UPDATE: SPaM has its own website: https://spam.digisim.uk/ which has further details and resources.
This won’t be a long post as the intention of this is to get this into the public domain with a certified date stamp before I start to share it more widely as a model and the idea gets “stolen” as has happened before.
As with all my work it is openly licensed (CC BY- 4.0) but what has happened before I made the mistake of sharing an idea that was then taken forward by someone else as their own. However, please feel free to use and adapt but with the usual attribution.
As many of my readers/followers will know I have been making use of the TPACK framework (Koehler & Mishra, 2009) as a reference point for my work in digital education and the framework has been the focus of my research into digital development of academic staff for the past couple of years. However, it has always been the “technology” aspect that hasn’t always sat comfortably with me as it suggests an assumption that “technology” is a requirement. Although the authors of TPACK aren’t themselves suggesting this the visual graphic associated with the framework does.
SPaM is an adaptation of TPACK born out of my work over the past 12-18 months where I have been exploring an alternative domain which would sit most comfortably alongside Pedagogy & Subject in representing key knowledge domains for the development of curriculum (particularly within a Higher Education context) but also as a reference point for academic staff development.
Through this work emerged the notion of “modality” and in particular the pandemic emphasised the need for us to think more rigorously about the “teaching mode” we might use in certain circumstances.
The value in this approach is that is does not determine the “technological” requirement, as this is very much predicated on the modality of teaching. In the same way that the pedagogical approach will determine the methods for learning and teaching the modality will help determine which (if any) digital technologies are being utilised.
We can further extend the framework with a student facing lens (example below) through which we can articulate what the “learning” experience might be like for students.
Obviously SPaM comes from Subject, Pedagogy and Modality. The order of the letters (SPaM) is also purposeful, indicating that the process nearly always starts with the Subject domain, then through to the Pedagogic domain and then the Modality domain. However, the synergy between all three is key and one will influence the others, but in my experience academic colleagues always start with the Subject (what), then the Pedagogy and then the modality (how).
I’ll be adding more detail to this and further examples as I expand on this work, but please do get in touch with any comments or thoughts as I begin to consolidate my research in this area.