What is the SAMR Model?
The world today is moving rapidly and we experience changes in the medium used in our daily lives, in which, a big part of it is the growth of technology.
Technology plays an important role in the evolution of education especially in the learning and delivery practice. Strategies and solutions are continuously developed by experts and educators, to enhance the educational structure as well as to keep abreast with the current situation.
SAMR, a powerful framework was developed by Dr Ruben Puentedura following the research into how the use of digital technology transforms classroom-based teaching and learning. The approach gives trainers the opportunity to gradually integrate technology into their learning strategy, thus taking advantage of modern technology in the corporate training environment.
The categories and levels of the SAMR Model
The SAMR model lays out four levels of online learning; Substitution, Augmentation, Modification and Redefinition. Each of the levels corresponds directly to combining technology to improve the educational process. It indicates how technology contributes to a certain degree of productivity to teaching and learning.
The four levels of SAMR are divided into two categories; Enhancement and Transformation.
The first two levels; Substitution and Augmentation, describe a situation where the technology is either replacing or has replaced existing processes/technology, but by very little. For example, interactive whiteboards have replaced overhead projectors. The teaching remains the same but the technology is slightly enhanced.
The next two levels; Modification and Redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. The traditional practice is changed totally to a brand-new practice. For example, classroom training sessions are replaced with virtual training sessions. These two categories are where digital transformation is likely to take place.
Let’s look into the four levels of SAMR one by one.
SUBSTITUTION
The first level is substitution, which merely means replacing traditional activities and materials to digital versions. There is no substantial change to the content, just the way it is delivered.
For example, classroom training has changed to online training, in which many of us can relate to (during the pandemic) which was the starting point of hybrid and remote learning. The use of paper handouts/worksheets are digitised by scanning or converting the documents to PDF and posting them online, emailed or shared in the drive. It is a direct substitution that does not include much upgrade. This also gives learners, especially those who are resistant to change, a slow and steady introduction to technology.
AUGMENTATION
This second level involves incorporating interactive digital elements like comments, hyperlinks or multimedia. The content remains unchanged but learners can benefit from the digital features that enhance the lesson.
For example, trainers can create online quizzes into a game like activity using applications to get the attention of learners to participate. Trainers can also get learners to create digital presentations, giving them more options than just writing on papers. They can explore the use of visual graphics, videos, animations and other tools to make their presentation creative and exciting. This is a motivation for learners to explore the benefits of technology first hand.
MODIFICATION
This level moves towards going beyond traditional to the digital world, which involves changes to tasks or training activities. This is where the enhancement stage moves to transformation. Technology is used to change the way learners approach tasks during online training sessions.
If the previous stage involves limited technology, this stage however is putting center the technology-based tools. Trainers can create online exercises that pairs old methods with new methods using technology to let learners become more familiar with the process.
For example, trainers can ask learners to write out solutions to a problem, which will then need to be turned into an online video presentation. They are free to record audios, add in background music, add sound effects, put in simple relatable visuals to explain their findings or anything else according to their creativity. This gives them the opportunity to discover as well as decide how far they will use technology and how they see fit.
REDEFINITION
This level is a total transformation of learning that enables activities that were previously impossible in the classroom.
For example, a virtual training session for employees under the same company but different locations, all around the globe, can be conducted, which would not be possible or may take a lot of planning to be done without technology.
Trainers can get learners to brainstorm in groups, where they can communicate in a ‘virtual room’ separately from other groups. They can create a presentation based on their findings from the brainstorming session and present it to the whole class later on.
This gives learners the experience to learn and exchange ideas, not just from the training session but from each other as they get to gather virtually, with individuals that they are not able to see or engage with on a daily basis.
Having explained the categories and levels of SAMR, we now understand the framework. It can be concluded that the SAMR model is essentially a tool to help design better learning activities for learners. The entire instructional approach must not only digitize the materials at hand but also enhance them. If not, the whole purpose of improving learning experience will not be met.