Redesign with ʻUpena
ʻUpena provides resources and workshops for instructors interested in utilizing alternative methods of engagement and weaving place-based knowledge into their classroom. By using technology, faculty empower students to express their creativity while applying newfound knowledge. In addition to exploring the resources available on this microsite, instructors interested in participating may inquire for assistance in the redesign process.
1. Use the Inquiry form to express interest and provide basic class information and context. Then, fill the SAMR Planning form to define the redesign’s intentions and identify a method of engagement.
2. Redesign and implement the new curriculum. Refer to the Instruction templates, planning sheets, example rubrics, video tutorials, and assets for infographics, podcast, and short-form video projects.
3. Complete the Project Reflection Survey and use your observations and feedback to iterate on the redesign. ʻUpena staff will follow up to offer further support and check in on the redesign results.
Knowledge Framework: TPACK + IK
The TPACK framework (Technological Pedagogical Content Knowledge) is a conceptual model that helps understand and describe the types of knowledge teachers need to effectively integrate technology into their teaching practices. It was developed by Punya Mishra and Matthew J. Koehler in 2006, building upon Lee Shulman’s concept of Pedagogical Content Knowledge (PCK).
Normally consisting of three primary forms of knowledge and their intersections, we expand the framework with Indigenous Knowledge (IK). This acknowledges the important role of Indigenous Knowledge in education and how it intersects with content, pedagogy, and technology.
- Content Knowledge (CK): Subject matter expertise teachers must know and teach.
- Pedagogical Knowledge (PK): Knowledge of teaching methods, processes, practices, and strategies.
- Technological Knowledge (TK): Understanding of how to use various technologies, both basic and advanced.
- Indigenous Knowledge (IK): Understanding of the knowledge, practices, and beliefs about the relationships between living beings (including humans) and their environment, which has been developed and passed down through generations by Indigenous peoples.
For example, a faculty member would could apply the expanded TPACK framework to consider:
How scientific ecology principles (CK) and Indigenous land management practices (IK) can be taught using field work (PK) enhanced by GIS technology (TK), resulting in a comprehensive land stewardship course (ITPACK); such as the multimedia exhibit Honouliuli ‘Āina Ho’ohuli by Dr. Christy Mello and UHWO students with support from the National Park Service.
How historical events (CK) can be examined through both Western and Indigenous perspectives (IK), using comparative analysis techniques (PK) and digital archives (TK) to develop a more inclusive historical narrative (ITPACK). Students combined such experiences in the use case Infographics in History.
Redesign Model: SAMR
Developed by Dr. Ruben Puentedura, the SAMR (otherwise known as Substitution, Augmentation, Modification and Redefinition) model is a framework to evaluate technological integration into instructional practice.
In this context, we also consider how technology is used in the redesign as an integral part of determining the level of integration. Technologies such as LMS tools (Lamakū) and word processors (Google Docs) are already part of students’ routines. For the purpose of this grant, we will utilize the expanded TPACK framework in conjunction with the SAMR model to explore technology applications in redesigned assignments.
Substitution
Technology acts as a direct substitute, with no functional change. At this level, the goal is to implement new tools while maintaining the same outcome as the original assignment.
Example: A simple sequential infographic or PowerPoint presenting the timeline of a history subject.
Augumentation
Technology acts as a direct substitute, with functional improvements. The goal here is to implement new tools to enhance the original assignment and leverage the technology's capabilities.
Example: A PowerPoint/infographic recounting a history subject from different perspectives—either of individuals or groups involved—using imagery, colors, and words to evoke similarities and differences from each point of view.
Modification
Technology allows for significant task redesign. The goal moves from enhancing the original assignment to transforming it in order to expand and improve the learning outcomes.
Example: A PowerPoint/infographic about a history subject in non-linear format— such as a diagram highlighting cyclical aspects, comparing it with current world affairs, or showing branches and connections of specific moments in the event.
Redefinition
Technology allows for the creation of new tasks, previously inconceivable. At this level, the technology is essential and innovative to enable the new and expanded learning outcomes of the redesigned assignment.
Example: A PowerPoint/infographic where viewers explore a history subject and make choices, veering into different vantage points or hypothetical scenarios based on their understanding of the subject.