Diffusion

transcript

Diffusion Theories

INTC 5110

Fall 2010

Diffusion and Adoption

Technology and Instructional Design can be seen as innovations New inventions/practices

The success of innovations lies in how widely they are distributed (diffused) and accepted (adopted).

Diffusion and adoption has to do with studying the extent to which an innovation is used or not used, and why. Looks at how people adapt to innovations, and the complexity of

social and other structures that impact an innovation’s acceptance.

http://rer.sagepub.com/content/79/2/625.full

Process

Everett Rogers’ book, Diffusion of Innovations, first set out this idea of a diffusion and adoption process.

Innovation-Decision Process Model:

Knowledge Persuasion Decision Implementation Confirmation

Adopter Categories

In each community, organization, or group there are different types of people: Innovators are the 2.5% who readily adopt. These are the

people who will try any new technology that comes along. Early Adopters are the 13.5% who are persuaded quickly

and try the innovation and find it useful. Early Majority are the 34% who wait for Early Adopters to

have success then adopt. Late Majority are 34% who adopt once an innovation has

become commonplace. Laggards are the 16% who either never adopt or fight

adoption after it has become common.

Adoption Curve

FIGURE 1. How individual adoptions compose diffusion.

Straub E T REVIEW OF EDUCATIONAL RESEARCH 2009;79:625-649

Time to Adoption

Usually adoption follows a pattern of a slow start (only the Innovators and Early Majority), followed by a rapid adoption (the Early Majority and Late Majority) then slowing down.

Source: http://www.sfu.ca/~anethert/cns-491-lecs/cns-491-5/id53.htm

Theory of Perceived Attributes (Rogers) Increased adoption if perceived by adopters

in certain ways: Trialability - Can be tried on a limited basis before

adoption Observability- Offers observable results Relative Advantage - Has an advantage relative

to other innovations Complexity - Is not overly complex Compatibility - Is compatible with existing

practices and values.

How it Applies

When looking to infuse technology into a community (an organization or a school district, for example), the diffusion and adoption process helps you: Plan for best chance of success Identify important persons (users) Measure potential concerns/ problems Identify obstacles and plan to overcome

How it Applies

Used for: Planning systemic change and reforms Increasing utilization of specific instructional

products and processes Useful as a tool for evaluating progress

Determinist versus Instrumentalist Determinist – technology is a force that takes

over the process, and we are knowing or unknowing slaves to it

Instrumentalist – we control technology, using it as a tool for our own aims and goals

http://www2.gsu.edu/~wwwitr/docs/diffusion/

Determinist versus Instrumentalist

Determinist versus Instrumentalist Determinist ID models

Deterministic in belief that superior technological products and systems will, by virtue of their superiority alone, replace inferior products and systems

Potential adopters are viewed as being predisposed to adopt innovations that are quantifiably superior (top-down?)

Diffusion through technological superiority is the implicit goal of the process

Determinist versus Instrumentalist Instrumentalist ID models

Focus on the human and interpersonal aspects of innovation diffusion

View the individual who will ultimately implement the innovation in a practical setting, as the primary force for change

A variety of factors, most unrelated to technical superiority, influence the decision to adopt or reject an innovation

Determinist versus Instrumentalist

User Oriented Instructional Development Burkman (1987)

Identify the potential adopter Measure relevant potential adopter perceptions Design and develop a user-friendly product Inform the potential adopter (of the product's

user-friendliness) Provide Post Adoption Support

CBAM (Concerns Based Adoption Model) Hall and Hord (1987)

Change facilitators understand change from the point of view of the people who will be affected by change

Bring about systemic restructuring by understanding the social, political, and interpersonal aspects

http://www.nas.edu/rise/backg4a.htm

CBAM Assumptions

CBAM was developed based on six explicit assumptions: “Change is a process, not an event.” “Change is accomplished by individuals.” “Change is a highly personal experience.” “Change involves developmental growth.” “Change is best understood in operational terms.” “The focus of facilitation should be on individuals,

innovations, and context.” (Hord, Rutherford, Huling-Austin, & Hall, 1987)

CBAM Components

Stages of concern (SoC) Levels of use (LoU) Innovation configuration (IC).

TAP and UTAUT

Technology Acceptance Model

Unified Theory of Acceptance and Use of Technology

Facilitative Conditions

Ely (1999) identified eight common conditions for implementation: Dissatisfaction with present process Knowledge and skills exist Availability of resources Availability of time Rewards and incentives Participation by all parties Commitment Leadership

Other Factors

A host of other factors can also impact whether an innovation is adopted, including: Organizational climate Demographics Relative advantage Complexity vs. Simplicity “Trialability” before wholesale adoption

Applied to Organizations

So how does technology and instructional design become diffused and adopted?

What make some innovations more likely to be adopted?

What innovations have been successfully implemented already?

Some Background

Instructional Design and Technology (IDT) “ID” Came out of systems thinking and military/corporate

practice “T” developed from visual communications and instructional

media Where the two meet they have been prone to

misunderstandings See IDT people as strictly technologists See value as technology integration specialists Merely an add-on to existing practice, not as redefining

practice

Goal of IDT

Understanding the potential for technology to be used in conjunction with instructional design to enhance learning and performance.

Understand how people utilize technology, and support the development of new practices that foster learning and achievement.

Provide alternative methods and strategies for adoption.

Example: Objectives

Objectives In IDT field, started in 1960s with Mager, and also via

Programmed Instruction (Skinner). In K-12, started in 1970s with administrative push for

teacher planning. Expectations of their value have been high, but research

mixed. Many times seen as trivial by teachers and trainers. Best when used to make sound decisions about

instructional strategies Low impact for this innovation.

Example: Problem-Based Learning Idea that using authentic problems and cases

when teaching helps students achieve higher-order outcomes such as critical thinking. Often works when done correctly. However, it takes a great deal of work, and often

appears misaligned to curriculum standards (does not teach to the test).

Some adoption, but not on large scale.

Implications

Obviously, IDT has not had wide adoption in K-12 schools. Expectations often not met. Not part of K-12 culture. Standards and other initiatives take precedence. Still seen as technologists.

Yet we persist in trying to match the two, and we get many students in Masters programs in IDT. Value seen at the small scale level (one teacher, one school) Inherent belief that we can do things better Technology is a tool, and ID is a process, with great potential; we

just need to figure out better ways of using them in K-12