My course' rationale pt. 2: SAMR model, CoI framework and so on

    This blog post is the second part of the rationale that guided my online course's activities. When it comes to incorporating technology into the course, the SAMR model is crucial. Four layers of technological integration are included in this paradigm, each of which builds on the one before it:

• Substitution: Without altering the work, technology directly replaces traditional tools. Pen and paper writing is replaced in this course by Google Docs, which provides the same function but in a digital form.

• Augmentation: For instance, Google Docs' spell-check function and real-time feedback tools (Write and Improve by Cambridge) improve the writing process by assisting students in recognising and fixing errors right away.

• Modification: In this layer, the work is significantly redesigned with technology. This level is best demonstrated through collaborative writing assignments on Google Docs, where students communicate on a shared document. This encourages collaboration and creates new dynamics that aren't achievable with traditional approaches (Puentedura, 2014). Redefinition is not applied in my online course.

    The Community of Inquiry (CoI) is another important concept that I have employed. This paradigm guarantees that the course fosters teacher presence, teamwork, and critical thinking. For example, cognitive presence is promoted by exercises like examining sample emails and reflecting through quizzes (Garrison et al., 2017). Students may develop a feeling of community and learn from one other through peer evaluations and group conversations in the Google Classroom forums, which promotes social presence. Meanwhile, teacher presence can be seen through teacher feedback (video feedback as well - veedback), making sure that students feel encouraged over the whole course.

    Bloom's Taxonomy also influences the course structure, ensuring that activities evolve from basic to more advanced ones. Students begin by focusing on shorter writings, such as personal emails and social media posts. As students progress, they write their own short stories and personal narratives, provide comments to peers. By the conclusion of the course, students should create their own unique messages and posts, using all of their newly acquired knowledge and abilities (Anderson and Krathwohl, 2001).

    Furthermore, motivation is yet another important factor. The course incorporates activities that are applicable to students' daily lives, including creating social media posts or professional emails, which keeps them interested. Learning is made more enjoyable and competitive by gamified components like leaderboards in Kahoot! and Goosechase and quizzes (Ryan and Deci, 2017). Additionally, students are given choice in some of their tasks, which encourages them to put more effort into their work.

    Talking about learning management system (LMS), I used Google Classroom to create this course on writing. Using Google Classroom as the LMS has several advantages. It provides a central place for all course materials, assignments, and discussions. Its integration with tools like Google Docs, Kahoot, and Quizizz enhances the interactivity of the course (Darby and Lang, 2019). However, there are also challenges like limited customisation options compared to other LMS platforms like Moodle. Some students might also need time to become familiar with the interface since the stream and classwork are on separate pages. The tasks are also quite difficult for a newcomer to be understood at first glance.

    Talking about the model of learning in my online course, I believe that the course follows a flexible blended learning model, combining live sessions with self-paced tasks. This approach ensures that learners can access materials and complete assignments at their own convenience while still benefiting from real-time interaction with the teacher and peers. I believe that this structure, along with the carefully designed activities, will help learners feel more confident in their writing abilities and be prepared to handle everyday communication challenges.

References

Anderson, L. W. and Krathwohl, D. R. (2001) 'A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives'. New York: Longman.

Darby, F. and Lang, J. M. (2019) Small teaching online: Applying learning science in online classes. San Francisco: Jossey-Bass.

Garrison, D. R., Anderson, T. and Archer, W. (2017) E-learning in the 21st century: A framework for research and practice. 3rd edn. Abingdon: Routledge.

Puentedura, R. R. (2014) 'SAMR and TPCK: A hands-on approach to classroom practice'. Available at: https://hippasus.com/

Ryan, R. M. and Deci, E. L. (2017) 'Self-determination theory: Basic psychological needs in motivation, development, and wellness'. New York: Guilford Publications.