This document discusses diffusing educational innovation through social media. It provides background on theories of innovation diffusion, including Rogers' Innovation Diffusion Theory. It shows an adoption curve illustrating how innovations are adopted by different groups over time. Opinion leaders are important for spreading innovations. Factors like observability, perceived ease of use, and perceived usefulness help reduce uncertainties for late adopters. The document addresses how schools can leverage social media and professional learning networks to diffuse innovation, and provides questions for schools to consider regarding supporting teacher and student innovation through social media.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Colorado College Mobile Management Lessondivepatch
This lesson was introduced as the Methods and Practice of Managing Mobile devices in the classroom. It was taught at the Colorado College in the summer of 2013.
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
If you take any hundred or so books on change, the message all boils down to one word: motivation. If one's theory of action does not motivate people to put in the effort- individually and collectively- that is necessary to get results, improvement is not possible (Fullan 2006).
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
Keynote presentation for Design for Collaborative Learning: Current Trends and Pedagogy” subtitled “Making Space for Change” at the B.C. CEFPI Annual Conference of school planners and architects. I was asked to provide a birds-eye view of the new B.C. Ministry of Education curriculum, talk about it in the context of collaboration and speak to the implications for the design and use of physical space.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Colorado College Mobile Management Lessondivepatch
This lesson was introduced as the Methods and Practice of Managing Mobile devices in the classroom. It was taught at the Colorado College in the summer of 2013.
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
If you take any hundred or so books on change, the message all boils down to one word: motivation. If one's theory of action does not motivate people to put in the effort- individually and collectively- that is necessary to get results, improvement is not possible (Fullan 2006).
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
Keynote presentation for Design for Collaborative Learning: Current Trends and Pedagogy” subtitled “Making Space for Change” at the B.C. CEFPI Annual Conference of school planners and architects. I was asked to provide a birds-eye view of the new B.C. Ministry of Education curriculum, talk about it in the context of collaboration and speak to the implications for the design and use of physical space.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Spread the Word
Diffusing Educational Innovation Through Social Media
Jeff Dungan
Shanghai American School
Twitter: @jdungan
IMG: http://beakbane.com/wp-content/uploads/2011/09/InnovationImage-580x421.jpg
16. Observability, perceived ease of use
and perceived usefulness are of
paramount importance to reducing
uncertainties for the late majority
to finally accept an innovation (Agarwal,
& Prasad, 1999).
17. dissatisfaction with status
quo
adequate time
resources
rewards & incentives
skills and knowledge
participation & commitment
leadership
Surry, Porter, Jackson, & Hall (2004)
18. dissatisfaction with status
quo
adequate time
resources
rewards & incentives
skills and knowledge
participation & commitment
leadership
Surry, Porter, Jackson, & Hall (2004)
19. dissatisfaction with status
quo
adequate time
resources
rewards & incentives
skills and knowledge
participation & commitment
leadership
Surry, Porter, Jackson, & Hall (2004)
20. dissatisfaction with status
quo
adequate time
resources
rewards & incentives
skills and knowledge
participation & commitment
leadership
Surry, Porter, Jackson, & Hall (2004)
21. dissatisfaction with status
quo
adequate time
resources
rewards & incentives
skills and knowledge
participation & commitment
leadership
Surry, Porter, Jackson, & Hall (2004)
22. dissatisfaction with status
quo
adequate time
resources
rewards & incentives
skills and knowledge
participation & commitment
leadership
Surry, Porter, Jackson, & Hall (2004)
23. dissatisfaction with status
quo
adequate time
resources
rewards & incentives
skills and knowledge
participation & commitment
leadership
Surry, Porter, Jackson, & Hall (2004)
27. Teacher Innovation
• Do we provide PD around structuring
PLNs for our staff?
• Do we demonstrate to teachers how to
leverage social media for professional
learning?
• Does your school realize the hidden
benefits of having connected teachers?
• Do we provide time for teachers to
participate in their PLNs during the work
day?
28. Student Innovation
• Do we bother to teach it?
• Do we teach students how to form their
own social media presence?
• Do we teach students how to market
themselves and their learning?
• Do we provide time for students to
innovate?
29.
30. Spread the Word
Diffusing Educational Innovation Through Social Media
Jeff Dungan
Shanghai American School
Twitter: @jdungan
31. Image Credits
• Title Slide: IMG: http://beakbane.com/wp-content/uploads/2011/09/InnovationImage-580x421.jpg
• Value Added Mind Map:
http://www.mindmapinspiration.com/wp-content/uploads/2009/12/Value-added-thought.jpg
• Global Connections:
http://4.bp.blogspot.com/-2VJZ0ogYDAs/UY6WMqvHJGI/AAAAAAAAACs/Xmqjp7KlxWc/s1600/blue_earth_with_s
• 8-Ball: http://lojinhamoderna.files.wordpress.com/2012/08/magic-8-ball-game_37261531.jpg
• Change: http://ftpil.com/wp-content/uploads/2013/01/change.jpg
• Maloney: http://chrismaloney.files.wordpress.com/2010/04/accelerating-diffusion-of-innovation-
maloneys-16-rule.jpg
Editor's Notes
My talk today will discuss the diffusion of innovaitons within education and organizations. This research and the theory I will discuss is hardly new, however, I do feel that in education, there is often a disconnect between tech and instructional innovations and the theory behind diffusion of innovations. Introduce Curves, innovation diffusion theory, social media, and some other ramblings.
*Now let’s switch gears a little bit. Let’s talk about us, the adults, the people in charge of innovation. Administrators, teachers, & those dealing with school development initiatives *Does this resonate with you? Would it resonate with your staff?
One of the most talked about 21st century words is innovation. But how we innovate has become very interesting to me, especially how different initiatives move through schools. But innovation is something to consider now. Innovations in schools take many forms and happens all the time in schools: *Maco level innovation would be something like 1:1 laptop program. *Micro might be refining a lesson for your second section of the day since something did quite go so well the first time around.
Did you know you can measure innovativeness? Would be interesting to assess regional perceptions of innovativeness across international schools. Or compare individual ratings of innovativeness against Porgi results. great correlational analysis that might lead to some data driven observations of your staff and will allow for insight on how ready your organization is to adopt inovations.
I have been noticing for some time now the disconnect between research and the way school decide on and implement innovations. I am intersted in knowing how schools innovate. What frameworks do they use for diffusing innovations? Are they familiar with theorietical frameworks for diffusing innovation? What effect does social media have on diffusing educational innovations between schools? Click My research is largely focused on Roger’s Innovation Diffusion Theory but when we add Social media into the mix, that theory is bound by other theories such as connectivism and social constructivism
Rogers Ryan and Gross (1943)-Diffusion of hybrid corn seeds among farmers in Iowa Coleman, Katz, and Menzel’s (1957) study of adoption rates among doctors prescribing tetracycline Everett Rogers unifying theory of innovation diffusion.
Rogers’ rate of innovation diffusion *Early adopters and Innovators are the *ones tapped into social networking? *They are connected. *these people are bringing new ways of doing things into organizations, or they are bringing modified, re-invented innovations into organizations. * Heterophilic networks-Many different perspectives from different fields * their social media connections online present a platform for an organization to showcase its innovativeness as a whole. If the old saying perception is reality holds true, then having a number of your staff with a strong online presence, sharing what your school is doing, makes your school seem highly innovative. This attracts innovative people to want to join your organization. The importance of this cannot be overstated in today’s highly competitive international school teacher market where schools are in competition to bring innovative, technologically literate people to their school. United World College seems to be a leader right now in this regard. This raises the questions about social networks that are used for professional growth and development. Who is in your network, where are your ideas coming from? Is diversity an aspect of your twitter feed?
*Chris Maloney-a marketing strategist, consultant, speaker and blogger based in Sydney, Australia-16% rule. * Malcolm Gladwell defined the other side of this chasm as “ The Tipping Point ” *Simon Sinek has spoken about this in terms of business diffusing products to the masses in his talk about the “Why” of companies. *Geoffrey Moore defined this gap between Early Adopters and the Early Majority as “The Chasm”, in his insightful book called Crossing the Chas m *Rogers Critical Mass *Tarde, the dude from 1903, he probably called it something else...but in french.
