1 of 49

PgCert – TEL Week 2

Investigating pedagogically driven TEL frameworks to support and enhance the design of teaching and learning activities

2 of 49

In this session..

Session introduction
5 in 5 – recap
Underpinning TEL though Pedagogy
TEL Frameworks
SAMR
RAT
TPAK
ABC Learning Design

3 of 49

5 in 5 – Presentation Recap

Part 2 – INDIVIDUAL WORK

Create a 5-slide presentation – Your chosen technology for delivery on the following (or similar).

What technology intervention you have chosen?
What are the drivers behind your intervention?
Who is your target audience?
What are your considerations around implementation?
How do you plan to measure outcomes?

4 of 49

Pedagogy

Remember to review principles of Learning Teaching Assessment unit
Flipped Classroom Approach
Student centred learning
Blended Learning
Gamification
Blooms Taxonomy

5 of 49

Flipped Learning

ADVANCE HE: A pedagogical approach in which the conventional notion of classroom-based learning is inverted: students are introduced to the learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers.

https://www.advance-he.ac.uk/knowledge-hub/flipped-learning-0#:~:text=Flipped%20learning%20is%20a%20pedagogical,and%20problem%2Dsolving%20activities%20facilitated

6 of 49

Advantages?

Deeper level of understanding achieved though in class engagement

Facilitates other pedagogic models, e.g: constructivism, experiential learning, kinaesthetic learners (doing a physical activity) – fosters critical analysis of a subject area

Technologies: standard approach – prerecorded lecture, reading materials. Advanced approach: self-directed online teaching module. Use of engagement tools in teaching sessions.

Disadvantages?

Motivation: unmotivated learners may not engage

Technological barriers: connection speed, access to the correct software, device equity – does everyone have a useable device

Environmental barriers: do students have access to appropriate learning space – busy household, student accommodation, STAFF working full time.

How to counter demotivated students using technology: make it engaging, create in class formative assessments (e.g: quiz) or Menti – discover if the students understand the ILO?

How to counter technological/environmental barriers – first understand what they are and how they impact your students, devise strategies to overcome them in collaboration with your students, prepare alternatives.

7 of 49

Flipped Learning as defined by the flipped learning network� Flipped Learning Network (FLN). (2014)our Pillars of F-L-I-P™

Flexible Environment

L – Learning Culture

Intentional Content

P – Professional Educator

Learning Culture

Professional Educator

https://flippedlearning.org/definition-of-flipped-learning/

Flexible Environment

Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

Learning Culture

In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.

Intentional Content

Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter.

Professional Educator

The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work. Professional Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur.

8 of 49

Flipped Learning

Step 1: Identify where the flipped classroom model makes the most sense for your course

Step 2: Spend class time engaging students in application activities with feedback

Step 3: Clarify connections between inside and outside of class learning

Step 4: Adapt your materials for students to acquire course content in preparation of class

Step 5: Extend learning beyond class through individual and collaborative practice

https://ctl.utexas.edu/how-to-flip University of Austin Texas, Centre for teaching and learning.

University of Austin Texas, Centre for teaching and learning.�

https://ctl.utexas.edu/how-to-flip

Step 1: Identify where the flipped classroom model makes the most sense for your course

The following questions may help you identify a good place to start, whether you have designed your course around learning outcomes or by units:

In which class sessions do you currently have an in-class activity that you rarely have time to complete during class and requires the students to apply their knowledge and skills?
What concepts or topics do students struggle the most to understand, based on exam scores and/or assignment grades?
On what topics would students benefit from the opportunity to apply concepts under your expert guidance in the classroom?

