SAMR, TPACK, ADDIE, and ARCS are all instructional design models that can be used to develop learning experiences that use technology. Each of these models presents valuable ideas and useful strategies. However, the method chosen to use to design instruction depends on the audience and their needs.
SAMR and TPACK are frequently used in K-12 education and both focus on how technology and pedagogy can fit together to transform learning. Two teachers reflected on their experience implementing technology using both SAMR and TPACK. They said SAMR was easier to apply, they learned more, and were able to generate ideas more easily using SAMR. TPACK was helpful when planning how to integrate technology into existing strong pedagogy and content, but it was more teacher-centered than SAMR (Hilton, 2016).
I previously detailed the TPACK framework, if you’d like to see that description it can be found here.
SAMR is a tool to help teachers “think about their own tech use as they begin to make small shifts in the design and implementation of technology driven learning experiences to achieve the next level” (Oxnevad, 2013). SAMR stands for substitution, augmentation, modification, and redefinition. In substitution, the technology does not functionally change the assignment; the assignment is the same only done on a computer. Augmentation involves some functional improvement due to the use of technology. Modification happens when tasks are significantly redesigned for technology. Redefinition happens when completely new assignments are created that are only possible due to the technology (Spencer, 2015; Schrock, 2011). When teachers are able to create assignments at the modification and redefinition levels, this is where the real learning gains happen (Oxnevad, 2013).
The ADDIE model for instructional design stands for analyze, design, develop, implement, and evaluate. It is a learner-centered approach, and is guided by learning outcomes (McGriff, 2000). Much of the plan reminds me of the steps of creating a unit plan with the addition of technology. During analysis, goals and objectives are established based on the skills and prior knowledge of the learners (Levesque, 2019). The design phase is where assessments are designed, course format is chosen, and an instructional strategy is created (Gardner, Sep 2011). During development, the content from the design phase is created (Levesque, 2019). Delivery of instruction happens during implementation. The evaluation phase occurs throughout the process and at the end, and it measures effectiveness of the instruction (McGriff, 2000).
The ARCS model (attention, relevance, confidence, satisfaction) is for developing engaging eLearning activities, and it deals with the motivation of the learner. Attention can be gained using active participation, humor, conflict, variety or real-world scenarios. Relevance can be established by linking lessons to previous experience, helping to see the present worth and future usefulness, giving choices, and by showing models of success. Confidence can be instilled in learners by facilitating self-growth, communicating objectives and goals, giving feedback, and giving them some control over the process. Learners need to be satisfied with what they are achieving, and this can be promoted with praise or rewards and being able to immediately use skills (Pappas, 2015).
References
Gardner, J. C. (2011, September 25). The ADDIE design phase. YouTube. Retrieved September 12, 2021, from https://www.youtube.com/watch?v=BhLIiF9QyTo.
Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73.
McGriff, S. J. (2000). Instructional System Design (ISD): Using the ADDIE Model. Retrieved from ib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf.
Oxnevad, S. (2018, August 25). Using SAMR to Teach above the line. Getting Smart. Retrieved September 12, 2021, from https://www.gettingsmart.com/2013/07/using-samr-to-teach-above-the-line/.
Pappas, C. (2021, May 12). Instructional design models and theories: Keller's ARCS model of motivation. eLearning Industry. Retrieved September 12, 2021, from https://elearningindustry.com/arcs-model-of-motivation.
Schrock, K. (2021, May 30). SAMR. Kathy Schrock's Guide to Everything. Retrieved September 12, 2021, from https://www.schrockguide.net/samr.html.
Spencer, J. (2015, November 3). What is the SAMR model and What does it look like in schools? YouTube. Retrieved September 12, 2021, from https://youtu.be/SC5ARwUkVQg.
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