Tech acts as a direct tool substitute, with functional improvementModification Tech allows for significant task redesignRedefinition Tech allows for the creation of new tasks, previously inconceivableStudySAMR LevelDescriptionEffect SizeLigas (2002)SCAI system used to support direct instruction approach for at-risk & Reith (2001)AMultimedia resources provided to contextualize learning of word meanings and & Raskind (2005) MSoftware/hardware used for text-to-speech, definitions, pronunciation guide for children with reading , Globerson & Guterman (1989)RSoftware presents students with reading principles and metacognitive questions as part of the reading , , Ferdig, , Blomeyer Jr, , & Moran, J. "The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis With Recommendations for Policy.

7 " Learning Point Associates/North Central Regional Educational Laboratory (NCREL) (2005).StudySAMR ClassificationDescriptionEffect SizeAlgebra I Effectiveness of Cognitive Tutor Algebra I at Scale, by John F. Pane, Beth Ann Griffin, Daniel F. McCaffrey, Rita KaramS to AS: Computerized algebra drills, some tied to real-world scenarios A: Tools for basic visualization; adaptive response to student progress 50th perc. 58th Science Using Laptops to Facilitate Middle School Science Learning: The Results of Hard Fun, by Alexis M. Berry, Sarah E. WintleA to MA: Interactive tools for concept exploration and visualization M: Narrated animation as final project 50th perc. 73rd perc. ( a month later) (50th perc. 92nd perc.)SocialMobilityVisualizationStoryte llingGaming200,000 years70,000 years40,000 years17,000 years8,000 yearsRuben R. Puentedura, Technology In Education: The First 200,000 Years The NMC Perspective Series: Ideas that Matter.

8 NMC Summer Conference, ,000 years70,000 years40,000 years17,000 years8,000 yearsBookmarksDiscussionsBloggingTelepre senceRSS FeedsMicrobloggingWikisFile SharingSocialMobilityVisualizationStoryt ellingGaming200,000 years70,000 years40,000 years17,000 years8,000 yearsClassHomeworkWorldSchoolHomeLearnin g EnvironmentsContextual Search Augmented RealityCloud Resources Mobile ToolsSensors RecordersSocialMobilityVisualizationStor ytellingGaming200,000 years70,000 years40,000 years17,000 years8,000 yearsSocialMobilityVisualizationStorytel lingGaming200,000 years70,000 years40,000 years17,000 years8,000 yearsImageAssemblySequentialArtMovingIma geInteractiveMediaInteractiveFiction5-Ca rd NancyComic LifePremierePachydermInform 7 Narrative sources;Narrative constraintsPictorial vocabulary;Narrative transitions;Text/image integrationCDS Seven Elements;Montage structuresNarrative structures;Narrative flowsLudic elementsInfinite CanvasPreziSOCIALPLACEMOMENTS ocialMobilityVisualizationStorytellingGa ming200,000 years70,000 years40,000 years17,000 years8,000 yearsFormal Definition of Game (Salen & Zimmerman) A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.

9 Salen, K. and E. Zimmerman. Rules of Play : Game Design Fundamentals. The MIT Press. (2003)HippasusBlog: Email: Twitter: @rubenrpThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike License.