Step 2: Spend class time engaging students in application activities with feedback

The crux of the issue is figuring out for your class how class time could be repurposed in ways that provide students with an appropriate level of challenge while leveraging your expertise as a coach or guide. There are many possibilities for infusing a class with collaborative learning experiences. Utlimately, it comes down to finding an approach that works best for your students and your course content

Step 3: Clarify connections between inside and outside of class learning

The point of the Flipped Learning model is to move the application-oriented "homework" into the classroom and to move the "lecture" to before class. Here are a few questions to get you started in this process:

What do I want my students to know and be able to do as result of completing this sequence of the course? How does it fit into the bigger picture of the unit and course?
What part of the current "homework assignment" could be moved inside of class to help students practice applying the content? What in-class learning activity is being rushed because there is currently not enough time to do it well?
What practice do students need inside of class to prepare them for the larger assignment that will be completed after class? Will students make the connection between what is happening inside of class and the assignment they are working on after class?
What content do students need to know before class to successfully engage in the learning activity during class?

The after-class portion may consist of a wide variety of activities including completing the work started in class or reading deeper about the topic or working together on a larger assignment that extends several class periods or practicing on one's own. Keep in mind that the after-class portion from the last class occurs at the same time as the before-class portion of the next class, so helping students manage the workload is important.

Step 4: Adapt your materials for students to acquire course content in preparation of class

The dynamic and active environment that is created within the flipped classroom, means that it is essential for students to come prepared for class. Once you have a clear idea of how students will be asked to apply their knowledge and skills during class, begin considering what students will need to read or view in advance. While online video content is associated with the Flipped classroom model, one can flip a class by repurposing traditional materials. Some common ways students prepare for class incude:

Reading materials (e.g., textbook chapters or relevant articles)
Online video and audio content (e.g., podcasts, videos, online micro-lectures, simulations, or demonstrations)

Keep it simple at first by either relying on your current resources or using existing online content rather than creating your own. If you have time, explore what content currently exists online that may help you supplement your resources. Whatever path you take, make sure that you:

Hold students accountable for completing the pre-class assignment, and
Provide students a way to pose questions about the content they are learning outside of class.

Step 5: Extend learning beyond class through individual and collaborative practice

How will the content and skills learned before and during this class prepare students for extending their learning after class (e.g. finishing the problem set, starting work on a project or a portion of an assignment, building upon what was begun in class to delve deeper into the topic, practicing alone or collaborating with peers, etc.)?

Students gain experience applying course content during class time, but they may also need additional practice after class. Extending what happens inside the class to outside the class is a crucial step for students to gain mastery and meet the learning outcome. Some ideas for deepening student understanding include:

Use discussion boards or academic social media to elaborate on ideas developed inside class.
Present additional problems (on Canvas, course website, or from the textbook) for students to gain further practice on their own outside of class. Online assessment systems can be used to provide immediate feedback to students.
Create assignments that require students to take the skills and knowledge developed in class and apply it in a new way or to a new situation not covered in class.
Assign additional readings that further expands upon the concepts discussed in class.
Encouarage students to create informal learning groups.
Develop a peer-led undergraduate study where students come together once a week to work additional problems that expand upon the concepts being learned in class.

9 of 49

Student Centred Learning

https://www.esparklearning.com/blog/hands-on-activities-teaching-reading/

10 of 49

Student Centred Learning

https://ar.inspiredpencil.com/pictures-2023/kinesthetic-and-visual-learning

11 of 49

Student Centred Learning

12 of 49

13 of 49

14 of 49

What's your preferred teaching style?

https://vark-learn.com/the-vark-questionnaire/teaching-questionnaire/

15 of 49

Blended Learning

Blended learning is a successful combination of eLearning, traditional learning in the classroom, and autonomous study.

Typical types of blend

Asynchronous vs Synchronous
Online blended

16 of 49

Beyond Blended (JISC)

Considerations to facilitating blended learning approaches:

What time and place will this activity happen in?
What choices do students have or not have about that?
How do we make materials and activities available?
Which platforms do students choose to collaborate with, or to access?

The beyond blended report described:

Four aspects of learning
Four different modes of participation in learning
Six pillars or precepts for curriculum design in the four modes

Beyond blended: rethinking curriculum and learning design - Jisc

17 of 49

18 of 49

A graphic showing the four aspects of learning. There are four quadrants.