Scarcity vs. social proof Examples of this now are digital gamification of Education, Minecraft in education, and MOOCs. There are certainly others Interestingly, I would say that 1:1 laptop programs in East Asian International schools as a whole has crossed this chasm, however, it was less educational and pedagogical innovation that drove this to critical mass. Rather, it was competition for limited resources (students) and a need for school to differentiate themselves from competitors in an extrmemly competitive marketplace. Indiv. on other side of chasm what proof that things work. These are your opinion leaders. They want to know that if they are gonna put their name on it, it is worthwhile, functional, and will be easy for others to use.
Opinion leaders are not the first one to adopt, they are not innovators or early adopters. They are pragmatists. They look at the bigger picture. They are reluctant to run until the obervability, the trialability, th eperceived usefulness and the perceived ease of use becomes identifiable and quantifiable. These people are the bridge across the chasm and they are hugely important in your schools for actual diffusion and sustainability of new ideas, methods, technologies.
Opinion leaders are not the first one to adopt, they are not innovators or early adopters. They are pragmatists. They look at the bigger picture. They are reluctant to run until the obervability, the trialability, th eperceived usefulness and the perceived ease of use becomes identifiable and quantifiable. These people are the bridge across the chasm and they are hugely important in your schools for actual diffusion and sustainability of new ideas, methods, technologies. Opinion leaders will cause a shift in innovations to be adopted earlier and will increase the rate of diffusion. Ask yourself, who are the opion leaders in my organization.
These are people with high social capital among their peers. They tend to be popular, are outgoing, and have social networks that extend across interorganizational cliques and outside of the organization. Oh yeah, and they network-Conferences, social media, etc.
But let’s come back to our distribution of adoption rates. With laser point to right side of curve- What happens when we cross the chasm? is it hopeless for the late majority and laggards? What about our opinion leaders? Can innovation happen after introduction? I believe there is innovation and positive happenings on the other side of the curve
This gets us to the whole idea of change. I believe people like change. That may seem contrary to human nature but I think people thrive off change. Change ultimately is something as educational technologists, that we thrive off. In the most simplist of terms, it is our livlihood. What people who voice issues about change really are saying is that they do not like poorly thought out change, change for the sake of changing if innovation’s effects are not observable, or if it adds uneeded or unintended complexity to the system.
What happens on the other side of the curve. * Positive Deviance (Zeitlin, Ghassemi, & Mansour, 1990) describes how individuals who may not demonstrate the characteristics of innovators can still be innovative within an organization (Sternin, 2003). There is now a whole school of thought around Positive Deviance, they even have a website-Positivedeviance.org and there is a growing body of case studies and research that is supporting positive deviance as a legitimate theortical framework. * Social media plays a trememdous role in spreading re-invented innovations, modifications and ideas that can reach those on the back side of this curve as well. However, these people need more support in order to leverage the social media and see its benefits. * Reinvention, modification, organizational adaptations.
The three most important factors that will either lead to diffusion or kill it dead in its tracks...Observability, PEU, and PU The late majority and Laggards need to see this. Remember, they want proof. They don’t care about being innvators or early adopters. Proof.
8 circumstances necessary for diffusing innovation within K-12 Schools...but these atributes hold true for any innovation within an organization. Surry, Porter, Jackson, & Hall (2004) They identified eight conditions necessary for successful diffusion of innovations in K-12 schools including: dissatisfaction with status quo, adequate time, resources, skills and knowledge, rewards, incentives, participation, commitment, and leadership.
8 Factors necessary for diffusing innovation within K-12 Schools Surry, Porter, Jackson, & Hall (2004) They identified eight conditions necessary for successful diffusion of innovations in K-12 schools including: dissatisfaction with status quo, adequate time, resources, skills and knowledge, rewards, incentives, participation, commitment, and leadership.
