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MDE 610 Assignment 4

Durham College Innovation Proposal

“ChimeIn”

Mobile Learning Student Response Tool for

Polling with Data Aggregation, Manipulation and Display.

Iain McPherson

Athabasca University

Durham College Innovation Fund, Spring 2013

April 14, 2013

Innovation Fund Research DepartmentDurham College2000 Simcoe St. NOshawa, Ontario L1H 7L7

Dear Sir / Madame,

Please find enclosed my proposal for the adoption of the cloud-based mobile learning student response software tool, “ChimeIn.”

ChimeIn provides an exceptionally cost-effective tool which is flexible, pedagogically sound, and extremely simple-to-use. The adoption of such a tool will help Durham College meet the growing demand for interactive mobile teaching and learning environments, thus furthering the school’s efforts to ensure that “the student experience comes first.” Chime-in is also a radical improvement over the out-dated and limited student response system currently provided for student/instructor use by the college.

I look forward to the opportunity to discuss the details of this proposal in person and respectfully await your reply.

Kindest regards,

Iain Mc PhersonProfessor, Durham College, Oshawa, Ontario

Revised - 5/6/2023 Page #2 of 22


Formatting note: As per the MDE 610 (W13-B) Assignment Four instructions, the following

proposal is formatted as per the technology innovation proposal documentation used by the

author’s college. Some slight modifications have been made to the original format in order to

satisfy the assignment brief.

Introduction

The following proposes the adoption and use of the cloud-based mobile learning student

response software tool, “ChimeIn,” developed by the University of Minnesota in 2010. (Higdon,

Reyerson, & McFadden, 2011; University of Minnesota, 2010). It is suggested that the use of

ChimeIn will provide a pedagogically sound, simple-to-use and cost-effective tool to help meet

the growing demand for interactive mobile teaching and learning environments. In so doing it is

also suggested that ChimeIn will meet not just two but all three of Harapnuik’s criteria for

innovation, namely “good, fast and cheap” (2013b).



Proposal Details

Title of the Project

Adoption and implementation of “ChimeIn.”

Date of submission

April, 2013

Project lead & other participants including school and program name.

Iain McPherson CAFÉ, General Education and Music Business Management programs

Semester(s) during which the project will occur.

Fall 2013 (test), Winter 2014 onwards (college-wide release)

Executive summary.

“ChimeIn” is a cloud-based mobile learning student response software tool providing

instructors and students with an all-in-one software solution for secure authenticated polling

from mobile devices. The software provides instructors with convenient and seamless data

aggregation and manipulation resulting in the dynamic graphic display of survey results.



ChimeIn is simple to learn, easy to use, fast and available at little to no cost to the institution

and students. Use of the software supports learner engagement and may be used for either

behaviourist evaluation and / or collaborative and constructivist learning activities. ChimeIn

may be used effectively in face-to-face (F2F), hybrid and a/synchronous distance learning

environments.

Proposal Description

Problem(s) to be solved or investigated

The ChimeIn tool is proposed as a solution to two main areas of concern: effective

teaching/learning practices and the growing need to use mobile learning technology.

The college’s current student response system relies upon expensive in-class hand-held

devices from Turning Technologies Canada that do not allow for open format responses

(Turning Technologies Canada, 2011). A student response system that provides for 1) the

creation of collaborative (‘active’) teaching and learning activities while 2) responding to the

growing expectation amongst students for mobile learning environments is required.

Teaching and Learning. Support for ‘active’ learning by students is shared by learning

theorists, instructional designers and college administration alike (Schunk, 2012; Smith &

Ragan, 2005; Durham College, 2013a). Naturally such activities need be designed in accordance



with appropriate pedagogical practices in mind. Constructivist learning theory suggests that not

only do students need to be active as a method of engagement, but that participatory learning is

essential to the construction of knowledge (Schunk, 2012). A tool which meets both the goals of

student engagement and knowledge construction could, thus, prove to be very valuable indeed.

The student response clickers currently owned by the school (Turning Technologies Canada,

2011) only allow responses to True/False and multiple choice format. Thus they do not meet the

needs for truly constructivist knowledge creation.