The top left quadrant: Time, pace and timing - Learning may be synchronous (live, shared time) or asynchronous (independent, own time)
Top right quadrant: Space and place - Learning may take place online and/or in place (on site)
Bottom left quadrant: Learning materials - Print, digital and other media
Bottom right quadrant - Group roles and relationship - Solo one-to-one, one-to-many and group-based learning

These four aspects of learning can be blended in many ways:

Time, pace and timing: synchronous (live, shared time) and asynchronous (independent, own time)
Space: place and platform
Learning materials: tools, facilities, learning media and other resources (digital, print-based, other materials)
Groups, roles and relationships: teacher-led and peer learning, varieties of group learning

19 of 49

Teaching spaces of the future�Daniel Nemroff - https://www.youtube.com/watch?v=uZ73ZsBkcus

20 of 49

Activity

In groups pick (min) 6 instructional methods of teaching. Discuss and apply a technology/technologies, consider your own practice (20 mins)

Report back/group discussion

https://www.teachthought.com/pedagogy/student-centered-methods/

21 of 49

Gamification

The link between learning and playing is longstanding and predates the digital era by thousands of years. Vygotsky, Piaget, (1962).

The link between learning and playing is longstanding and predates the digital era by thousands of years (e.g. puzzle games physical games board games). Indeed 20th century theorists Jean Piaget and Leonard Vygotsky have argued that play is a crucial component of cognitive development from birth and through adulthood (Piaget 1962; Vygotsky 1962)

According to Kapp, K.M., Blair, L., Mesch, R.: The Gamification of Learning and Instruction Fieldbook: Ideas into Practice. John Wiley & Sons Inc., San Francisco (2014)

There are two types of motivation to be considered while designing a gamified system: extrinsic and intrinsic.

The extrinsic motivation is used to increase the satisfaction and dedicated time to complete a task; strengthen the perception of freedom of action; keep focused attention for short periods of time; or to motivate the student when initially they view the activity as low value.

Intrinsic motivation is based on auto determination and autonomy, competency and relatedness, which can be used to give the student the sense of choice and control; increase his confidence when challenged to accomplish a goal; provide a way to master a skill or content; reward gradual and final learning improvements; help the student to feel connected to others by using social interactions, such as leaderboards or challenging other students.

22 of 49

Gamification

23 of 49

Gamification

Game structures can inform how learning outcomes are written and structured. Different game elements can support experiential learning by applying these different levels of cognitive skills. Specifically:

Remembering = Describing the functional rules of the game

Understanding = Identifying how those rules affect their play

Applying = Demonstrating how the player can strategize using the game’s rules

Analyzing = Discussing how the player can optimize their own strategy.

Evaluating = Comparing the player’s strategy to their past performance / competitors

Creating = Determining how the player can make decisions based on their created knowledge

24 of 49

Questions

Questions to consider

Can you adopt strategies from gaming (‘gamification’) within your courses?
What are the implications of adopting games-based learning?
What operational, technical and administrative changes are needed?

25 of 49

Mentimeter Activity

https://www.menti.com/alo1tk6ygvi9 6116 5446

26 of 49

Blooms Taxonomy

Everyone should already be familiar with Blooms, now briefly consider how blooms interlinks with your own TEL intervention, consider how applying your technology in the taxonomy of Blooms, where your internation would fit into the taxonomy.

Consider your learners and weather your approach is

Bloom’s Taxonomy highlights six levels of thinking ranging from the lowest level of remembering to the highest, more complex process of creating.

https://www.uis.edu/colrs/teaching-resources/foundations-good-teaching/pedagogy-andragogy-heutagogy#:~:text=Andragogy%20is%20the%20facilitation%20learning,learning%20for%20self%2Dmanaged%20learners.

Pedagogy is the teaching of children, or dependent personalities. Andragogy is the facilitation learning for adults, who are self-directed learners. Heutagogy is the management of learning for self-managed learners. Below is a table comparing Pedagogy, Andragogy, and Heutagogy, recreated in an accessible format from Teach Thought.

27 of 49

Blooms Taxonomy

Everyone should already be familiar with Blooms, now briefly consider how blooms interlinks with your own TEL intervention, consider how applying your technology in the taxonomy of Blooms, where your internation would fit into the taxonomy.

Consider your learners and weather your approach is

Bloom’s Taxonomy highlights six levels of thinking ranging from the lowest level of remembering to the highest, more complex process of creating.

https://www.uis.edu/colrs/teaching-resources/foundations-good-teaching/pedagogy-andragogy-heutagogy#:~:text=Andragogy%20is%20the%20facilitation%20learning,learning%20for%20self%2Dmanaged%20learners.

Pedagogy is the teaching of children, or dependent personalities. Andragogy is the facilitation learning for adults, who are self-directed learners. Heutagogy is the management of learning for self-managed learners. Below is a table comparing Pedagogy, Andragogy, and Heutagogy, recreated in an accessible format from Teach Thought.

https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

28 of 49

Blooms Taxonomy

Everyone should already be familiar with Blooms, now briefly consider how blooms interlinks with your own TEL intervention, consider how applying your technology in the taxonomy of Blooms, where your internation would fit into the taxonomy.

Consider your learners and weather your approach is

Bloom’s Taxonomy highlights six levels of thinking ranging from the lowest level of remembering to the highest, more complex process of creating.

https://www.uis.edu/colrs/teaching-resources/foundations-good-teaching/pedagogy-andragogy-heutagogy#:~:text=Andragogy%20is%20the%20facilitation%20learning,learning%20for%20self%2Dmanaged%20learners.

Pedagogy is the teaching of children, or dependent personalities. Andragogy is the facilitation learning for adults, who are self-directed learners. Heutagogy is the management of learning for self-managed learners. Below is a table comparing Pedagogy, Andragogy, and Heutagogy, recreated in an accessible format from Teach Thought.

https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

29 of 49

Models for planning technology interventions�

SAMR
SAMR + BLOOMS
RAT
TPAK

30 of 49

Introducing Frameworks

Seels & Richey 2004

http://arcmit01.uncw.edu/marrinerh/field.htm

http://historyedutech.blogspot.com/p/domains.html

Design

Instructional Design is the planning phase; the catalyst which describes the planning to be considered in developing a solutions to a learning problem. The instructional designer employs:

∙ a systematic design approach

∙ analyze learner and the learning condition

∙ choose the suitable method of instruction

∙ designs the learning materials

∙ adopts proper way to implement the instruction and

∙ Evaluate the effectiveness of the chosen instruction.

For example the ADDIE structure which implies as Analysis, Design, Development, Implementation and Evaluation comprises many models so that the designer guides to approach specific problem.

It is important that the instructional designer consider the knowledge of the theories to choose the best to impart in learning in order to accomplish the objectives. Thus it is important to select the learning strategies along with the sequence of instruction based on the three learning theories namely behaviorism, cognitivism and constructivism respectively.

It is the instructional designer who is responsible of design decisions and use instructional theories and strategies in order to develop the instructional materials to meet the participants need. That’s how the designer connects and reach the next phase Development.

Development

It involves the process to interpret the needs of the instructional design into a physical form which varies greatly with advancement of technological tools used in the past and present. According to Seels and Richey (1994), this domain originates in the audiovisual and media production field. The four areas in technology comprises print (graphic ad photographic), audiovisual (videotape, film, and sound recordings), computer-based, and integrated.

The development domain can be concise as:

∙ Print technology :encompass the required materials for the learner and the instructor

∙ Audiovisual technology: delivery of learning messages or content via sound and visual images such as sound recordings video clips etc.

∙ Computer based technologies: use of electronic stored data in digital form such as teleconferencing, instruction on CD-ROM's, distance learning education etc.

∙ Integrated technologies: several forms of media composted with computer such as Learning through internet or integrate developmental technologies.

