why don’t innovations spread more rapidly in higher education? can we change that? a study of five...

Why Don’t Innovations Spread More Why Don’t Innovations Spread More Rapidly in Higher Education?Rapidly in Higher Education?

Can We Change That?Can We Change That?

A Study of Five iCampus ProjectsA Study of Five iCampus Projects

Why Don’t Innovations Spread More Why Don’t Innovations Spread More Rapidly in Higher Education?Rapidly in Higher Education?

Can We Change That?Can We Change That?

A Study of Five iCampus ProjectsA Study of Five iCampus Projects

Stephen C. Ehrmann, Steven W. Gilbert, and Stephen C. Ehrmann, Steven W. Gilbert, and Flora McMartinFlora McMartin

http://www.tltgroup.org/iCampus/ http://www.tltgroup.org/iCampus/

Stephen C. Ehrmann, Steven W. Gilbert, and Stephen C. Ehrmann, Steven W. Gilbert, and Flora McMartinFlora McMartin

http://www.tltgroup.org/iCampus/ http://www.tltgroup.org/iCampus/

[email protected]@tltgroup.org [email protected]@tltgroup.org

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Thanks!Thanks!Thanks!Thanks!

MIT and 150+ institutional subscribers to MIT and 150+ institutional subscribers to TLT Group servicesTLT Group services

Annenberg/CPB and AAHEAnnenberg/CPB and AAHE Washington State Univ., Purdue, U of Washington State Univ., Purdue, U of

Nebraska, Maricopa CCD, …Nebraska, Maricopa CCD, … AAC&U, ACRL, EDUCAUSE, HBCU Faculty AAC&U, ACRL, EDUCAUSE, HBCU Faculty

Development Network, League for Development Network, League for Innovation, MERLOT, NISOD, POD, SCUP...Innovation, MERLOT, NISOD, POD, SCUP...

TLT Group Founding SponsorsTLT Group Founding SponsorsBlackboard, Compaq, Microsoft, SCT, Blackboard, Compaq, Microsoft, SCT,

WebCTWebCT


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OutlineOutlineOutlineOutline

I.I. Exec Summary – have it with you? Exec Summary – have it with you? Have you read it? Have you read it?

II.II. ContextContext

III.III. Quick look at the study and its Quick look at the study and its methodsmethods

IV.IV. Summary of FindingsSummary of Findings

V.V. Five RecommendationsFive Recommendations


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Naïve AssumptionsNaïve AssumptionsNaïve AssumptionsNaïve Assumptions

It’s being given away, it’s good, It’s being given away, it’s good, and MIT is advertising: hundreds or and MIT is advertising: hundreds or thousands of faculty will have at thousands of faculty will have at least tried it by now.least tried it by now.

MIT is a Research I: its faculty don’t MIT is a Research I: its faculty don’t care about teaching, so not even care about teaching, so not even other MIT faculty will pay attention other MIT faculty will pay attention to what iCampus PIs do.to what iCampus PIs do.


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iCampus StudyiCampus StudyiCampus StudyiCampus Study

Five projectsFive projects iLabsiLabs iMOATiMOAT TEALTEAL XMASXMAS xTutorxTutor

150+ interviews and study of project 150+ interviews and study of project documentsdocuments

Findings: Factors that inhibited and Findings: Factors that inhibited and fostered adoptionfostered adoption

Recommendations: how accelerate the Recommendations: how accelerate the development and spread of innovations development and spread of innovations like thislike this


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Closer to the Truth: Closer to the Truth: A World of IsolationA World of IsolationCloser to the Truth: Closer to the Truth: A World of IsolationA World of Isolation

‘‘Not invented here’Not invented here’ ‘‘So far as we know, we are the first ones So far as we know, we are the first ones

ever to do this.’ever to do this.’ Big frog in a small pondBig frog in a small pond ‘‘I don’t know if anyone else does it this I don’t know if anyone else does it this

way. Do they?’way. Do they?’ ‘‘Want to hurt your chances for tenure, or Want to hurt your chances for tenure, or

even being hired? Talk about educational even being hired? Talk about educational research in your discipline.’research in your discipline.’

‘‘I’d never suggest that others use (this I’d never suggest that others use (this iCampus project). I’m not a salesman. I iCampus project). I’m not a salesman. I know how that sounds but it’s the truth.’know how that sounds but it’s the truth.’