8 Factors necessary for diffusing innovation within K-12 Schools Surry, Porter, Jackson, & Hall (2004) They identified eight conditions necessary for successful diffusion of innovations in K-12 schools including: dissatisfaction with status quo, adequate time, resources, skills and knowledge, rewards, incentives, participation, commitment, and leadership.
8 Factors necessary for diffusing innovation within K-12 Schools Surry, Porter, Jackson, & Hall (2004) They identified eight conditions necessary for successful diffusion of innovations in K-12 schools including: dissatisfaction with status quo, adequate time, resources, skills and knowledge, rewards, incentives, participation, commitment, and leadership.
8 Factors necessary for diffusing innovation within K-12 Schools Surry, Porter, Jackson, & Hall (2004) They identified eight conditions necessary for successful diffusion of innovations in K-12 schools including: dissatisfaction with status quo, adequate time, resources, skills and knowledge, rewards, incentives, participation, commitment, and leadership.
8 Factors necessary for diffusing innovation within K-12 Schools Surry, Porter, Jackson, & Hall (2004) They identified eight conditions necessary for successful diffusion of innovations in K-12 schools including: dissatisfaction with status quo, adequate time, resources, skills and knowledge, rewards, incentives, participation, commitment, and leadership.
We can take the guess work out of diffusing new innovations into our schools. 8 Factors necessary for diffusing innovation within K-12 Schools Surry, Porter, Jackson, & Hall (2004) They identified eight conditions necessary for successful diffusion of innovations in K-12 schools including: dissatisfaction with status quo, adequate time, resources, skills and knowledge, rewards, incentives, participation, commitment, and leadership.
In conclusion: Perhaps the greatest innovation headed our way in the individualization of education PLNs utilizing social media sites for the creating of individualized learning trajectories * PLNs=Learners create connections and develop a network that contributes to their professional development and knowledge (Siemens, 2005). * PLNs represent self directed learning where a participant actively selects and filters a variety of media, and connecting to other individuals with similar learning interests with the aim of furthering their own knowledge. *Your organizational innovators and early adopters are tapped into their PLNs-The trick is crossing the gap and getting all teachers to take carege of their professional development and use social media to stay relevant. Share story of my own growth-Science teacher->Tech via getting tapped into RSS and Twitter.
In international schools where people can be isolated from one another, making global connections with other teachers, administrators and ICT people is critical to moving our schools forward and sharing the innovations that will allow us to do that.
PLNs utilizing social media sites for the creating of individualized learning trajectories * PLNs=Learners create connections and develop a network that contributes to their professional development and knowledge (Siemens, 2005). * PLNs represent self directed learning where a participant actively selects and filters a variety of media, and connecting to other individuals with similar learning interests with the aim of furthering their own knowledge. *Your organizational innovators and early adopters are tapped into their PLNs-Share story of my own growth-Science teacher->Tech via getting tapped into RSS and Twitter. Do we provide PD around structuring PLNs for our staff? Do we demonstrate to teachers how to leverage social media for professional learning? Does your school realize the hidden benefits of having connected teachers? Do we provide time for teachers to participate in their PLNs during the work day?
So what about social medi and students.... Schools want to know what value is in Social Media-are benefits observable. The easy answer is No. But this is not because we cannot measure these skills, it is because we need to redesign our assessments and curriculum to assess these skills. Can we measure 21st Century Skills? Yes, absolutely *21st Century Skills Assessment *Assessment and Teaching of 21st Century Skills-University of Melbourne * [w]hat needs to be incorporated across the curriculum is a social learning network--if we focus only on the "social" and "network," we are missing the mark *If we want social networking to make a difference in instruction and learning, the medium should also be used for its publishing and production aspects, reaching higher levels of collaboration and creativity, and for enabling learners to network with experts and peers in a manner where their work gains legitimacy within the larger community of experts in various fields Deubel, 2009) Makes learning moire interesting ( Reynard, R. (2008)
My talk today will discuss the diffusion of innovaitons within education and organizations. This research and the theory I will discuss is hardly new, however, I do feel that in education, there is often a disconnect between tech and instructional innovations and the theory behind diffusion of innovations. Introduce Curves, innovation diffusion theory, social media, and some other ramblings.