I see both TPACK and SAMR as important and valuable but SAMR has already been happening for most of us I think. I mean who among us hasn’t been doing SAMR just to be able to deliver some semblance of our curriculum? I know I have and I also know that along the way I’ve been augmenting and modifying. I must say, it’s largely been good! I think my best example is my Fallen Stars project which I’ve been doing for years now. Back when life was real prior to COVID, when a significant actor passed away I would hit their iMDB site and make a sign-up sheet. Every movie or TV project they did could be chosen and signed up for by students, also 1 student could sign-up for biography. Then students were given a bullet point list of items to research on iMDB and elsewhere. This whole thing would culminate with each student standing up in front of class and presenting the film/tv show (or biography) that they researched. Now, started with the tragic and untimely passing of Chadwick Boseman and the not untimely but tragic passing of Sir Sean Connery, we took the same approach except, SAMR happened. Now students all create slides to do their presentation; a collaborative Google slide deck. Criteria has been added that asks them decorate their slides with artwork from the TV show or film they’ve researched. Then during a class session, I scroll through the slides – the students unmute and present their slides when they come up. It’s worked out GREAT and now there is an artifact as a product that I’ll be saving and perhaps using in the future. I think this is a prime example of SAMR and once again I was already doing it before I learned about it. TPACK is clearly valuable as a concept and framework too, but feels more design based than re-design based, so my takeaway from this blog is SAMR for sure.
So I guess the overriding things I’d like to say to my pre 624 self are not all that dissimilar to Chris (blue robe guy in “Polar Express”). I’d say to myself believe…take a deep breath…don’t let the tech part make you crazy…BELIEVE. As it has come to pass, I’ve found that the things we’re discovering in this program, at least some of them, I’ve already been doing instinctively. Even with 628, I’ve set up the whole semester to be super UbD and UDL friendly including students grading themselves and choosing their own semester long SDP (Student Driven Project). I gained the confidence to take this approach from 624 and 625. In those courses I both learned brand new, ultra-stimulating things – or I discovered that I’m already doing it and I just didn’t know the correct nomenclature all this time. So, again, I’d say to my pre 624 self, chill….trust Dr. K….invest in her vision…all good. As for prompt 2, I’m primarily excited that I have a safe place to f*** up. I have an opportunity here to reach for the stars and potentially grab a lot of muck, but….I can do it here safely! I can count on my peers to give authentic feedback that is honest a well-intended! I can trust that my professor will give me feedback that is ultra insightful and beneficial, she really sees and understand me! Honestly, in 624 and 625 I played it safe – I did the do. In 628, with my peer students and Dr. K, I’m feeling safe taking a chance… I’m accustomed to being excellent, above par in my higher ed pursuits, that’s just how I roll, but here and now, I think I’m feeling safe to really go beyond my comfort zone. Wish me luck!! As for “Where do you see the greatest potential for your continued growth and why that (those) area(s)?” – for me I think it’s in feedback. I want to put more depth in my feedback – funny I feel safe saying that now, in 628. But it’s real now in a different way, so, ya – I was so struck by Dr. K giving individual, video feedback in 624 – each with our very own sign and prop. WOW. That blew me away – she missed nobody…. I understand the time that takes – but holy cow, does it make a difference! I actually delivered a mid-term project based on a Dr. K idea – and I held it over until this semester, in terms of scoring, because I want to give super meaningful feedback to every student. I’ll admit I’m still providing some of that feedback via typing text, but that’s just a technology issue. I’m thinking Canvas might just help me do that. I know we’re supposed to set up a fake sort of Canvas thing, but I think I want to incorporate it NOW! If nothing else, for the threaded conversation component. 628 – 628…bring it!!!!!