The PANDA framework, SAMR, Bloom’s Taxonomy and Hattie’s Visible Learning are four educational models that help you create effective, engaging learning experiences online. This post explains what each does and how they fit together. If PANDA is new to you, start with Introduction to the PANDA Framework.
Learning outcomes
By the end of this post you’ll be able to
- Explain what PANDA, SAMR, Bloom’s Taxonomy and Visible Learning each contribute.
- Apply the models together to plan one week of a Canvas course.
- Evaluate whether your VLE works as more than a repository.
The four models in brief
PANDA: structure
The PANDA framework helps you create effective online courses by following a set of good practices. It has five steps: Prepare, Activate, Navigate, Demonstrate and Articulate. It was developed by Instructure, the company behind the Canvas virtual learning environment, and when you break it down it caters for the other models below.
SAMR: technology
SAMR is a model for evaluating how technology is used in education. It stands for Substitution, Augmentation, Modification and Redefinition. Used with Bloom’s Taxonomy, it helps you identify the most appropriate tools for a learning objective.
Bloom’s Taxonomy: objectives
Bloom’s Taxonomy classifies learning objectives by level of difficulty. It has six levels: Remember, Understand, Apply, Analyse, Evaluate and Create. For a practical guide, see The New Bloom’s Taxonomy: A Practical Guide for New Academics.
Visible Learning: strategies
Hattie’s Visible Learning is a research-based model that identifies effective teaching and learning strategies. It suggests that learning is most effective when students are actively engaged in it and when feedback is timely and specific.
Try it yourself
Which model is it?
Read each description and choose the model it describes.
How they work together
The magic happens when you combine them. Use PANDA to build an effective online course, then SAMR to evaluate how you use technology in it. Use Bloom’s Taxonomy to set objectives that are appropriately challenging, and Visible Learning to choose strategies that are most likely to work. Together they give you a course that is effective and engaging. Connecting PANDA with Gagné and Bloom’s Taxonomy takes this further.
Put it into practice
Your turn
Take one week of a course. Choose a Bloom’s verb for the main objective, then decide which PANDA element it belongs in and which Canvas tool will carry it.
Try it yourself
Combine the four models
Choose a Bloom’s level and a PANDA element to see how one activity can draw on all four models. Try different combinations.
When a VLE becomes a repository
I often see VLEs used as a repository, where students gather lesson notes and slides and then leave. There is no engagement or participation, so the resources are not enriched, which is a shame given the tools available.
I always try to drop in small ideas that prompt instructors to do more, and most respond well. In my experience there is often a willingness to learn what a platform can do, but not yet the understanding to tie models and strategies to the tools of the VLE.
Case study
From slide repository to active week
Illustrative example
The context
A tutor teaches a first-year module at a UK university and shares weekly slides and notes in the VLE.
The challenge
Students downloaded the files and left, so there was little engagement or participation.
What they did
The tutor organised the week with PANDA, set the main objective at the Apply level of Bloom’s Taxonomy, and added an ungraded quiz in Activate and a discussion in Articulate. They planned timely, specific feedback and moved the slides from simple substitution towards a task students could not do on paper.
What happened
Students had a reason to return, and contributions appeared in the discussion where there had been none.
What would you do?
- Which of your weekly resources is only a repository item?
- Which model would help you improve it first?
Put it into practice
Your turn
Choose one resource in your VLE that is only a file to download. Decide which PANDA element it belongs in and add one question or activity that asks students to respond.
Check your understanding
Knowledge check
What does each letter group in SAMR describe?
Substitution, Augmentation, Modification and Redefinition describe how technology changes a task, from simply replacing it to creating something new.
Where would you use PANDA, and where Bloom’s Taxonomy, when planning a week?
PANDA structures the week into five elements, while Bloom’s Taxonomy sets how demanding each objective is.
What does Visible Learning suggest about feedback?
That it should be timely and specific, because that is when it helps learning most.
A course shares only slides and notes. Name one change that adds participation.
For example, add a discussion in Articulate, because it gives students a reason to return and respond.
Remember
Key takeaways
- PANDA structures a course, SAMR evaluates the technology, Bloom’s Taxonomy pitches objectives and Visible Learning guides strategy.
- The models work best when combined.
- Timely, specific feedback supports learning.
- A VLE used only as a repository misses the chance for participation.
Your next step
This week, pick one module and add a single activity that asks students to respond, such as an ungraded quiz or a short discussion. Afterwards, look at whether students return to the module and whether their responses show the learning you intended.
Reflect: which of the four models would help you most with your current course?
