SAMR Model
The SAMR model is a framework for how technology can be integrated into a learning environment. The acronym stands for Substitution, Augmentation, Modification, and Redefinition. The model describes how technological tools can transform a traditional training event into something new that is not possible without using technology (Introduction to the SAMR Model, n.d). Students are able to achieve learning goals that they were once not able to accomplish.
There are a number of online social media tools that can be used to apply this model into education. Let’s take an example of geography students learning about countries and cultures of the world and see how social media can be used to transform the learning activity.
Substitution – Rather than the teacher show a video to the class on countries and cultures of the world, the students watch it on their mobile devices (in class) through a YouTube link.
Augmentation – The students use their mobile devices to more efficiently research their assigned country by following Twitter accounts related to those countries, rather than use encyclopedias and other printed material.
Modification – Using Pinterest, students are asked to “pin” resources to their wall and share it with teachers and fellow classmates. This would replace using a tri-fold construction board to use in-class.
Redefinition – Students can take their activities outside the classroom and use their mobile devices to take photos of cultural items and post them to a shared face book group. This group can be used to collaborate and share resources with students all over the world. A classroom limits the collaboration to the confines of the physical space. At this point, this activity is a completely new learning experience. This could not be accomplished using traditional classroom training resources.
There are a number of online social media tools that can be used to apply this model into education. Let’s take an example of geography students learning about countries and cultures of the world and see how social media can be used to transform the learning activity.
Substitution – Rather than the teacher show a video to the class on countries and cultures of the world, the students watch it on their mobile devices (in class) through a YouTube link.
Augmentation – The students use their mobile devices to more efficiently research their assigned country by following Twitter accounts related to those countries, rather than use encyclopedias and other printed material.
Modification – Using Pinterest, students are asked to “pin” resources to their wall and share it with teachers and fellow classmates. This would replace using a tri-fold construction board to use in-class.
Redefinition – Students can take their activities outside the classroom and use their mobile devices to take photos of cultural items and post them to a shared face book group. This group can be used to collaborate and share resources with students all over the world. A classroom limits the collaboration to the confines of the physical space. At this point, this activity is a completely new learning experience. This could not be accomplished using traditional classroom training resources.
The Collaborative Situated Active Mobile (CSAM) learning design framework
The CSAM learning design framework was developed by the brilliant educator Dr. Rob Power. Power (2013) defines CSAM as:
a synthesis of established learning theories and analytical frameworks that have been frequently referenced in the mLearning literature. What CSAM offers is a new perspective for instructional design, reflective practice, and self-evaluation of mLearning instructional design… The acronym stands for collaborative, situated, active, and mobile. These elements represent items that need to be considered when designing instruction for mobile learning. |
Optional CSAM Activity
Fill out the form field below and answer the questions presented in each section of CSAM framework (Power, 2013) using an example of how social media can be used to facilitate a mobile learning activity.