Ruben Puentedura. Technology In Education: A Brief Introduction, 2013. https://www.youtube.com/watch?v=rMazGEAiZ9c.

Overview of a few teaching models.

How to Apply the SAMR Model with Ruben Puentedura, 2016. https://www.youtube.com/watch?v=ZQTx2UQQvbU.

https://www.youtube.com/watch?v=ZQTx2UQQvbU

Enhancement:<br /> - Substitution: Tech acts as a direct tool substitute with no functional improvement - Augmentation: Tech acts as a direct tool substitute with functional improvement

Transformation - Modification: Tech allows for significant task redesign - Redefinition: Tech allows for the creation of new tasks, previously inconceivable

Good tools for thought should be more than just substitutions for tools or methods one had before.

In fact, any tool or technology, if valuable, should allow for the leverage of extension and transformation, otherwise is it really a tool?

Do digital note taking tools extend the ranges of affordances versus their analog counterparts with respect to the SAMR model?

On the augmentation front, they allow one to capture things faster, but may do so at the loss of understanding due to the lack of active learning (versus passive as the tool may be robbing them of the interaction with the material).

There may be some workflow modification, but it's modest at best. Is it measurably better?

I'm unaware of anyone talking about technological redefinition of digital note taking affordances, though some of the surface level AI-related things may emerge here.

In some sense, I still think that the ease of remapping and rearranging/linking/relinking/outlining ideas in digital spaces doesn't exist, so digital note taking tools aren't doing very well even at the root substitution level.

I suspect that some people weren't exposed to the general process of good note taking and their subsequent use for linking, developing, and then creating and as a result of learning this, they're attributing their advances to the digital nature of their tools rather than the original analog process which was always there and isn't necessarily improved measurably by the digital modality.

The example of maps he shows here discusses a social interaction component which allows for an interdisciplinary approach to the knowledge scaffolding (especially if students shared their work with each other).

Are there other non-social affordances in this system? Affordances that would let an individual go further/faster by themselves?

Love this example with one of my favorite things: coffee! Having these examples are very helpful to me, this article not only provides examples, though, it explains why they are examples of each

Clearly stated purpose of the SAMR model!

Helpful resource here