Michelle Romanis Ttl Models Upd

Romanis re-contextualized Puentedura’s SAMR model for the South African curriculum. Her TTL version emphasizes contextual substitution: instead of asking “Is technology used?”, she asks “Does technology allow a learning goal that was previously inconceivable?”

This paper reviews recent updates to the Time-To-Live (TTL) modeling framework introduced by Michelle Romanis, summarizes the technical changes, evaluates their implications for systems that rely on TTL for cache coherence and network resource management, and offers practical recommendations for adoption. I assume the updates refer to algorithmic and implementation refinements in Romanis's TTL modeling work; where specifics are absent, I describe reasonable, concrete updates consistent with current TTL research and deployment practices and show how they affect design choices. michelle romanis ttl models upd

Implementation notes:

  • Tradeoffs:

    • Quantitative example (illustrative):

    Topic: Plate Tectonics & Continental Drift Tradeoffs:

    | UPD Element | Traditional Approach | Romanis’ TTL Models + UPD | | :--- | :--- | :--- | | Desired Result | Describe Wegener’s hypothesis. | Evaluate the evidence for continental drift using interactive paleoclimate databases. | | Assessment | Labeled diagram quiz. | UPD Assessment: Create a 2-minute animated GIF timeline using Canva or Jamboard, with voiceover explaining the TTL “Transformation” from Pangea to today. | | Learning Activity | Read textbook, answer questions. | Use a Google Earth TTL Layer – students predict future plate movement. Apply the RAT Transformation standard: They collaborate via a shared digital whiteboard (Miro) to debate three possible future maps. | | Romanis’ Backup | N/A | Low-tech UPD: Print paper plate maps; students use colored pencils and peer discussion without digital tools. The TTL model still works as “Amplification” (pencil + peer talk instead of digital annotation). | flipped learning video annotations

    | Stage | UbD Component | Romanis’ TTL Addition | | :--- | :--- | :--- | | 1 | Identify Desired Results | Use TTL’s “Tech-Ready Objectives” (e.g., “Students will code a simple simulation to demonstrate Newton’s 2nd Law.”) | | 2 | Determine Assessment Evidence | Replace paper tests with multimedia e-portfolios, flipped learning video annotations, or real-time coding repos. | | 3 | Plan Learning Experiences | Apply the TTL Transformation Triad (SAMR + TPACK + RAT) to each lesson activity. |