After reviewing the various frameworks associated with selecting and creating a digital resource, each model seemed to help bring some sort of insight as I work through my decision-making process. The SECTIONS Model (Bates, 2015) seemed to be the most focused with a clear outline on how and what to consider when introducing technology with pedagogy. Specifically, the evaluation of learner demographics, access to technology, ease of use, as well as the deeper dive related to multimedia and the effects on the learning outcome.
This framework aligns well with my current practice as I am constantly trying to adapt existing training tools to meet the needs of various learner preferences and manage multiple stakeholders. I am also faced with budget management constraints while still trying to correlate the learning outcome with the content being curated and produced by my team. The SECTIONS Model (Bates, 2015) considers all of these elements and then some, ultimately impacting my choice to move forward with it.
The most important component of the framework is the section related to interaction with learning materials. Elements of this point are connected to my desire to create a digital solution that eliminates user times, and specifically the interactive characteristics of media and technologies to enhance the ability for my learners to remain engaged and actually learn from the resource I create.
Although I am still fresh in the ideate stage and feel confident to move forward with the SECTIONS Model as my framework, I do feel like the SAMR and TPACK Models were helpful in narrowing down my thoughts and ideas and remaining focused on augmentation and considering the connection between pedagogy, content, and technology knowledge.
In terms of learning theories, although much of my focus has seemed to be around constructivism so far in this program, I think I will be leaning more on elements from the behaviourist and cognitive schools of learning. The intention of the module I will be making will be one aspect that lives within an ecosystem that contains constructivist friendly activities and design, but for my learning objectives, I’m really focusing on the “what” and the “how”. I will leverage the implications for learning (Ally, 2008) to help when designing in the prototype phase.
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (pp.15-44). Edmonton, AB: AU Press.
Bates, A. W. (2015). Chapters 6-8. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd.