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Communicating about ed tech

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These are the slides for the presentation by Dickson and Biermeier-Hanson on "Different messages for different folks".

These are the slides for the presentation by Dickson and Biermeier-Hanson on "Different messages for different folks".

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  • Precontemplators typically underestimate the pros of changing, overestimate the cons, and often are not aware of making such mistakes.One of the most effective steps that others can help with at this stage is to encourage them to become more mindful of their decision making and more conscious of the multiple benefits of changing an unhealthy behavior.
  • At this stage, participants are intending to start the healthy behavior within the next 6 months. While they are usually now more aware of the pros of changing, their cons are about equal to their Pros. This ambivalence about changing can cause them to keep putting off taking action.People here learn about the kind of person they could be if they changed their behavior and learn more from people who behave in healthy ways.Others can influence and help effectively at this stage by encouraging them to work at reducing the cons of changing their behavior.
  • People at this stage are ready to start taking action within the next 30 days. They take small steps that they believe can help them make the healthy behavior a part of their lives. For example, they tell their friends and family that they want to change their behavior.People in this stage should be encouraged to seek support from friends they trust, tell people about their plan to change the way they act, and think about how they would feel if they behaved in a healthier way. Their number one concern is: when they act, will they fail? They learn that the better prepared they are, the more likely they are to keep progressing.
  • People at this stage have changed their behavior within the last 6 months and need to work hard to keep moving ahead. These participants need to learn how to strengthen their commitments to change and to fight urges to slip back.People in this stage progress by being taught techniques for keeping up their commitments such as substituting activities related to the unhealthy behavior with positive ones, rewarding themselves for taking steps toward changing, and avoiding people and situations that tempt them to behave in unhealthy ways.
  • People at this stage changed their behavior more than 6 months ago. It is important for people in this stage to be aware of situations that may tempt them to slip back into doing the unhealthy behavior—particularly stressful situations.It is recommended that people in this stage seek support from and talk with people whom they trust, spend time with people who behave in healthy ways, and remember to engage in healthy activities to cope with stress instead of relying on unhealthy behavior.

Transcript

  • 1. Different messages for different folks:Persuading faculty members to adopt EdTechMarcus W. DicksonBenjamin Biermeier-HansonWayne State University
  • 2. A Tale of Two Presentations• Developed a presentation on Classroom Response Systems • Pedagogy behind usage • Best practices • Targeted those who were not yet using clickers• Gave the talk twice • A hit – enthusiasm – rave reviews • A miss – skepticism – polite applause• Why?
  • 3. Different Folks• Two different audiences • Faculty and graduate students at the Office of Teaching and Learning who were there because they were actively considering adopting clickers in their classrooms • Faculty within our department “encouraged” to attend by the department chair• Two very different responses • Difference in “readiness to change”
  • 4. Assumptions• When referring to EdTech, we mean Educational Technologies that have demonstrated efficacy within the discipline, and for which necessary resources are available or attainable • Not early adoption, not “next big thing,” etc.• Those of us in this room probably will have easier success with EdTech implementation than will many of our colleagues
  • 5. Transtheoretical Model of Behavior Change• Initially focused on health-related behavior• Can be applied to EdTech• Stages of change • Stages individuals go through as they consider behavior change, how they begin to make change, and how changes are maintained • Provides guidance on encouraging and engaging individuals in each stage
  • 6. Stages of Change Model Maintenance Action Preparation Contemplation Pre-Contemplation
  • 7. Stages of Change: Pre-contemplation (Not ready)Characteristics Communication strategy• No plans to initiate • Encourage mindfulness change; may not be aware about how evaluations of of the need to change innovations are made• Underestimate the pros of • Help to see benefits of changing, overestimate acting differently the cons • Focus on the pros of changing, not the cons of not changing
  • 8. Stages of Change Model Contemplation Pre-Contemplation
  • 9. Stages of Change: Contemplation (Getting Ready)Characteristics Communication strategy• Intention to change • Focus on reducing the behavior, but no action yet cons related to the change• May still be ambivalent, • E.g., Will it really take more and thus may put off time every semester, or just the first semester, and initiating change afterwards take less time?• Learn from others what the change might be like
  • 10. Stages of Change Model Preparation Contemplation Pre-Contemplation
  • 11. Stages of Change: Preparation (Ready)Characteristics Communication strategy• Taking small steps • Encourage over- (meeting with rep, getting preparedness to avoid equipment, etc.) failure• May tell colleagues of • Ensure support from tech intentions support, others using the specific EdTech, etc.• Concerned about failure • In short, build self-efficacy
  • 12. Stages of Change Model Action Preparation Contemplation Pre-Contemplation
  • 13. Stages of Change: ActionCharacteristics Communication strategy• Have begun to use the • Help to learn the “tips and EdTech tricks” that experienced users know• May be uncertain of cost- benefit analysis • (Help to feel a level of growing expertise) • New behaviors may seem burdensome, and so may • Highlight data showing seem easier to drop it “just success of the EdTech this next semester, while I overall, even if not yet am really busy” shown in this course
  • 14. Stages of Change Model Maintenance Action Preparation Contemplation Pre-Contemplation
  • 15. Stages of Change: Maintenance (the “new normal”)Characteristics Communication strategy• Established users of • Encourage mindfulness EdTech about how evaluations of innovations are made • Help to see benefits of acting differently
  • 16. Different stages, different messages• Messages must be tailored for the stage an audience is in• OTL audience • Preparation (some contemplation, some action) • Promote confidence and discuss practical approaches to utilizing EdTech• Home department audience • Pre-contemplation (some contemplation) • Approached the same way – was thus doomed to failure
  • 17. Best practices for moving folks along the path• Need to be cognizant of the stage an audience – or a colleague – is likely to be in• Target communications to colleagues based on where they are in the process• Your knowledgeable enthusiasm may not be what your colleague needs to hear – it may not address his/her concerns, and it may just feel like criticism.
  • 18. Audience experiences• What have your experiences been?• Are there messages that have you have seen as particularly persuasive for you? For your colleagues?