Early to Late Adopters: Key to Transforming Teaching Ben Hambelton Boise State University

Transform the teaching and learning culture on campus The “Real” Goal:

Transformation From...  Teacher centered  Passive  Lecture/demo  Face-to-face To...  Learner centered  Engaging  Active learning  Hybrid

Thesis To transform teaching and learning on campus - you must: a) create an enabling environment and b) generate a critical mass of faculty engaged in teaching innovation.

What is an Enabling Environment?  Robust technical infrastructure  Network/classroom equipment  Access to desktop development equipment and software  Course-management system  Assistance and consultation

What is an Enabling Environment?  Supportive Policies  Intellectual-property policies  Copyright guidelines  Promotion and tenure policies  Flexible assignments  Technology Strategic Plan

What is an Enabling Environment?  Supportive Administrative Procedures  Online and web-enhanced services  Help desks (drop in, online, and telephone support)  Student preparation and support services  E-Learning at Boise State: Online Orientation  Introduction to E-Learning at Boise State  Course notes and identifiers

What is an Enabling Environment?  Public Recognition and Rewards  Promotion and Tenure: credit for use of technology  Recognition from administration  Publicity, on campus and off  Incentives and support: stipends, laptops, release time, Student Technology Assistants  Communicated priority  Food!

Enabling Environment The physical, technical, political and cultural environment that supports experimentation and innovation.

Generating a Critical Mass

Strategies for Innovation Adoption  Diffusion is the process by which an innovation is adopted and gains acceptance by members of a community.  Purpose is to increase the rate of adoption of technology.  Guided by a robust set of theories & research

Achieving Critical Mass  Innovators  Early adopters  Early majority  Late majority  Laggards

Markets of Adopters-Moore  Early market  Middle market  Late market  Chasm between early market and middle market  Significantly different characteristics, interests and motivation  Need for a compelling reason to buy Transition points between markets

Factors Influencing Innovation Dissemination  Innovation Decision Process  Individual Innovativeness  Attributes of Innovations  Rate of Adoption

Innovation Decision Process  Knowledge  Persuasion  Decision  Implementation  Confirmation

Innovation Attributes  Trialability- can be tried on limited basis  Observability- offers observable results  Relative Advantage- has an advantage relative to the status quo or alternative innovations  Complexity- is not overly complex  Compatibility - is compatible with existing practices and values

Individual Innovativeness Theory  Innovators  Early adopters  Early majority  Late majority  Laggards

Innovators Comfortable with technology Comfortable with technology Entrepreneur: obtained own resources Entrepreneur: obtained own resources Intrinsic motivation Intrinsic motivation

Early Adopters to Early Majority Motivated but not comfortable with technology Motivated but not comfortable with technology Less entrepreneurial Less entrepreneurial Depend on presence of sufficient and necessary conditions Depend on presence of sufficient and necessary conditions

Middle to Late Majority More risk aversive More risk aversive Concerned about the steepness and duration of the learning curve Concerned about the steepness and duration of the learning curve Looking to advance their careers Looking to advance their careers Greater need for direction, incentives, and rewards Greater need for direction, incentives, and rewards Depend on sufficient and necessary conditions Depend on sufficient and necessary conditions

Provide Sufficient and Necessary Conditions  Innovators-will do it on their own  Facilitate as needed  Recognize and use where possible  Avoid alienation  Early Adopters-will do it with help  Provide training, resources, and support  Foster contagion effect  Supportive culture and leadership  Recognition and rewards

Provide Sufficient and Necessary Conditions  Middle to Late Adopters-will do it if it advances their career  Strategic leadership/targeted projects  Training and Support  Perception of relative advantage  Pedagogy through projects  Incentives and rewards  Evaluation and research

Rate of Adoption  Innovations are diffused overtime in a pattern that resembles an S-curve  After a period of rapid take off it stabilizes and eventually declines

Creating an Enabling Environment & Generating a Critical Mass  Principal strategy:  Develop strategic institutional initiatives aimed at high value curricular targets or specific audiences  Engage the middle market

Benefits of Institutional Projects versus Individual Initiatives

Individual Initiatives  “1000 flowers bloom”  Unrestrained creativity  Diverse projects  Sense of empowerment  Rewards initiative  Lacks Sustainability  Barrier removal  Low Impact  Limited replicability  Engages only the early adopters

Institutionally Sponsored Initiatives  Barriers and impediments are addressed institutionally.  Policy can be altered or created.  Bureaucracy can be made to yield to reason.  Resources are more willingly invested.  Public success is an important priority.

Institutionally Sponsored Initiatives  Clearly communicates priority and importance.  Vests ownership and responsibility across the institution.  Generates facilitative responses.  Enlists those who would otherwise not participate.

Case Study: CoreOnline  Leadership of chief academic officers  General education core curriculum  Incentive Combination  Laptop computer with software  Stipend  Support  Removal of perceived or actual barriers  Infrastructure improvements  Policy and procedures adjusted  Faculty Mentors  Student Technology Assistants  Recognition

Case Study: CoreOnline  Results  Infrastructure improvements  Policy changes  Procedure improvements  Support services  Publicity and recognition  Contagion

Case Study: Hybrid Project  Targeted upper division courses for hybrid development  Competitive selection/support  Immersive training - hybrid seminar & summer development institute  Consultation & Peer Review  Goal: 50% reduction in F2F meetings  Process of redesign  Pedagogy of online/active learning

Case Study: Hybrid Project  Results  Four rounds of training and development  Increased sense of collaboration & sharing  Continued review of online/blended course designations & administrative support  Increased student and faculty support  Interest in applying process to high need “bottleneck courses”

Creating an Enabling Environment  Key Elements  Gain genuine central administration sponsorship  Identify a target of significance and value  Provide critical incentives and support  Remove perceived barriers  Provide public recognition

Effect of the Enabling Environment  Creates necessary and sufficient conditions to support contagion.  Stimulates early and middle adopter groups.  Generates a critical mass of participation.  Generates a new wave of innovation and experimentation.

Enabling Environment + Institutionally Sponsored Projects  Institution is transformed in the process  Informal social/learning spaces (Intellectual Communities Project)

Enabling Environment + Institutionally Sponsored Projects  Collaboration: TeamSpot Stations  Technology- enabled team breakout rooms  Virtual team tools

Enabling Environment + Institutionally Sponsored Projects  Studio D: Digital projects lab  Visualization classroom/lab

Enabling Environment + Institutionally Sponsored Projects  Interactive Learning Center

Model For Transformation  Stage 1: Foundation of effective training  Stage 2: Creation of an enabling environment through institutionally sponsored projects  Stage 3: Generation of a critical mass of participation  Stage 4: Transformation of the institution  Stage 5: Advancement through new sponsored projects and continued training  Stage 6: Transformation of practice

Lessons Learned  Innovation Adoption is a critical framework  Skill training concurrent with practice  Necessary and sufficient conditions  Technical and infrastructure support  Strategic investments  Comprehensive approach

Early to Late Adopters: Key to Transforming Teaching Ben Hambelton Boise State University