The Future of Education
Authentic Audiences in Higher Education: Using the SAMR Model to Improve Student Engagement
Melanie Sage, The State University of New York at Buffalo (United States)
Todd Sage, The State University of New York at Buffalo (United States)
Rachel Sage, American University of Kuwait (Kuwait)
Abstract
Higher education increasingly demands that digital and multimodal literacy is built into the curriculum so that students are prepared for the technological future in their daily lives. Signals point to an increasing likelihood that more of our experiences will be mediated by technology over time. Instructors often experience frustration with the prospect of adding new digital content to a full syllabus for the sake of promoting digital literacy. Those who want to add technology learning can use the SAMR model to adjust their current traditional assignments to incorporate technology without adding new technology-focused assignments. Once work products are in digital formats, they are easy to share beyond the classroom, which benefits from opportunities for authentic audiences. This use of sharing work with authentic audiences beyond the teacher and classmates is shown to improve student motivation and quality of work products. This paper presents three brief case studies across international settings, representing student populations ranging from new college students to graduate school students. Authors share how they incorporated SAMR, multimodal literacy, and use of authentic audiences for each, as well as lessons learned.
Keywords: Authentic Audiences, SAMR Model, Student Engagement, Multimodal Literacy.
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