Encyclopedia of Educational Innovation

Living Edition
| Editors: Michael A. Peters, Richard Heraud

Conceptual Frameworks for Designing Digital Learning

  • Dirk Morrison
  • Marguerite KooleEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-2262-4_133-1

Introduction

Instructors and/or instructional designers embarking on creating courses or programs employing information and communication technologies (ICTs) can inform and guide their designs by using a conceptual framework. Such design frameworks are vital for ensuring efficient and effective use of digital resources and technologies in any contemporary digital learning “ecology.” Seven conceptual frameworks are described below. Included is a classification of the variety of underlying philosophical positions, as defined by Feenberg (1999), ranging from determinism to instrumentalism to substantivism.

Substitution, Augmentation, Modification, and Redefinition (SAMR) Model

Designed by Puentedura ( 2005) to assist educators in the task of integrating technology into teaching and learning environments, the SAMR model considers four elements: substitution, augmentation, modification, and redefinition. The first two elements focus on the enhancement of learning, while the remaining two...
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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of SaskatchewanSaskatoonCanada

Section editors and affiliations

  • David Parsons
    • 1
  1. 1.The Mind LabAucklandNew Zealand