Utilization

It’s been for decades of utilizing audiovisual materials by individuals in providing instruction. The rapid expansion of instructional technology field together with the desire of systematic design of instructional materials also increased (Seels & Richey, 1994). This domain focuses on both the designed and developed instructional materials in order to implement for the users in interacting with the innovation. It is the instructional designers who needs to facilitate both the implementation and utilization process. Utilization domain can be briefed as effective use of

∙ Utilizing the Media

∙ Dispersion of innovations

∙ Implementing and institutionalized finally

∙ Societal Rules and regulations

The Instructional Designer has to consider the instructions that are going to use and have a plan developed to ensure the instruction to be received enthusiastically.

Management

This domain involves plan, organize coordinate and supervise the instructional technologies and the instructional designer undertakes multiples of roles with a huge responsibilities. These roles include leadership, motivator and assists in managing the project of instructional design. For instance as a manager the instructional designer plans the scope of the project, budget, constraints etc. and make sure the effectiveness the instructional design project. The domain of management consists of

∙ Project Management,

∙ Resource Management,

∙ Delivery System Management, and

∙ Information Management

All of the above sub-domains is apprehensive for the plan, monitoring and keep control of the effectiveness in implanting the instructional design project.

Evaluation

This process comprise the design decisions as the domain of evaluation provides the data to the instructional designers. It is the process which determines adequate instruction for the learning process. It undertakes in all the stages via instructional systems design process.

The instructional designer gets the benefit if he/she knows the evaluation models. It is the responsibility of the instructional designer to develop the assessments that would meet the objectives. It could be done once the instructions to be carried out is determined by the instructional designer. It is equally important that in the analysis process to analyze with different sources such as interviews or survey in order to evaluate the relevance of the instructional design project. It is important to evaluate the effectiveness of the instruction through the objectives written at the beginning that is in the design phase. This is possible by evaluating how much the learners have achieved or mastered the content and reached the target objectives.

The main three forms of evaluation includes:

�Criterion-reference measurement
Formative evaluation
Summative evaluation

�One of the vital part of the instructional design is to evaluate and discover for any alterations before the instructional design and development is implemented, this can be done through a formative evaluation while summative evaluation can be used at the end of conveying the instruction to determine whether to accept or disapprove the innovation that was designed.

31 of 49

Substitution: Technology acts as a direct substitute for traditional teaching methods

Augmentation: Technology enhances traditional teaching methods, providing functional improvement

Modification: Technology allows for significant redesign of tasks and activities

Redefinition: Technology enables the creation of new, previously inconceivable learning experiences

SAMR Model PuenteduraR (2014)

Video introduction: https://video.commonsensemedia.org/education/Intro_to_SAMR_model_RB2016.mp4

Dr. Ruben Puentedura has developed what he calls the SAMR model, which provides a framework to show the impact of technology on teaching and learning. The model moves through various stages, beginning at a basic level of learning in the substitution phase through to a level where learning is transformational at the redefinition level.

The SAMR model is essentially a planning tool that helps to design better learning activities for students. The framework provides pedagogical insight into how technology can and should be used in the classroom.

Substitution

Substitution is when technology is used as a substitute for traditional methods. The question you should consider is:

What will I gain by replacing the older technology with the new technology

Augmentation

At the augmentation stage, the technology is still a substitution but it also adds some improvement to the learning process.

The question you should consider is:

Have I added an improvement to the process that could not be accomplished with the older technology?

Modification

In the modification stage, technology allows for task re-design to incorporate interactive and dynamic activities.

The question you should consider is:

Does the technology allow you to modify the learning activities/ process to improve the learning experience?

Redefinition

Technology allows for the creation of new tasks which were previously not possible.

The question you should consider is:

How does the technology facilitate the creation of a completely new learning activity/ experience?

https://technologyforlearners.com/the-samr-model/

https://beta.jisc.ac.uk/guides/applying-the-samr-model-to-aid-your-digital-transformation

https://www.powerschool.com/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/#:~:text=The%20SAMR%20Model%20Explained%20(with,Redefinition%20are%20%E2%80%9CTransformation%E2%80%9D%20steps.

https://research.com/education/how-to-use-samr-model-in-designing-instruction

https://www.3plearning.com/blog/connectingsamrmodel/

32 of 49

SAMR + BLOOMS

The combination of the SAMR model and Bloom's Taxonomy is a powerful approach to designing and assessing technology-enhanced learning activates. It helps educators set clear learning objectives and design assessments that align with the desired level of cognitive engagement.

