LEARNING
DESIGN MODELS
What
is TPACK?
Technology
has become an increasingly important part of students’ lives beyond school, and
even within the classroom it can also help increase their understanding of
complex concepts or encourage collaboration among peers. Because of these
benefits, current educational practice suggests that teachers implement some
form of technology in their classrooms – but many teachers face difficulties in
doing so. Cost, access, and time often form considerable barriers to classroom
implementation, but another obstacle is a lack of knowledge regarding how
technology can best be used to benefit students across diverse subject matter.
According
to the TPACK framework, specific technological tools (hardware, software,
applications, associated information literacy practices, etc.) are best used to
instruct and guide students toward a better, more robust understanding of the
subject matter. The three types of knowledge – TK, PK, and CK – are thus
combined and recombined in various ways within the TPACK framework.
Technological pedagogical knowledge (TPK) describes relationships and
interactions between technological tools and specific pedagogical practices,
while pedagogical content knowledge (PCK) describes the same between
pedagogical practices and specific learning objectives; finally, technological
content knowledge (TCK) describes relationships and intersections among
technologies and learning objectives. These triangulated areas then constitute
TPACK, which considers the relationships among all three areas and acknowledges
that educators are acting within this complex space.
TPACK
model diagram
ADDIE
For
many years now, educators and instructional designers alike
have used the ADDIE Instructional Design (ID) method as a framework in
designing and developing educational and training programs. “ADDIE” stands
for Analyze, Design, Develop, Implement,
and Evaluate. This sequence, however, does not impose a strict
linear progression through the steps. Educators, instructional designers and
training developers find this approach very useful because having stages
clearly defined facilitates implementation of effective training tools. As an
ID model, Addie Model has found wide acceptance and use.
Most ID models are variations of the ADDIE model.
The
concept of Instructional Design can be traced back to as early as the 1950s.
But it wasn’t until 1975 that ADDIE was designed. Originally developed for the
U.S. Army by the Centre for Educational Technology at Florida State University,
ADDIE was later implemented across all branches of the U.S. Armed Forces.
The
ADDIE model was based on an earlier ID model, the Five Step Approach, which had
been developed by the U.S. Air Force. The ADDIE model retained this five-step
feature, and included many sub-stages within each of the five broad phases. Due
to the hierarchical structure of the steps, one had to complete the process in
a linear fashion, completing one phase before starting the next.
ADDIE
stands for Analyze, Design, Develop, Implement, and Evaluate. These equate to a
5-phase process for developing instructional materials.
- Analyze: The instructional designer clarifies the
problem to be addressed with an instructional intervention, defines the
training need and conducts an extensive audience analysis to determine the
instructional environment, pre-existing knowledge, skills and abilities,
opportunities and constraints.
- Design: The instructional designer writes
learning objectives and determines the instructional strategies that will
be utilized to achieve those objectives. Decisions are made about how the
instructional materials will look, feel, operate, and be delivered to the
learner. Storyboards and elearning prototypes
are created.
- Develop: Content is assembled and incorporated into
the design to produce the instructional or performance support materials.
Deliverable is reviewed for quality and revised.
- Implement: The finished course or performance support tool is
rolled out to the intended audience and its impact is monitored.
- Evaluate: The instructional designer uses various
methods to determine whether the course or performance support tool is
delivering the expected results.
What
does SAMR stand for?
SAMR
is an acronym that stands for Substitution, Augmentation, Modification and
Redefinition. As instructors integrate technology tools into instruction, the
model can be used to determine whether the technology application is enhancing
or transforming the learning. The model, created by Dr. Ruben Puentedura, has
four levels that explain the increasing impact of the integration from
substituting another traditional learning method (such as writing with pen and
paper) to creating a completely new learning style (such as students complete
and present a team project using global videoconferencing and a virtual
classroom).
Why
was the SAMR Model Created?
The
SAMR Model was created by Dr. Ruben Puentedura, who is the founder and current
president of Hippasus, an educational consulting firm, and a member of the
Maine Learning Technology Initiative support team.
While
Dr. Puentedura was working as a graduate student at Harvard in the mid-80s, he
began rethinking aspects of the undergraduate introductory science curriculum.
He explored some technology tools for incorporating digital storytelling, but
found there was nothing available that was intrinsic to a certain tool. He
began to research the topic and the SAMR Model was eventually created.
Why
Use the SAMR Model?
The
purpose of the SAMR Model is to assist instructors with determining the level
of technology integration in the learning environment. The instructor must
first decide to incorporate technology into the planned curriculum, and then
determine if the technology is enhancing or transforming the learning. The goal
is to introduce technology tools that redefine the learning space, which is
ultimately accomplished by replacing traditional teaching methods with
alternate learning environments.
What
is a Technology Tool?
A
technology tool encompasses any technical method or process used in the
accomplishment of objectives. Technology tools can include any practical method
for solving a problem or completing a task that goes beyond human capability.
Tools can include:
- Apps for
phones and other handheld devices
- Interactive
whiteboards
- Media
tools such as podcasts, videos or slideshows
- Online
collaborative tools such as wikis or Google Docs
- Social
media platforms such as Twitter, Instagram and Snapchat
- Blogs and
eportfolio sites
