Introducing the SAMR model
The most effective way to enhance your instructional designs will be to use the methods we have discussed in the previous chapter. Speaking to students, reviewing and reflecting on your lessons, involving your colleagues and peers, and looking at relevant data will all help you improve, adapt, and enhance the designs you have developed.
We can, however, also use some powerful models and approaches to take our instructional designs to new levels. This is particularly true when we think about online learning, where using technology to enrich the learning experience is key to successful instructional design.
One model that can be a very simple but effective approach to thinking about enhancing our instructional designs is the SAMR model.
This four-level model asks us to think about the different ways in which technology can inform, support, and enrich learning, breaking this down into Substitution, Augmentation, Modification, and Redefinition:
Substitution is the most basic level of technology usage, where technology is used to simply replace previously existing activities or processes. An example of this would be using a calculator instead of solving a sum on paper.
In the Augmentation stage, technology is used to enhance existing activities. This could include using a learning platform to provide additional resources and support for students, such as audio files, videos, and interactive elements.
The Modification stage is where technology is used to significantly alter the activities, allowing for new possibilities and enhanced learning experiences.
An example of this might be using a virtual reality platform to create immersive learning experiences, or creating interactive projects and collaborative activities that would not be possible without technology.
The final stage is Redefinition, which is where technology is used to create entirely new activities and experiences that would not have been possible without it.
An example of this could be creating a virtual classroom setting where students can interact with each other and the teacher in real-time.
Reflection Questions
Lots of technologies make it easy to substitute traditional technologies for new ways of working without really bringing anything new to the learning experience.
A simple example of this would be the difference between a chalk blackboard and a whiteboard.
Are there other examples of simple substitution that you can think of within teaching and learning?
Are there examples of where the substitution does bring something new and might augment the traditional way of working - for example, moving from a whiteboard to a SMART board?