This approach encourages thoughtful design and assessment of technology-integrated lessons that promote deeper understanding and critical thinking.

Substitution (SAMR) + Remembering (Bloom's): At this level, technology replaces traditional tools or methods, and the learning objective involves recalling facts or information. For example, using a digital flashcard app to memorize vocabulary.

Augmentation (SAMR) + Understanding (Bloom's): Technology enhances traditional methods, and the focus is on comprehension and explaining concepts. An example would be using interactive multimedia SOFTWARE to help students understand a historical event. – QUIZ MENTI

Modification (SAMR) + Applying (Bloom's): In this combination, technology significantly changes the learning process, and the objective is for students to apply their knowledge in new situations. This might involve using simulations or virtual labs to apply scientific principles.

Redefinition (SAMR) + Analyzing, Evaluating, and Creating (Bloom's): At the highest level of both frameworks, technology transforms the learning experience, and students engage in higher-order thinking. For instance, students might collaborate on a project that involves analyzing real-world data, evaluating solutions, and creating innovative solutions to complex problems.

Conclusion These two frameworks complement each other, with SAMR addressing the integration of technology, and Bloom's Taxonomy focusing on the cognitive processes involved in learning. Together, they help educators create more effective and meaningful learning activities.

Bloom's Digital Taxonomy

Remembering: Finding and recalling digital information.
Understanding: Comprehending digital content and concepts.
Applying: Using digital information effectively.
Analyzing: Evaluating and organizing digital content.
Creating: Generating new digital content and ideas.

The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom’s Revised Taxonomy -- i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated with the upper levels of Bloom (Analyze, Evaluate, Create). In turn, within each grouping a similar ordering occurs -- e.g., Remember-type tasks are primarily associated with S-level uses of the technology, Understand-type tasks are associated with either S- or A-level uses of the technology, and so on. The following diagram illustrates this association.

Finally, let’s look at an example of this approach in practice. In this example, we will set up a general pattern for math activities, where the motivating factor is to take math instruction from a mode where -- to use Richard Skemp’s words -- instrumental understanding dominates (how) to a mode where relational understanding is primary (how and why). This shift in math instruction can be seen in changes in curricula worldwide, and is crucial to students’ capacity to use -- and enjoy -- the math they have learned in the world outside the classroom. In the interest of making the example more tangible, the context will be a course in introductory statistics, although the general pattern is readily applicable to other math courses.

1. Substitution/Remember: Students use ebooks and other Open Education Resources to acquire basic knowledge about statistical tools and procedures.

2. Substitution/Understand: At the same time, they begin a process of gathering information online describing applications of these statistical tools to an area of interest to them, using simple bookmark aggregation services (e.g., Diigo, Delicious) to collect and tag these resources, relating them to the knowledge gained in 1.

3. Augmentation/Apply: Using a simple yet powerful tool for visualization like GeoGebra, students explore the concepts covered in the resources described in 1., and solve related standard problems. The scope and number of the problems is not governed by what is available in the “back of the book,” but rather driven by the evolution of student understanding, as measured by suitable formative assessment processes.

4. Modification/Analyze: The students also apply similar problem-solving approaches to questions raised in the materials they found in 2. In doing so, they will reconstruct the reasoning of the original authors, and verify -- or disprove -- their conclusions.

5. Modification/Evaluate: Students now select a subset of the materials studied in 4. for further critique and/or development, using GeoGebra as their primary analysis tool. Via a blog, they explain this work to fellow students, and invite their feedback to refine both the clarity of their explanations and the focus of their work.

6. Redefinition/Create: Students refine their blog post into a short digital video project, with the goal that it will be used as part of instructional materials in subsequent years.

https://www.commonsense.org/education/articles/samr-and-blooms-taxonomy-assembling-the-puzzle

33 of 49

RAT Framework Hughes 2006

RAT stands for Replacement, Amplification and Transformation. The RAT framework was introduced by Dr Joan Hughes for the purpose of introducing “a self-assessment framework for teachers to increase critical technological decision-making” (Hughes, 2010). This model ensures teachers plan for the effective use of digital technology within the classroom, not just a duplication of non digital teaching and learning.

