Improving the Adoption of Learning Technologies
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This document discusses improving adoption of learning technologies. It notes that most universities are in the early phases of adoption, but disruption is coming. It outlines barriers to faculty adoption such as fear of the unknown. Four types of faculty are identified: entrepreneurs, risk-averse, reward seekers, and reluctants. Three key factors that influence adoption are identified: ease of use, social influences, and management support. Ways to improve adoption include starting small, training, champions, help centers, and management policies that support digital usage.
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Improving the Adoption of Learning Technologies
- 1. Improving the Adoption of Learning Technologies Rick Van Sant, Ph.D. Blackboard International
- 2. Where are you in the Lifecycle? Innovators Early Adopters Early Majority Late Majority Laggards Developed: 2013: We are roughly here on adoption of online delivery. C H A S M We are roughly here on adoption of online delivery.. Emerging: 2013:
- 3. Where are you in the Lifecycle? Innovators Early Adopters Early Majority Late Majority Laggards C H A S M … but wait, there may be huge disruption coming…
- 4. 80% Universities in Phase 1 17% Universities in Phase 2 Less than 3% Universities in Phase 3 E-learning Adoption Capability Maturity Curve
- 5. E-LEARNING ADOPTION ECOSYSTEM Dedicated IT Team or Person Dedicated e- Learning Coordinator or distributed Champions Senior Academic Leadership Driving Vision of e-LearningPolicy Development / Change Facilitating e- Learning Level of person and course usage Clear Differentiation between Passive and Active Engagement Digital Business Processes Complementing Digital Learning
- 6. Online Business Processes Ubiquitous Internet Access Digital Accreditation and Accountability Digital Library Transparent Public Access Technology Celebrations Mobility Platform Independent Environment Institutional Support for Hardware & Software Acceptance of Social Media Incentives for Risk Taking Support, support, support Creating a Technology Culture
- 8. BARRIERS TO FACULTY ADOPTION Fear of the Unknown “If it Ain’t Broke...” “We’re All Alone in this Together” Know Thyself http://net.educause.edu/ir/library/pdf/NLI0017.pdf
- 9. YOU MUST KNOW YOUR MIX OF FACULTY Entrepreneurs Risk-averse Reward Seekers Reluctants Four types of Faculty http://net.educause.edu/ir/library/pdf/NLI0017.pdf
- 10. ADOPTION FRAMEWORK Huang, R., Deggs, D.M., Jabor, M. K., Machtmes, K. (2011) Online Journal of Distance Learning Administration, Volume XIV, Number II, Summer 2011
- 11. #1 FACTOR Teachers’ perception and awareness of ease of use toward online technology plays the most important role in influencing teachers’ intention to adopt online technology it is important that educational institutions and organizations should highly concentrate on how to enhance teachers’ perception of ease of use toward new online technology.
- 12. #2 FACTOR The “subjective norm” in teachers’ perception of usefulness, shows that the social influences and opinions of other important people were closely associated with teachers’ awareness of the usefulness of the technology. The Institution must develop “Champions” within the faculty and administration. With proper support these Champions can create a new “norm” for the campus.
- 13. #3 FACTOR Studies show that management holds a critical role in supporting in the integrations and introductions of new online technology into instruction. Management must be visibly supportive of the new technologies and they themselves must show familiarity with the technology. Bakkenes et al., 2010
- 14. MAKING BLACKBOARD EASIER TO USE • Start small • Faculty-wide demonstrations • Lots and lots of training… face-to-face and virtual • College and Departmental Champions/Mentors • Drop-in help center • Newsletters with tips for beginners and pros.
- 15. CREATING A NEW NORM Top Down –Institutional value change: “We are a 21st century learning institution” • Reliable network • Marketing new identity • Formal faculty development component Bottom Up: Student Demand • Social Marketing • Branding with cool items • Competitions • Make it mobile • Student staffed help center
- 16. MANAGEMENT SUPPORT Policies that support digital usage: BYOD, release time for training and development, faculty attendance policies, incentives. Technology infrastructure: Bandwidth, wireless, server space, liberal usage policies.
- 18. THANK YOU! Rick Van Sant, Ph.D. Blackboard Inc. Rick.vansant@blackboard.com
Editor's Notes
- You are likely familiar with this technology adoption curve. The technology adoption lifecycle model describes the adoption or acceptance of a new product or innovation, according to the demographic and psychological characteristics of defined adopter groups. The process of adoption over time is typically illustrated as a classical "bell curve." The model indicates that the first group of people to use a new product is called "innovators," followed by "early adopters." Next come the early and late majority, and the last group to eventually adopt a product are called "laggards.“ We believe that adoption of online education in the US has successfully Jumped the “chasm” and now is firmly entrenched in bring on the late majority adopters of online technology.
- You are likely familiar with this technology adoption curve. The technology adoption lifecycle model describes the adoption or acceptance of a new product or innovation, according to the demographic and psychological characteristics of defined adopter groups. The process of adoption over time is typically illustrated as a classical "bell curve." The model indicates that the first group of people to use a new product is called "innovators," followed by "early adopters." Next come the early and late majority, and the last group to eventually adopt a product are called "laggards.“ We believe that adoption of online education in the US has successfully Jumped the “chasm” and now is firmly entrenched in bring on the late majority adopters of online technology.
- Fear of the Unknown: Faculty, especially older faculty, are quite used to being in control of their subject matter, and in the way they present it. Adopting new technological forms of presentation necessarily demands a learning curve, the dimensions and length of which is unknown to them. “If it Ain’t Broke...”: We have encountered many faculty who excel in “face-to-face” forms of learning but who resist the new technologies. They offer at least three arguments in support of their attitude. First, if they are doing a superior job already, why change? The second reason is more pragmatic: they know that they are good educators now, but there is no assurance that this success will translate across forms of presentation. Finally, faculty are fearful of a failed attempt in transformation resulting in an entire class of victims, as opposed to educated students. “We’re All Alone in this Together”: Unlike the “entrepreneurs,” faculty will demand more “user-friendly” levels of institutional support. The greater the apparent effort to adapt, the more likely that the first two reasons above will come to dominate the faculty’s thinking. “ Know Thyself: Adoption to new teaching environments represents a major commitment on the part of the faculty member to re-evaluate their own personal approach to learning. As Tony Bates observed: “...some basic understanding of the teaching and learning process, and in particular the different kinds of teaching approaches and the goals that they are meant to achieve, need to be understood.” One requirement for transformation involves coming to grips with how the new technologies can enhance learning objectives. The problem is that many successful teachers have never engaged in this form of articulation and self-evaluation and they may be disinclined to do so.
- Institutions need to determine just what the mix is. Transformations in universities dominated by either the Entrepreneurs or the Reluctants are easy to predict; they occur quickly in the first case and will emerge only after a long time period of attrition and replacement in the last. Universities dominated by either of the middle types will have to make a commitment to providing significant faculty support even if the infrastructure is in place. Obviously The domination of the Reward Seekers makes this effort more problematic since it involves a restructuring, and redefinition of the University reward structure prior to adoption. This slows the transformation process down considerably because most university administrators are reluctant to engage in the politics of the university’s reward structure without a clear assurance of tangible gain as a result of that engagement. if the Risk Aversives dominate, then emphasis on infrastructure and “make it easy” support will create a much better chance for successful transformation.
- Reliable Network: If the network has issues – both students and faculty will quit using it. Faculty evaluations go down then a professor uses a non-reliable technology