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*Many Barriers to Dissemination*Many Barriers to Dissemination*Many Barriers to Dissemination*Many Barriers to Dissemination

Are institutions and departments usually Are institutions and departments usually rewarded for making education more rewarded for making education more authentic, active, collaborative and authentic, active, collaborative and feedback-rich?feedback-rich? Would enrollment improve? Would enrollment improve? Budget?Budget? US News rankings?US News rankings? Public imagePublic image Alumni donations?Alumni donations?

Today, are any institutions thriving Today, are any institutions thriving because their faculty are exceptional at because their faculty are exceptional at importing and adapting ideas for importing and adapting ideas for improving instruction, course by course? improving instruction, course by course?


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Barriers to Adoption (2)Barriers to Adoption (2)Barriers to Adoption (2)Barriers to Adoption (2)

Much educational technology turns out to Much educational technology turns out to be transient, coming and going before be transient, coming and going before higher education can blink.higher education can blink.

Instructors usually aren’t scouring the Instructors usually aren’t scouring the world for ‘spikes’ where learning is world for ‘spikes’ where learning is exceptional and well documented.exceptional and well documented. No expectation of continual improvement of No expectation of continual improvement of

coursescourses Few rewards, support, training, etc. for such Few rewards, support, training, etc. for such

continual exploration and improvementcontinual exploration and improvement


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A Few FindingsA Few FindingsA Few FindingsA Few Findings

The projects worked pretty well, well The projects worked pretty well, well enough to merit wide attentionenough to merit wide attention

Dedication of MIT faculty to teachingDedication of MIT faculty to teaching Some of the motives and barriers were Some of the motives and barriers were

quite unexpected (at least by us)quite unexpected (at least by us) One of the internal channels of One of the internal channels of

dissemination/adoption was also dissemination/adoption was also unexpected: an unusual way that MIT has unexpected: an unusual way that MIT has of teaching large enrollment coursesof teaching large enrollment courses


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Dueling PropositionsDueling PropositionsDueling PropositionsDueling Propositions

A.A. For MIT and for any other For MIT and for any other institution of higher education in institution of higher education in the world, it doesn’t matter much the world, it doesn’t matter much how quickly or slowly the academic how quickly or slowly the academic program improves (authentic, program improves (authentic, active, collaborative, effective) active, collaborative, effective) around updated materialsaround updated materials

B.B. The best importer/adapter The best importer/adapter department and institutions are department and institutions are more likely to thrive.more likely to thrive.


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Dueling PropositionsDueling PropositionsDueling PropositionsDueling Propositions

A.A. For MIT and for any other For MIT and for any other institution of higher education in institution of higher education in the world, it doesn’t matter much the world, it doesn’t matter much how quickly or slowly the academic how quickly or slowly the academic program improves (authentic, program improves (authentic, active, collaborative, effective) active, collaborative, effective) around updated materialsaround updated materials

B.B. The best importer/adapter The best importer/adapter department and institutions are department and institutions are more likely to thrive. more likely to thrive.


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So…So…So…So…

If the adoption situation is so If the adoption situation is so messed up, what can we do? Is it messed up, what can we do? Is it possible (over the next 5-10 years) possible (over the next 5-10 years) to improve the climate for to improve the climate for dissemination and adoption by a dissemination and adoption by a factor of 10?factor of 10?


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Speeding AdoptionSpeeding AdoptionSpeeding AdoptionSpeeding Adoption

1.1. Design/select innovations with features Design/select innovations with features that make them more likely to be easily that make them more likely to be easily adoptedadopted

2.2. Increase demand for innovation by Increase demand for innovation by mainstream faculty at institutions mainstream faculty at institutions around the worldaround the world

3.3. Improve the communications channels Improve the communications channels by which new practices can spread by which new practices can spread among faculty membersamong faculty members

4.4. Higher Ed-Corporate partnerships to Higher Ed-Corporate partnerships to develop, disseminate innovationsdevelop, disseminate innovations

5.5. University core services to support University core services to support development, sharing of innovationdevelopment, sharing of innovation


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Speeding AdoptionSpeeding AdoptionSpeeding AdoptionSpeeding Adoption

1.1. Design/select innovations with features Design/select innovations with features that make them more likely to be easily that make them more likely to be easily adoptedadopted

2.2. Increase demand for innovation by Increase demand for innovation by mainstream faculty at institutions mainstream faculty at institutions around the worldaround the world

3.3. Improve the communications channels Improve the communications channels by which new practices can spread by which new practices can spread among faculty membersamong faculty members