Mobile learning expectations. Instructors need to make use of appropriate mobile

teaching and learning technologies. Recent studies reveal that, not only are students more

connected than ever before, but that they expect their instructors to leverage such connectivity

(Harapnuik, 2013a). The 2012 Horizon Report observed that students “expect to be able to

work, learn, and study whenever and wherever they want... (P)eople want easy and timely

access... to tools, resources, and up to-the moment analysis and commentary” and that such

‘needs’ have “have risen to the level of expectations” (as cited in Harapnuik, 2013a). In defining

the attributes which contribute to the generational divide, ‘millennial’ students cite that the

biggest difference between them and the previous generation is the use of technology (Abacus,

2013). It would seem vital that instructors wishing to provide relevant learning experiences and,



thus, ‘connect’ with their students, need to respond to the student preferences which are so

“crucial to their motivation and attention to their academic work” (Dahlstrom, 2012).

What mobile device(s) to use? While the 2012 ECAR survey notes a rapid increase in

the overall percentage of students who own laptops (86%), such ownership is lower in college

settings than universities (Dahlstrom, 2012). Cell and smartphone ownership, however, is

predicted to soon exceed 100% in Canada (Trichur, 2012). Anecdotal evidence supports the

observation that virtually every college student owns a cell or smartphone. ChimeIn is

specifically designed to be readily and equally accessible via cell phones (via SMS texting),

smartphones (via SMS and/or mobile device formatted web site) and laptops / tablets (via web

browsers) thus eliminating technological barriers to usage.

Describe the desired outcomes.

ChimeIn can be used by instructors to enhance learner engagement, collaboration and

participation (‘active learning’) through constructivist learning practices. ChimeIn allows

instructors to build a community of learners, assess comprehension and foster further discussion

of key issues (Higdon, Reyerson, & McFadden, 2011). It does so while meeting the growing

demand for mobile learning environments (Dahlstrom, 2012).

Scope of The Project



What is included or excluded. ChimeIn is an open-source software tool developed and

implemented in 2010 by the University of Minnesota (University of Minnesota, 2010).i The

software and code are offered for use by other institutions. Features of the software include:

Synchronous or asynchronous polls with question formats that include True/False,

multiple choice and open text responses.

Automated dynamic cloud-based data aggregation.

Immediate visualization of response data via customizable graphical and/or word

cloud display formats.

Integration with SIS thus providing automated student enrolment and authentication.

Ability to respond from a student’s preferred mobile device (SMS or browser-enabled

cell/smartphone, tablet, or laptop)

Not included are any required data servers and / or in-house IT support. It should be

noted that the nature of the data suggests that data bandwidth demands and server storage space

requirements will be relatively small. Also IT Support Services will need to budget for

appropriate time to become familiar with, install and integrate the application. However, the pre-

existing how-to documentation, open-source and simple-to-use nature of ChimeIn suggests that,

once installed, IT expertise and ongoing tech support needs should be relatively low. While



most students seem to have unlimited or high-volume SMS texting plans, those without such

plans could incur SMS charges depending on their cell-provider plans. Such charges can be

avoided by using other response formats (for ex. a smartphone web-browser via Wi-Fi) or

devices (for ex. laptop). See Appendix 1 for a simple diagram of how ChimeIn (and other online

polling) works.

Other options considered. A SECTIONS Analysis of ChimeIn was conducted as part of

the preliminary review of the software. However, ChimeIn was not the only solution considered.

There are many other software polling options. They were rejected for different reasons. Many

are commercial applications requiring paid subscriptions or software purchase. A number of free

options are also available. For example an evaluation summary of free tools is currently hosted

on the Athabasca University Centre for Distance Education website (Athabasca University

Centre for Distance Education, 2011). Unfortunately the survey is over ten years old. Options

listed are either no longer available and / or do not offer all the features, functionality, security or

seamless SIS integration available in ChimeIn.

Define the audience. ChimeIn can be used by all faculty and students and in F2F, hybrid

and distance learning environments. Polling may be used in both academic and non-academic

environments to attract feedback on wide variety of questions and issues.



Describe how it would directly benefit students. ChimeIn provides students with a

non-threatening, easy to use and effective way to participate in the collaborative construction of

knowledge in a variety of environments. It leverages the use of devices that students already

own and have at hand, engaging them in the creation of content. The immediate feedback that

ChimeIn provides can also help instructors to modify and direct teaching/learning activities so as

to respond to questions, focus attention on important concepts and/or address issues of

comprehension - all resulting in a more dynamic and responsive learning environment.