Replacement = If you could do exactly the same teaching/learning without digital technology. Eg: writing on an interactive white board = writing on a blackboard.

Amplification = If there is some advantage and you have added value to the teaching/learning episode. E.g: writing on a whiteboard ≠ high imagery power point slides. The learning is improved through the inclusion of imagery which helps visual learners through dual coding. Therefore you have added value to the learning.

Transformation = If the teaching/learning would otherwise be impossible. E.g: physical classroom lecture with students all in the one place ≠ virtual lecture via zoom or blackboard with students attending from all over the world. Without the technology this would not be possible.

https://evansclan2002.wordpress.com/2017/03/11/rat-framework/

34 of 49

RAT Self-Assessment

35 of 49

TPACK�Koehler & Mishra 2009

Technical Knowledge
Pedagogical Knowledge
Content Knowledge

Pedagogical-Content Knowledge (PCK)

Technological-Content Knowledge (TCK)

Technological-Pedagogical Knowledge (TPK)

TPACK,

Developed by Mishraand Koehler, is a framework that identifies the three types of knowledge teachers should consider when planning and reviewing their practice for successful edtech integration, technological, pedagogical and content knowledge. It focuses on considering how these three knowledge areas can work together to transform and enhance learning.

What is the learner's prior knowledge of the content? (eg. Are there experts within your group of learners who may be able to assist novices, and therefore should you integrate elements of peer and social learning into the lessons?)

How does the content need to be adapted to the learners? (eg. How can you best engage the learner's prior knowledge, increase their motivation and account for different levels of understanding?)

Content Knowledge

This is the teacher’s knowledge of the subject they teach. This would include conceptional, theoretical and practical knowledge (Koehler & Mishra 2009).

Pedagogical Knowledge

This is the teacher’s knowledge of teaching and learning. It includes understanding how students learn. Planning lessons, level of learner, differentiation, assessment for learning, assessment of learning and behaviour management skills (Koehler & Mishra 2009)

Technical Knowledge

This is the teacher’s knowledge of using and considering technology, digital tools and resources. Understanding how to apply its use in everyday life and being able to adapt to changes in technology

Pedagogical-Content Knowledge (PCK)

Technological-Content Knowledge (TCK)

Technological-Pedagogical Knowledge (TPK)

TPACK comes from the overlapping of the centre spot of all three areas. This is when all three domains of knowledge areas are working together to support teaching and is often referred to as the Sweet Spot.

It is important to remember the context as well as considering the individual teacher and students. The heart of TPACK is meeting student needs so the TPACK will be adapted and may look different for each course, teacher and cohort

https://www.edapp.com/blog/tpack/

VERY USEFUL: https://hwb.gov.wales/playlists/view/f920cd25-1475-4438-ab26-3e8937b6c7ee/en/1

36 of 49

https://ictevangelist.com/technological-pedagogical-and-content-knowledge/

Technological Content Knowledge (TCK) – understanding of how content and technology can influence and change one another.

How does the content need to be adapted to be most suitable to the capabilities of the e-learning platform?
Does the platform allow for differentiation of content? (eg. Can learners interact with the platform or undertake the lessons in differing ways?)
What features (or restraints) does the e-learning platform possess which need to be considered?
Does the platform allow for instant updates to information such as adjustments to content?
How accessible is the platform? Does the platform allow users to return to a lesson once they have completed it? (eg. Do you want learners to be able to redo lessons or return to them for reference?)

Technological Pedagogical Knowledge (TPK) – understanding of how teaching practices and learning methods can change through the impact of technology.

