Symbiosis- Jewish Education and the Learning Sciences

Dr. Samuel Abramovich, Assistant Professor in the Graduate School of Education at the University at Buffalo, makes an inspiring case for the use of digital badge learning in Jewish education.  He hones in on some of the mutual benefits of Jewish education and the learning sciences. He highlights the hallmarks of high quality assessment, using the Bar/Bat Mitzvah experience as an example:

  • Summative and formative feedback, guiding the learner
  • Ongoing feedback
  • Authentic to the student; authentic practice

Sam also features chevrutah, peer tutoring and feedback in Jewish text study, as a “go to” model for pedagogy and improving learning outcomes.

So what do digital badges and the gamification of learning have to do with the symbiotic relationship between the learning sciences and Jewish education?  In secular education?  Watch Sam’s Eli Talk to find out!

Note:  Dr. Abramovich evaluated TAMRITZ’s badge-based teacher professional development, Digital Age Teaching.  TAMRITZ’s badges are featured in this video.

SAMR – Design Learning for Engagement, Part 3 – Professional Development

Note:  This post is Part 3 in a 3-part series about the SAMR Model as it relates to digital badge learning design.  Explore Part 1 and Part 2 to follow more of this conversation.



Teacher professional development aims to transform teaching practices, which ultimately, improves student achievement.  At the onset, this sounds simple; however, developing effective teacher professional development experiences is more challenging than meets the eye.  Reflecting on your own experiences as an educator, I bet much of your critical feedback would highlight current research on effective (or ineffective) teacher professional development. Not only this, but I am guessing with certainty that you can recall only a few really meaningful and impactful professional development experiences.  What made them so impactful? Read more

SAMR – Design Learning for Engagement, Part 2

Note:  This is Part 2 in a 3-part series of posts about the SAMR Model.  The last post in the series will examine the SAMR Model as it relates to digital badge learning design and teacher professional development.  Access Part 1 here.

Part 2: Digital Badge Learning, the SAMR Model and New Bloom’s 




When I begin the badge learning design process, I draw upon a reference library that serves as a compass for ensuring that the learning is engaging and relevant for the students in mind.  I think about the TPACK model, New Bloom’s Taxonomy and the SAMR Model for technology integration and the principles of Connected Learning.  In addition to these models and frameworks, I keep ISTE’s Standards in mind, as well as my own sensibilities about what “good” teaching and learning looks and feels like, both from the learner and teachers’ perspectives.  Read more