4.4. Higher Ed-Corporate partnerships to Higher Ed-Corporate partnerships to develop, disseminate innovationsdevelop, disseminate innovations

5.5. University core services to support University core services to support development, sharing of innovationdevelopment, sharing of innovation


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*2. Increasing Demand*2. Increasing Demand*2. Increasing Demand*2. Increasing Demand

AllAll faculty ought to be chosen, supported, faculty ought to be chosen, supported, rewarded, and (eventually) pressed torewarded, and (eventually) pressed to Continually improve, document learning in their Continually improve, document learning in their

coursescourses Do so (usually) through ‘low threshold’ steps Do so (usually) through ‘low threshold’ steps

adopted or adapted from outside, which means adopted or adapted from outside, which means someone issomeone is

Scan the world, just as a researcher wouldScan the world, just as a researcher would This won’t happen all at once; where This won’t happen all at once; where

might it start and how?might it start and how? Has it already started at the departmental Has it already started at the departmental

or institutional level anywhere?or institutional level anywhere?


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2. Increase Demand- 2. Increase Demand- RecommendationsRecommendations2. Increase Demand- 2. Increase Demand- RecommendationsRecommendations

Team from library, IT, and T&L center Team from library, IT, and T&L center providing specialists in the department providing specialists in the department to help (among other things) scan the to help (among other things) scan the environment for fresh innovations environment for fresh innovations (“spikes”) in the discipline(“spikes”) in the discipline

Funders: experiment with highly scalable Funders: experiment with highly scalable approaches to dissemination/adoption, approaches to dissemination/adoption, professional developmentprofessional development

Funders of educational R&D: insist that Funders of educational R&D: insist that applicants build on state of the artapplicants build on state of the art

[Pressure from employers for cumulative [Pressure from employers for cumulative improvement in crucial skills, updating improvement in crucial skills, updating with trends in science]with trends in science]


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3. Coalitions for Instructional 3. Coalitions for Instructional ImprovementImprovement3. Coalitions for Instructional 3. Coalitions for Instructional ImprovementImprovement

Internal, such as cadres at MITInternal, such as cadres at MIT Network of writing program Network of writing program

administratorsadministrators Shakespeare Association of AmericaShakespeare Association of America Physics education research movementPhysics education research movement Cambridge-MIT Institute and Singapore-Cambridge-MIT Institute and Singapore-

MIT AllianceMIT Alliance MISTIMISTI Creation of new coalitions around ‘hub’ Creation of new coalitions around ‘hub’

institutions such as the U of Queensland institutions such as the U of Queensland and many others represented hereand many others represented here


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* 3. Coalitions (2)* 3. Coalitions (2)* 3. Coalitions (2)* 3. Coalitions (2)

By definition, faculty who develop a By definition, faculty who develop a relationship of trust and mutual relationship of trust and mutual understanding around teaching somethingunderstanding around teaching something

Within the coalition, it’s easier for Within the coalition, it’s easier for educator #1 to mention an innovation and educator #1 to mention an innovation and for educator #2 to choose to pay for educator #2 to choose to pay attention, respond, converse, try it out, attention, respond, converse, try it out, etc.etc.

Usually not an add-on; a normal part of Usually not an add-on; a normal part of academic workacademic work

Other examples?Other examples?


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3. Coalitions-Recommendations3. Coalitions-Recommendations3. Coalitions-Recommendations3. Coalitions-Recommendations

Collaboration in teachingCollaboration in teaching Must be seen as efficient, even time-savingMust be seen as efficient, even time-saving Shared professional development, informal Shared professional development, informal

assessment of new practices assessment of new practices Support national/international communities of Support national/international communities of

practicepractice HybridHybrid Big or small? Similar course? Same discipline?Big or small? Similar course? Same discipline? Focused on assessing, chunking, supporting the Focused on assessing, chunking, supporting the

improvement and movement of promising improvement and movement of promising instructional materials, technology, practices, instructional materials, technology, practices, including assessment toolsincluding assessment tools

Funders, corporations, colleges, and universities Funders, corporations, colleges, and universities should actively help with dissemination of should actively help with dissemination of valuable practices and ideas.valuable practices and ideas.


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Questions for YouQuestions for YouQuestions for YouQuestions for You

What other kinds of questions What other kinds of questions could the TLT Group attempt to could the TLT Group attempt to answer about iCampus that would answer about iCampus that would be especially valuable to you?be especially valuable to you?