How does it link to the Academic Direction. The use of ChimeIn meshes well with the

college’s Academic Direction in a number of ways. The mission statement for the college states.

“The student experience comes first at Durham College” (Durham College, 2013b). to adopt

such a user-friendly student response system would only help to enhance the student learning

experience. Moreover, as part of an institutional shift to increased online course delivery, the

college Academic Leadership Committee recently proposed an increased emphasis on

appropriate educational technologies as one way to improve such student experience (Hinton,

2012). Finally, it should be acknowledged that a climate of severe spending restraint currently

exists at Durham College. Virtually all expenses not previously budgeted and approved were

recently frozen as controls were put in place for “all spending, including operating and capital

purchase orders” (Gurmen, 2013) until further notice. ChimeIn addresses all of these goals and

Revised - 5/6/2023 Page #10 of 22


fiscal restrains by enhancing student engagement and learning through the use of a pedagogically

robust, flexible and low-to-no-cost technology that is applicable to both F2F and online learning

environments.

Adoption Attributes

As per the method employed by Hansen and Salter (2001), it is recommended that both

adopter-based and developer-based approaches be taken for the adoption and diffusion of the

ChimeIn technology. On one hand the desired adoption of the ChimeIn software by instructors

suggests that an ‘instrumentalist’ adopter micro strategy aimed at product utilization is

appropriate. Such an approach will focus on “the needs and opinions of potential adopters and

characteristics of the adoption site” (Surry, 1997) and, in so doing, address “the perceived needs

of staff in complementing traditional teaching delivery” (Hansen & Salter, 2001, p. 298).

Concurrently a second ‘prong’ – a ‘determinist’ (developer) macro approach - will be used to

help ensure both organizational support for the adoption, while helping to deliver on the mandate

to provide a positive student experience across all college programs.

Work Plan (aka Adoption Plan)

The following uses Morwick’s (2011) adaptation of John Kotter’s model of change

management as the framework for the proposed process of adoption and support of ChimeIn at

Revised - 5/6/2023 Page #11 of 22


the college. The scope of this assignment limits the discussion to a brief overview of the most

necessary steps.

1) Create a sense of urgency.

Demonstrate the compelling data in support of the rapidly growing need to adapt

instruction techniques to meet the student demand for mobile learning – and to do

so with as little expense (monetary, time) as possible.

2) Form a powerful coalition.

Discuss the potential of the technology with what Rogers (1995) called

‘innovators,’ adventurous potential ‘early adopters’ (as cited in Surry, 1997) and

key / influential decision makers. Address any concerns that may arise.

Ensure stakeholders come from all major areas of the college including

administration (college/student), faculty and IT services.

3) Create a vision.

Articulate a cogent and compelling narrative that articulates the various strengths,

advantages and possible uses for the technology.

4) Communicate the vision.

Revised - 5/6/2023 Page #12 of 22


Create a compelling, intriguing and time-sensitive event (i.e. avoid busy periods

in the academic calendar) and / or avenues (websites, wiki, YouTube video) to

demonstrate the technology. Employ institutional communication tools to invite

all potential interested parties to attend the event or review the materials. One

option may be to pair the demonstration with traditionally well-attended college

academic activities (for ex. the semi-annual College-wide ‘town hall’ meetings.)

Ensure there are avenues for feedback.

5) Remove obstacles.

Ensure appropriate, easy-to-use, flexible support resources are easily and clearly

accessible. (For example, step-by-step instructions, numerous content-area

specific examples for use, etc.)

Obtain feedback on early use.

6) Create short-term wins.

Designate early success markers.

Publicize best-practice usage.

7) Build on the change.

Encourage continuous feedback on user-experience.Revised - 5/6/2023 Page #13 of 22


Ascertain what is working, what needs to be adjusted and make improvements as

possible.

8) Embed the change in culture.

Provide training to all new hires / students.

Continue to communicate success stories.

Time Frame

While it is impossible to give a precise timeline for adoption, it is estimated that steps 1-3

may take as much as 3-12 months, while steps 4-6 may require additional 4-8 months. Aspects

of steps 7 and 8 will be ongoing.

Is support required from any other business unit? What actions have you taken to

investigate and secure this support?

