This best practices paper describes activities and initiatives that engage the innovation-decision process associated with a teaching and technology innovation (known as synchromodal class sessions) at the College of Education at a large Mid-western university in the United States. In particular, this paper will discuss how certain activities engaged faculty members at the knowledge, persuasion, and implementation stages of the innovation-decision process, as well as how they have contributed to the continued diffusion of this innovation by faculty members within the College of Education.

1. Supporting Diffusion
Engaging the Innovation-Decision Process for
Synchromodal Class Sessions
William Cain  John Bell  Sandra Sawaya
SITE 2014
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2. What is Diffusion
“Diffusion is the process by which
1. an innovation
2. is communicated through certain channels
3. over time
4. among the members of a social system.”
Rogers, E. (2003). Diffusion of Innovations, 5th Edition (Kindle Locations 511-512). Free
Press. Kindle Edition.
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3. Engaging the Innovation-Decision Process
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Knowledge
Persuasion
Decision
Implementation
Confirmation

4. Engaging the Innovation-Decision Process
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Knowledge
Implementation

5. The Innovation:
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A Synchromodal Class
Session features:
• online and face-to-face
individuals
• interacting with one
another in real-time

6. Learning Environment Models
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7. Role of the Design Studio
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Mediate and
facilitate dialogue at
the intersection of
pedagogical theory,
emerging
technologies, and the
pragmatics of the
daily life of faculty.

8. Fostering Knowledge
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Outer whiteboard
Inner whiteboard
Monitor
Glass studio
DS Spotlight
DS Website
Roundtables

9. Fostering Knowledge: Visibility
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Central Corridor

10. Fostering Knowledge: Visibility
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Outer whiteboard:
• Visual
Communication
• Celebrating
Faculty
• Class models
• Documentation

11. Fostering Knowledge: Visibility
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Inner whiteboard:
• Visible thinking
• Work in progress
• Tinkering
• Development

12. Fostering Knowledge: Visibility
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Monitor:
• Celebrating faculty
• Work in progress
• Active movement
• Building narrative

13. Fostering Knowledge: Visibility
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Glass studio:
• Visible thinking
• Work in progress
• Accessibility
• Building
interest/curiosity

14. Fostering Knowledge:
Direct Communication
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Design Studio
Spotlight:
• HTML email
• Monthly updates/info
• Focus on different
applications

15. Fostering Knowledge: Online
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Design Studio Website:
• Updates and events
• Work and experiences
• In-depth descriptions
• Focus on different
applications

16. Fostering Knowledge: Events
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Roundtable Events:
• Deeper engagement
with core ideas
• Work and experiences
• Experiences from
different perspectives
and departments

17. Fostering Implementation
Tech Navigator
• Design
• Testing
• Preparing for use
• Troubleshooting
in real time
• Refinements to
design
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18. Fostering Implementation:
Visual Vocabulary
Black dots=students
Red dot=instructor
Gray filled ellipse=full interaction
Dotted line=virtual interaction
Gray boxes=Representation of remote people (display)
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Topographies:
• Quick visual
communication
• Variation of use
• Understanding of
interactions

19. Insights
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Diffusion of ed tech innovations…
• Needs to be open
• Visible
• Takes time
• Benefits from sense of community
• Celebrating faculty engagement

20. Contact Information
CEPSE/COE Design Studio
www.designstudio.educ.msu.edu
John Bell johnbell@msu.edu
William Cain cainwil1@msu.edu
Sandra Sawaya sawayasa@msu.edu
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