The document discusses the essential skills students need for modern education, emphasizing technological fluency, resilience, and collaborative learning. It highlights the importance of multi-modal presentations, interactive resources, and various forms of assessment that benefit from technology. The SAMR model is introduced as a framework for integrating technology in teaching, focusing on enhancing student agency and feedback mechanisms.

1. Wednesday 1st October 2014
Middleton Grange School

2. Students need these skills – the world they are
preparing for is not the world we prepared for

3. Students need these skills – the world they are
preparing for is not the world we prepared for
They need to be fluent with the technological skills,
but also the technological resilience, and being
comfortable operating in online communities
working toward a common goal

4. Multiple representations of the same concept
Caters for different learning styles, allows
students to make connections between
representations
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)

5. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
- Created by students OR teachers
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)

6. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Teachers can create a learning path / flow
within the resources themselves
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)

7. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Eg web applets / manipulatives
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)

8. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Ubiquitous* learning – sickness, sports trips,
homework
It allows for ubiquitous learning, but
boundaries must still be enforced
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)

9. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Ubiquitous* learning – sickness, sports trips,
homework
Ubiquitous access to learning communities
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)

10. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Ubiquitous* learning – sickness, sports trips,
homework
Ubiquitous access to learning communities
Modelling – virtual laboratories / environments
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)

11. Student
Agency.

12. Student
Agency.
Actively involved, reflective, connected learners who take responsibility
for their own learning

13. The SAMR Model
Substitution
Augmentation
Modification
Redefinition
More: SAMR Model explained on TKI

14. YouTube clip: why SAMR

15. YouTube clip: SAMR with example

16. http://techtipsedu.blogspot.co.nz/2013/11/samr-model-metaphor-mistakes.html

17. There is nothing wrong with Substitution
Start small, but start somewhere
Videos? Discussion forums? Quick quiz?

18. Activities that require students to:
Create
Collaborate
Think critically
Reflect on their own learning

19. The “e” has a significant contribution to add to
assessment, in particular:
Speed – speed of response to students,
enabling powerful (relevant and timely)
feedback. Fast feedback also allows a rapid
iteration of the students’ work
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)

20. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity – the volume of student
work becomes much more manageable
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)

21. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing – automation of marking;
scalability of activities and assessment;
incorporating “adaptivity” where systems can
adapt to students
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)

22. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing
Communication – rapid communication with a
range of audiences. The technology allows
the range of audiences to be controlled
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)

23. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing
Communication
Construction and representation – the ability
to represent ideas in a variety of ways
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)

24. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing
Communication
Construction and representation
Mutability – shared objects are not fixed, they
can be changed easily if desired (or locked if
not appropriate for the assessment context)
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)

25. Formative Assessment:
Quick quizzes using Google Forms, Moodle
quizzes, Socrative
Rubrics and self-evaluation; peer-evaluation;
private or public feedback from teacher or
from group members
Photo assignments
VoiceThread / Voki
YouTube – students creating own videos

26. Socrative

27. Summative Assessment:
Submitting assignments in Moodle or Google
Drive (or both) – essays, anything able to be
saved digitally
e-Portfolios
Saves sorting through dozens of emails, or
paper

28. Choose one activity which is common in your
curriculum area. What could that look like
with technology?
Substitution?
Augmentation?
Modification?
Redefinition?