The SAMR model in lecturing

As a learner in my undergraduate degree lectures would be recorded and were available to be watched at the library, the recording was on VHS and had to be watched on the library premise as there were only a couple of copies available.


In my last year of my undergraduate degree, lecturers began wearing mp3 recorders around their necks or positioned them skilfully on the edge of a lectern. The mp3 recording would then be available to download along with a copy of the presentation later that day.


The increase in functionality from this point was the ability to subscribe to a podcast or vodcast feed, suddenly lectures would be downloaded automatically to your computer which you could transfer onto an mp3 player for listening at your convenience.


Now lectures are live streamed to any internet connected device you wish, in my opinion this has transformed student learning in a large way. While working for a medical school I would frequently witness a tutorial room of students, on campus, watching a live lecture that was happening down the corridor! Not because they didn’t want to sit in the lecture theatre, they wanted to discuss and ask questions of the content in real time with each other, they could sprawl out their laptops, articles, textbooks and notes and collaborate whilst the lecturer was presenting. They even had a designated audience member role which would get shared around the group, this person would attend the lecture and be relayed any questions the group had for clarification by the lecturer.


I think the flipped classroom is a good example of the redefinition that this technology has allowed. By pre-recording or curating the course lectures then directing students to watch the lecture at home and come to class ready to discuss it, lecturers have formalised those tutorial room discussions. “The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort” (7 Things You Should Know About Flipped Classrooms, 2012). Truly redefining the sage on the stage.

In reading Nikki’s post applying the SAMR model to the activity of researching her reference to Kharbach, M. (2013) ‘SAMR Models Explain for Teachers.’ Lead me to an excellent YouTube video ‘SAMR in 120 seconds’.


7 Things You Should Know About Flipped Classrooms (2012) Retrieved 29 August 2017 from source:

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