What are the learner’s previous experiences with the technology? (eg. What guidance do you need to provide to the learner about how to best utilise the platform? Do you need to provide additional instructions to assist learners with their interaction with the technology?)
What changes need to be made to pedagogical practices to adapt to the use of technology? (eg. Do you need to break down the content into dot points to account for limited space on slides? Should you make your e-learning content responsive to different devices? Can you incorporate activities which are not possible in traditional learning methods, such as photography, film, or online resources or feedback? Do you need to consider how to incorporate critical thinking skills in an engaging way?)
How can you track progress, as well as execute knowledge checks and testing through the platform? It is important to remember that even with technology as a tool, teaching it should not be more significant than the content of the lesson, the focus should always be upon learning the content in the most effective and sustainable way. It is also crucial to consider your context such as how and why your learners are using the platform, to design the best e-learning content.

The TPACK framework emphasizes that educators should strive to develop a well-rounded understanding of how technology, pedagogy, and content intersect. Effective teaching with technology involves knowing when and how to use technology tools and resources in ways that enhance student engagement and learning outcomes within a specific content area. TPACK encourages reflective practice and ongoing professional development to continually improve technology integration in education.

37 of 49

Self-guided learning

HWB Wales – gov organisation for development of digital learning

https://hwb.gov.wales/playlists/view/7f3abb31-a6ba-4b58-88de-15be7eb0521b/en/1
https://hwb.gov.wales/playlists/view/f920cd25-1475-4438-ab26-3e8937b6c7ee/en/1

38 of 49

Encouraging Technology Adoption�Christensen and Knezek, 2002

Will: does your target audience have the motivation to try your new technology/ idea? If not, what is preventing them - time, resources, etc.?
Skill: does your target audience have the right skills to engage with the technology/ idea? For example, their digital literacy skills or their knowledge of the course content
Tool: are there any limitations of the chosen technology which will prevent people from participating? For example, the accessibility, functionality or navigation.

39 of 49

Conversational Framework / ABC LD

Professor Diana Laurillard’s ‘conversational framework’

Laurillard, D. (2012). Teaching as a design science: building pedagogical patterns for learning and technology. Routledge.

ABC Learning Design: utilises this framework
Working method for academics and tutors to design, refine and enhance the student learning experience - at any stage of course/unit development

40 of 49

Learning types cards

learning types: definitions on one side and examples of activities on the other

ABC Learning Design

41 of 49

Learning types cards (back)

learning types: definitions on one side and examples of activities on the other

ABC Learning Design

42 of 49

Week

1-4

Week

5-8

project

reflection

Your unit may look like this…

ABC Learning Design

43 of 49

44 of 49

Discussion

Which models are important for your intervention and why?

45 of 49

Research task

Consider your technology intervention and the assignment brief.

Using the slides and literature, pick a pedagogy & TEL model and research them (individual 1hr)

*self-directed modules*

46 of 49

Writing Retreat�Part 1

Investigating pedagogies and models for TEL (in preparation for your assessment) Write for 15 mins on what you want to achieve from today’s writing retreat. FULL SENTENCES

47 of 49

Writing Retreat�Part 2

Start writing/drafting information about your chosen theories and how they specifically apply to your intervention project

*Review the Proforma*

48 of 49

Questions?

49 of 49

References

Flexible Pedagogies: HEA
5 Domains of Technology; http://arcmit01.uncw.edu/marrinerh/field.htm
Applying the SAMR model to aid your digital transformation JISC; https://beta.jisc.ac.uk/guides/applying-the-samr-model-to-aid-your-digital-transformation
How to Use SAMR Model in Designing Instruction (An EdTech Integration Guide); https://research.com/education/how-to-use-samr-model-in-designing-instruction
SAMR and Bloom's Taxonomy: Assembling the Puzzle; https://www.commonsense.org/education/articles/samr-and-blooms-taxonomy-assembling-the-puzzle
TPAK; https://ictevangelist.com/technological-pedagogical-and-content-knowledge/
Replacement, Amplification, and Transformation: The R.A.T. Model; https://techedges.org/r-a-t-model/ ;
https://evansclan2002.wordpress.com/2017/03/11/rat-framework
RAT; https://techedges.org/r-a-t-model/