Diffusion Of Innovations 100809 (3)

ISTC 741 – Fall 2009 Kathy Gould & Debbie Nolan Project for October 8, 2009 Diffusion of Innovations Assigned Readings (in addition to Chapter 7 in Classic Writing on Instructional Technology) Nichols, M. (2008, July). Institutional perspectives: The challenges of e-learning diffusion. British Journal of Educational Technology, 39(4), 598-609. Retrieved September 14, 2009, doi:10.1111/j.14678535.2007.00761. Rogers, E. M. (2003). Diffusion of Innovations. (5th ed.). New York: Free Press. 35 – 37; 169 – 170; 282 – 285; 421. (Access through Cook Library from e- reserve) Tabata, L. N. and Johnsrud, L. K. (2008). The impact of faculty attitudes toward technology, distance education, and innovation. Research in Higher Education 49, 625 – 646. Retrieved September 14, 2009, DOI 10.1007/s11162-008-9094-7 Diffusion of Innovations Project Outline 1.

Purpose of the lesson a. To explore issues and concepts related to the diffusion of innovation b. To apply knowledge gained to a problem-solving scenario

2. Learning Outcomes a. Students will be able to demonstrate understanding of 5 adopter categories. b. Students will be able to describe 5 attributes of innovations. c. Students will be able to demonstrate ability to use innovation decision process. d. Student will be able to describe factors that contribute to institutional sustainability of innovation. 3. Activities a. Read assigned materials related to diffusion of innovation. b. Read scenario below. You will serve as members of the president’s advisory committee. c. Communicate with your classmates and select the role of one of the adopter categories – innovator, early adopter, early majority, late majority, or laggard. Every adopter category must be represented by at least one person. d. Post on your blogs the characteristics of the adopter role you choose and address the following questions: How would your adopter category perceive a new innovation? What conditions might need to be met for your adopter category to undertake an innovation? For your blogs, use the subject line “Blog post #1: Diffusion – Adopter Categories”. e. Choose the Level of Use of your “scenario department”, post the characteristics of the LoU on your blog, and answer the following question: Considering the LoU in your department, what characteristics of the innovation would have to exist in order to increase the LoU? For your blogs, use the subject line “Blog post #2: Diffusion – Level of Use”. f. As members of the president’s advisory committee and in your adopter roles, discuss your ideas, visions, concerns, and support requirements for implementing an e-learning plan. What are your recommendations for moving the institution to a state of innovation sustainability – one that will enable development and implementation of an e-learning plan? Consider the characteristics of innovations and the innovation process described by

Rogers, as well as the experiences of Nichols and Tabata and Johnsrud as you develop your ideas. For your blogs, use the subject line “Blog post #3: Diffusion - Committee Discussion”. g. In class on October 8, 2009, be prepared to explain how the following issues effected your planning: i. 5 attributes of innovations ii. innovation decision process iii. institutional sustainability

*Scenario: A small, private, struggling liberal arts college in an urban location has been charged by its Board of Trustees to begin offering courses in formats that would enable students to take courses without coming to the physical campus. The plan must be implemented within the next 12 months. The college has some experience with off campus education, although the use of technology to reach students for academic purposes has been limited. The college president has appointed an advisory committee and charged the committee to develop an elearning plan for the institution. The members of the advisory committee represent a cross section of academic disciplines and include new faculty, veteran faculty and one instructional technologist. The college president expects that the plan will include a minimum of 2 e-learning courses to be offered the first semester of implementation.