How would you improve the How would you improve the dissemination/adoption of these dissemination/adoption of these projects? Projects like these?projects? Projects like these?


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Thanks!Thanks!Thanks!Thanks!

Want more information from The Want more information from The TLT Group? TLT Group?

Give us your card, or something Give us your card, or something like that, and write what you’d like like that, and write what you’d like on the back of the card!on the back of the card!


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UNUSED SLIDESUNUSED SLIDESUNUSED SLIDESUNUSED SLIDES


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Why is this Topic Important?Why is this Topic Important?Why is this Topic Important?Why is this Topic Important?

For a faculty member to improve learning in a For a faculty member to improve learning in a course, something must change: assignment? course, something must change: assignment? Text? Fieldwork? Content? Lecture methods? Text? Fieldwork? Content? Lecture methods? Ways of engaging students? Discussion about X? Ways of engaging students? Discussion about X? …. All content-specific…. All content-specific

The easiest, safest, quickest way to make The easiest, safest, quickest way to make incremental, cumulative improvement is by incremental, cumulative improvement is by importing and adopting ideas that peers have importing and adopting ideas that peers have already triedalready tried

So academic programs that want to improve So academic programs that want to improve teaching quickly, effectively, inexpensively need teaching quickly, effectively, inexpensively need to consider how good they are at importing and to consider how good they are at importing and adapting new practices.adapting new practices.


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SURPRISES & SURMISESSURPRISES & SURMISES

[+ Curiosities, Requests, & Accolades] [+ Curiosities, Requests, & Accolades]

SURPRISES & SURMISESSURPRISES & SURMISES

[+ Curiosities, Requests, & Accolades] [+ Curiosities, Requests, & Accolades]

http://docs.google.com/http://docs.google.com/View?docid=View?docid=ajbkv7nhdrt8_43wcvj3rajbkv7nhdrt8_43wcvj3r

Or click here if this is a hot linkOr click here if this is a hot link


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"IT'S THE FACULTY, STUPID!“"IT'S THE FACULTY, STUPID!“"IT'S THE FACULTY, STUPID!“"IT'S THE FACULTY, STUPID!“

Improvements of learning and teaching Improvements of learning and teaching depend on qualities and goals of the depend on qualities and goals of the teachers - as well as the learners.teachers - as well as the learners.Faculty commitment to quality undergrad Faculty commitment to quality undergrad

education at MITeducation at MITMIT Teaching Clusters(?) – Collaborative MIT Teaching Clusters(?) – Collaborative

teaching, peer mentoring - Unique? Worthy teaching, peer mentoring - Unique? Worthy of emulation? Pre-reqs?of emulation? Pre-reqs?


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iLabsiLabsiLabsiLabs

iLabs benefits from (inter)national iLabs benefits from (inter)national needs, discovers infrastructure needsneeds, discovers infrastructure needs

U. of Dar es Salaam students pay to use U. of Dar es Salaam students pay to use Internet café after midnight instead Internet café after midnight instead using free computer labs on campususing free computer labs on campus

““Ender’s Game” Test?Ender’s Game” Test? [Remote lab vs. Simulation] [Remote lab vs. Simulation]


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And beyond….?And beyond….?And beyond….?And beyond….?

What other kinds of questions could the What other kinds of questions could the TLT Group attempt to answer about TLT Group attempt to answer about iCampus that would be especially iCampus that would be especially valuable to you?valuable to you?

What would you be willing to do to help What would you be willing to do to help disseminate iCampus results to date? disseminate iCampus results to date? To help improve current project results To help improve current project results and disseminate the results?and disseminate the results?


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AccoladesAccoladesAccoladesAccolades

MIT & MicrosoftMIT & Microsoft Hal Abelson, Phil Long, Paul Oka, ....Hal Abelson, Phil Long, Paul Oka, .... Lots of faculty members at MIT and Lots of faculty members at MIT and

elsewhereelsewhere Steve Ehrmann!Steve Ehrmann!


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ContextContextContextContext

TMI/TMO ==> LTAsTMI/TMO ==> LTAs Web 2.0 ==> ????Web 2.0 ==> ???? TLT = Teaching, Learning, and TLT = Teaching, Learning, and

TechnologyTechnologyTLT = Too Little Time! TLT = Too Little Time!

why don’t innovations spread more rapidly in higher education? can we change that? a study of five...

Documents

flashlight program

webct slide

mit faculty

icampus study

continual exploration

thousands of faculty

faculty dont care

icampus projects stephen