Moodle: Between innovation and 'business-as usual'

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This document discusses balancing innovation and routine use of Moodle. It notes that innovation is a multi-stage process of developing new or improved products, services, or processes to advance an organization. When researching innovation in Moodle, we should define requirements, provide tools, and understand impacts. The document also examines teacher and course uptake of Moodle, noting that adoption rates don't indicate quality of adoption. It lists five questions about innovations: can they be experimented with without commitment; is their purpose and use understood; are they better than previous systems; do they negatively affect teaching values; and are benefits visible to others? Balancing resources, addressing usability, negotiating novelties, and discussing values could increase adoption across user groups.

Education Technology

Moodle between innovation and ‘business-as-usual’ oodlemoot 2010Melbourne, 11-14 July Christian VoigtUniversity of South Australia

Motivation How should we balance Improving usability (tweaking, replacements) Broadening functionalities (add-ons, in-house dev.) 2

Innovation A multi-stage process Leading from ideas to new/improved products, service or processes Advancing or differentiating an organisation in the marketplace. 3 Rowley, J., Baregheh, M., & Sambrook, S. (2009).

Researching innovation What should be … defining requirements What could be … providing the tools What is … understanding impact 4 Selwyn, N. (2010)

Researching innovation What should be … defining requirements What could be … providing the tools What is … understanding impact 5 Selwyn, N. (2010)

Uptake across teachers … 6 5 weeks into first ‘Moodle’ study period

However, rate of adoption doesn’t say much about quality of adoption… 8

Five things to ask about innovations Is there a way to experiment without having to commit? Do I understand what the innovation can do for me and how? Will it be better than before? Does the change affect my values of and beliefs about teaching and learning negatively? Does using the innovation produce benefits that are visible to and valued by others? 9 (Rogers 2003)

2. Do I understand what the innovation can do for me and how? Usability Issue Innovation Issue 10

Assume diversity Avoid overly flat depictions of online learning Question open or hidden technology determinism 12 4. Does the change affect my values of and beliefs about teaching and learning negatively?

Wrapping up Inform about innovations .. (increase innovators) Train why and how … (increase early adopters) Balance resources Address usability issues … (increase early majority) Negotiate novelties … (keeping innovators on board) Discuss teaching and learning values, incentives … (increase late majority) 13

Thanks Gaver, W.W. (1991) Technology affordances. SIGCHI, New Orleans,US Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press. Rowley, J., Baregheh, M., & Sambrook, S. (2009). Towards a multidisciplinary definition of Innovation. Management Decision, 47. Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73. 14

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Moodle: Between innovation and 'business-as usual'

1. Moodle between innovation and ‘business-as-usual’ oodlemoot 2010Melbourne, 11-14 July Christian VoigtUniversity of South Australia

2. Motivation How should we balance Improving usability (tweaking, replacements) Broadening functionalities (add-ons, in-house dev.) 2

3. Innovation A multi-stage process Leading from ideas to new/improved products, service or processes Advancing or differentiating an organisation in the marketplace. 3 Rowley, J., Baregheh, M., & Sambrook, S. (2009).

4. Researching innovation What should be … defining requirements What could be … providing the tools What is … understanding impact 4 Selwyn, N. (2010)

5. Researching innovation What should be … defining requirements What could be … providing the tools What is … understanding impact 5 Selwyn, N. (2010)

6. Uptake across teachers … 6 5 weeks into first ‘Moodle’ study period

7. Uptake across courses … 7

8. However, rate of adoption doesn’t say much about quality of adoption… 8

9. Five things to ask about innovations Is there a way to experiment without having to commit? Do I understand what the innovation can do for me and how? Will it be better than before? Does the change affect my values of and beliefs about teaching and learning negatively? Does using the innovation produce benefits that are visible to and valued by others? 9 (Rogers 2003)

10. 2. Do I understand what the innovation can do for me and how? Usability Issue Innovation Issue 10

11. 11 3. Will it be better than before?

12. Assume diversity Avoid overly flat depictions of online learning Question open or hidden technology determinism 12 4. Does the change affect my values of and beliefs about teaching and learning negatively?

13. Wrapping up Inform about innovations .. (increase innovators) Train why and how … (increase early adopters) Balance resources Address usability issues … (increase early majority) Negotiate novelties … (keeping innovators on board) Discuss teaching and learning values, incentives … (increase late majority) 13

14. Thanks Gaver, W.W. (1991) Technology affordances. SIGCHI, New Orleans,US Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press. Rowley, J., Baregheh, M., & Sambrook, S. (2009). Towards a multidisciplinary definition of Innovation. Management Decision, 47. Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73. 14

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