eLearning/Moodle

The SAMR model is pitched at the initial decision to use technology in your course design. It encourages you to think broadly about what online and digital learning tools can do to support your teaching and learning goals. Consider whether you are looking to use technology to simply substitute an existing non-digital tool, or if you are looking to be inspired to create an all-new learning experience with digital tools that are available to you.

• Substitution - Technology acts as a direct substitute, with no functional change
• Augmentation - Technology acts as a direct substitute, with functional improvement
• Modification - Technology allows for significant task re-design
• Redefinition - Technology allows for the creation of new tasks, previously inconceivable

Terada, Youki (2020) "A Powerful Model for Understanding Good Tech Integration" edutopia.org Retrieved from: https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration/

We also recommend the following resource developed by the Taylor Institute for Teaching and Learning at the University of Calgary on using SAMR and TPACK to begin transitioning eLearning technologies in your teaching and learning.

Once you have made the choice to use an eLearning tool in your course design, rubrics for evaluating these tools can be useful for helping you parse between different options available to you. The two Rubrics presented below share similarities in some of the core emphasis including ease of use, participatory nature, and flexibility of use.

1) Anstey, Lauren & Gavan PL Watson (2018) "Rubric for eLearning Tool Evaluation" Centre for Teaching and Learning, Western University. Retrieved from: https://teaching.uwo.ca/pdf/elearning/Rubric-for-eLearning-Tool-Evaluation.pdf

This rubric developed by the Centre for Teaching and Learning at Western University is a formative tool to assess potential eLearning tools that you are considering adopting in your teaching and learning. Although pitched somewhat at a higher level of institutional tool adoption, you can take on board the Rubric's cautions even within your own course decision-making. Questions include considerations around the ease of use or learning curve, accessible design, ease of integration with existing learning platforms (such as Moodle), privacy, and capacities for social interaction.

2) Cormier, Monica, Graham Anthony, & Katie Bush (2022) "A Rubric for Selecting Active Learning Technologies" educause.edu Retrieved from: https://er.educause.edu/articles/2022/4/a-rubric-for-selecting-active-learning-technologies

This rubric developed by authors with Educause takes the Anstey and Watson rubric and focuses in specifically on supporting active learning with educational technology. This drops some of the more complex pedagogical focus of the original rubric and adds a greater emphasis on interactivity, flexibility, and suitability to the goals of active learning.