I applied the SAMR model to my H5P video. After applying Dr. Ruben Puentedura’s technology learning model, I came up with the following for each category of the model.
I have linked the video I am referring to here.
Substitution:
“Tech acts as a direct tool substitute, with no functional change”
- Video instead of lecture
- Task is the same and no functional change
Augmentation:
“Tech acts as a direct tool substitute, with functional improvement
- Task is same but there is functional improvement
- Video gets same information across as the lecture style would however, there is the additional ability to demo while voicing instructions
- Gives functional improvement because the video demonstrates exactly how to perform a citation search
Modification
“Tech allows for significant task redesign”
- Instead of a lecture, could create a H5P blog of how to search UVic summons
- Larger audience can be reached by posting a video on a class blog instead of an in person lecture. The downfall to an in person lecture is that if a student is absent they miss the lesson entirely.
Redefinition:
“Tech allows for the creation of new tasks, previously inconceivable”
- More people can comment and analyze this method
- Heart of the teaching is still the same but the technology allows students to engage in a new, more involved task that checks in on the learners understanding with H5P features (i.e: quiz)
I chose the SAMR evaluation framework because it was more straightforward to understand. Additionally, all four steps were applicable to my H5P video therefore, I thought it was important to correlate the two.
Two multimedia principles that apply to my video are: multimedia principle and the embodiment principle. The modality principle is the idea that people learn better from graphics and narration instead of graphics and printed text. This theory applies to my video because of the incorporated narration feature. Between the graphic and narration, I am utilizing my learners eyes and ears. The embodiment principle is the idea that people do not necessarily learn better if the speaker’s image is on the screen. This theory is applicable because I did not include my image on the screen. I believe that this would have been distracting from my graphic example.
To conclude, I believe that incorporating H5P videos into students learning would be valuable. The interactive features enhance the material. I also believe that with the engagement it offers students, they will be more interested in diving into the materials. I highly recommend that school districts incorporate this type of delivery method in to their classrooms.
The link above is my Google Earth Narrative map that I created this week. Please enjoy my small scaled tour of Kelowna!
Bibliography:
Bates, T. (2019). Teaching in a Digital Age – Models for media selection. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-1-models-for-media-selection/
Duckworth, Sylvia. (2015, April 2). New #sketchnote The SAMR Model @karlyb @ICTEvangelist @ShakeUpLearning #elemchat @TheTechRabbi #ipaded #ipadedchat http://t.co/1lJAqEE6my [Tweet]. @sylviaduckworth. https://twitter.com/sylviaduckworth/status/583778319235031041
H. L. (2017). SAMR Model: A Practical Guide for EdTech Integration. Schoology Exchange. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
Rich Colosi Media. (2014, June 20). The SAMR Model Explained By Students. https://www.youtube.com/watch?v=OBce25r8vto
Sarah. (2015, October 4). The SECTIONS Model. https://www.youtube.com/watch?v=cwmo2NLBbkU&t=62s
