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CSAM

The CSAM Framework

This space has been created to provide an overview of the Collaborative Situated Active Mobile (CSAM) learning design framework, and the work that I am doing with CSAM (including my doctoral dissertation research in the Doctor of Education in Distance Education program with the Center for Distance Education at Athabasca University, Canada).
Publications
Dissertation
CSAM MOOC
CSAM RLO

What is CSAM?

  • CSAM stands for Collaborative Situated Active Mobile learning design strategies.
  • CSAM is a distillation of the key pedagogical elements guiding the instructional designs of case studies of the use of mobile RLOs to facilitate collaborative learner interaction.
The CSAM Framework
The following table from Power (2013) summarizes the use of CSAM for reflective practice:
CSAM elements and questions
Using CSAM to critically analyze mLearning resources
Download the template below (.xlsx format) to access a tool that can be used to guide critical reflection on the pedagogical design of mobile learning resources.
csam_template.xlsx
File Size: 28 kb
File Type: xlsx
Download File


Why was CSAM developed?

The aim of CSAM is to provide a foundation for, and reflective practice when making decisions about when and how to use mobile RLOs to facilitate or enhance collaborative learning. Rather than focusing on mobile technology, CSAM places the focus on pedagogical decision making.

CSAM in the Literature

CSAM learning design is represented in approximately one fifth of all chapters and articles analyzed in a meta-analysis of mobile learning publications between 2009-2014. The CSAM pedagogical components were represented in 86% of the chapters and articles that were about mobile RLOs, or that included mobile RLOs as supporting examples. Of the mobile RLOs that were described as supporting collaborative learning, 96% integrated all four CSAM pedagogical elements.
CSAM ratios (2009-2014)

CSAM and Learning Theory

The development of the CSAM learning strategies framework has been influenced by Koole's (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model. Like FRAME, CSAM is congruent with:
  • Transcactional Distance Theory
  • Activity Theory and the Zone of Proximal Development
 You can learn more about the theoretical underpinnings of CSAM by reading my paper in Learning and Teaching in Higher Education: Gulf Perspectives, or from my poster on CSAM presented at the Mobile Learning: Gulf Perspectives Symposium in Abu Dhabi, United Arab Emirates, in April 2013. 

CSAM Poster from Robert Power

Supporting Models and Frameworks

CSAM is also congruent with:
  • The ARCS Model (Links to an external site.)
  • The TPACK Framework (Links to an external site.)

CSAM and Teacher Professional Development

This course was originally developed for a research study to investigate the impact of the CSAM learning design framework on teachers' perceptions of comfort, confidence, and interest in integrating mobile RLOs into their teaching practice. You can learn more about how we did that from our paper presented at the 13th World Conference on Mobile and Contextual Learning (mLearn 2014) in Istanbul, Turkey (November 3-5, 2014). You can also check out the slides from our presentation at mLearn 2014:
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Presentation) from Robert Power
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The works and resources posted to this site are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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  • Home
  • About
    • About Rob Power >
      • Meet Rob Power
      • CV
      • Professional Dossier >
        • Cover Letter and CV
        • Portfolio Highlights
        • Research Background
        • Teaching and Instructional Design
        • Service Statement
      • Leadership and Project Management
      • Other Credentials
      • Artist Gallery
    • About Us
    • Consulting
    • In the News
    • Social Media >
      • LinkedIn
      • Twitter
      • YouTube
    • Contact Us
  • Publications
    • Academic Publications
    • Blog
    • Books >
      • AI for Seamless Education
      • The ALT Text
      • Blended Langauge Learning: Evidence-Based Trends and Applications
      • eLearning Essentials 2020
      • Everyday ID
      • Handbook of Mobile Teaching and Learning (2nd Edition)
      • IAmLearning
      • ID and Tech for Rapid Change
      • ID and Tech Vol 2
      • ID and Tech Vol 3
      • Inclusive Peer Learning & Augmented Reality in Higher Education
      • Mobile and ubiquitous learning: An international handbook
      • Operating System Fundamentals
      • Seamless Learning in Higher Education
      • Seamless Learning in Higher Educaton vol 2
      • Technology and the Curriculum: Summer 2018
      • Technology and the Curriculum: Summer 2019
      • Technology and the Curriculum: Summer 2022
      • Technology and the Curriculum: Summer 2023
      • Thriving Online: A Guide for Busy Educators
      • Fiction
    • Conference Presentations
    • Power Learning Daily News
  • Courses
    • Higher Education
    • K12
    • Open Courses
    • Professional Development
    • Digital Accessibility Webinar
  • Research
    • Alternate Pathways
    • Chat-T
    • CSAM
    • IRN-ISSE
    • mTSES
    • PETL
    • Online Learning During COVID-19
    • Student Co-Creation of OER
  • Resources
    • Augmented Reality
    • BOPPPS-IT 2.0
    • CNIE
    • Digital Accessibility
    • IAmLearn
    • IABL
    • ID Resources
    • Interactive RLOs
    • mLearn Conference Series
    • mLearn 2013
    • mLearning Vodcasts
    • Videos
    • YouTube
    • WebQuests
    • Portal