SAMR, Bloom, evaluation models
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MAT 2015-16
Aaron Schmidt Andrew Fischer Brad Tombers Brian Gehring Brianna Bierma Caroline Bradshaw Colleen Caroll Dylan Peterson Elizabeth Carmichael Ezra Gibson Heidi Brook Hunter Scholtz Jake Newton Jasper Nelson John Brunn Jordan Kendall Joseph Mainardi Karli Dreer Katelyn Heller Keane Richards Kristin Vantrease Lindsay Clark Luke Gunkel Makenzie Moore Maureen D'Armand Michelle Snyder Mike Hoyt Mostapha Beya Ruth Hogle Ryan Flanagan Scott Grant Sophia Butler Stephen Fink Svetlana Filkova Terri Draeger Tom Honer Assignments- on-going 1. ePortfolio development 2. Online community 3. Professional library Assignments, scheduled 1. Antho Tech Assignment 2. New Media 3. Individual learning project Resources, info 1. Evaluation, grading 2. Syllabus, timeline 3. Rubrics and assessments 4. ISTE NET T Standards 5. SAMR, Bloom, evaluation Model ePortfolios Alysyn Thibault (Wikispaces) (2011-12) Callie Wilder (Weebly) (2013-14) Emily Buck (Google Sites) (2011-12) Rebecca Hartwell (Google Sites) (2011-12) Spencer Beckman (Weebly) (2014-15) Model digital stories Gabe Bailey The Matanuska Colony Mara Early Elizabeth Peratrovich Abe Olsen Aleutian Relocation Chris Frank The Vital Marine Highway System Rebecca Hartwell Salmon Troller Emily Buck Confessions of a Runner Layne Sarvela Double Replacement Reaction Crystal Ahlstrom The Moose Hunt |
Assessment Considerations
As a teacher you are asked to assess everything. So, how do we assess student media work? This is relatively new area and there aren't many leaders in this are. But there are a number of ways. some of which you will find your text, Digital Storytelling in the Classroom (2nd ed.). Here are two other models to consider. SAMR This was developed by Dr. Ruben Puentedura, and stands for: Substitution, Augmentation, Modification, and Redefinition. You can see the basic narrative arc at work. The story begins with using technology to substitute for what we already have - we use a word processor to replace a pencil. Then we realize that it can actually use technology to change or augment what we do- a word processor allows for easier editing. Then we see technology as something that significantly allows us to redesign what we do- we can now ask students to desktop publish, create web pages. And lastly, see technology as something that can redefine what we can do- we can get rid of the pencil, and the notation of text-centrism, and create new media narrative. To me the question we ask about what we do with students is this: Where on the SAMR continuum is the a particular unit, activity, learning environment? As McLuhan said, we use new media at first to carry the content of the old media. Then after awhile we discover what the new media is uniquely capable of doing. New art forms, activities, and media emerge. This is the story of SAMR. Kathy Schrock's page about SAMR provides a very concise and helpful overview about what it is and how it works. You will also find SAMR and Bloom's Taxonomy and cross-referenced. If you are looking to cross reference media production and Bloom, you might find my page on that topic helpful. Here I walk through each step of the media development process and show how it relates to Bloom's cognitive taxonomy. |