The primary departments which will need to provide additional support include IT

Services (infrastructure, tech support), Student Services (student training and support) and the

CAFÉ (faculty training and learning support). The Director of the CAFÉ has already been

contacted and is in favour of moving forward. He is also a member of the college’s Academic

Leadership Team and thus may prove to be a valuable champion and ally. I have had numerous

interactions with high level members of the IT Services department and the student government

Revised - 5/6/2023 Page #14 of 22


as part of my role as Station Manager and project leader in the development of the student’s

campus ‘visual radio’ station.

Project Adoption Reporting

As per the College technology development and adoption protocols, periodic interim

reports will be filed so as to “indicate the level of success in this project, lessons learned,

limitations encountered, recommendations and next steps” (Durham College, 2012). It is

recommended that such reports be submitted no less than twice a year for the first two years,

with an annual technology review thereafter. Of course more frequent interim meetings amongst

team members with appropriate progress reports will be also necessary. The frequency of these

meetings will vary depending on the stage of the project.

Mixed methods evaluation of the tools will be conducted. Proposed quantitative metrics

to be used in the evaluation include: rates for number of faculty using the tool, persistence of

usage, departmental use, types of questions employed, environments where the tool is used (F2F

vs online), types of devices used to access the software. Qualitative data relating to

instructor/student user-experiences, reasons for using/terminating use, etc will help to complete

the picture of why people do or don’t use the tool, and how the experience – and thus adoption –

might be improved.

Projected Project CostsRevised - 5/6/2023 Page #15 of 22


Item Projected Actual

Software(Open-source)

$0.00 n/a

IT: Server space (Propose that project could make use of available virtualized server space now on site / or purchase cloud-based server space.)

Unknown n/a

IT: Staff costs (Set-up/operational)

Unknown n/a

Project Management Staff: Project leader (est)(may be covered by innovation fund research grant)

$5,000.00 n/a

Miscellaneous(support materials design, etc)

$3,000.00 n/a

Sub-Totals $8,000.00 n/a

Cost Overrun (Est 30%) $2,400.00 n/a

Est. Project Totals $10,400.00 n/a

Revised - 5/6/2023 Page #16 of 22


Appendix 1. Simple Diagram of ChimeIn Cloud-based Mobile Polling Interactions

Revised - 5/6/2023 Page #17 of 22


References

Abacus. (2013). R U Ready 4 Us? An Introduction to Canadian Millennials. Retrieved April 8,

2013 from Canadian Millenials: http://canadianmillennials.ca

Athabasca University Centre for Distance Education. (2011, June 14). Polling. Retrieved April 2,

2013 from Software Evaluation: http://cde.athabascau.ca/softeval/ratPOL.php

Dahlstrom, E. w. (2012). ECAR Study of Undergraduate Students and Information Technology

(Research Report). From EDUCAUSE Center for Applied Research:

http://www.educause.edu/ecar.

Durham College. (2013a). Learning Techniques. Retrieved April 10, 2013 from Centre for

Academic Faculty Enrichment (CAFÉ):

http://enrichment.durhamcollege.ca/index.php/teaching-and-learning/learning-techniques

Durham College. (2013b). Mission, Vision and Values . Retrieved April 12, 2013 from Durham

College: http://www.durhamcollege.ca/about-us/corporate-links/governance/mission-

vision-and-values

Durham College. (2012, April 5). Research Fund Call For Proposals. Retrieved March 15, 2013

from Durham College Research Services:

https://ice.durhamcollege.ca/ResearchServices/InstitutionalResearchPlanning/Labour

Revised - 5/6/2023 Page #18 of 22


%20Market%20and%20Research%20Reports/Research-Fund-Call-for-Proposals-May-

2010-FINAL.docx

Gurmen, N. (2013, March 15). Chief Financial Officer. Oshawa, ON, Canada: Durham College.

Hansen, S., & Salter, G. (2001). The Adoption and Diffusion of Web Technologies into

Mainstream Teaching. Journal of Interactive Learning Research , 12 (2), 281-299.

Harapnuik, D. D. (2013a). Where are we in mLearning: What’s Holding You Back? Adobe

Connect recording.

Harapnuik, D. (2013, March 12). Pick Two – Innovation, Change or Stability. Retrieved April 2,

2013 from It's About Learning: http://www.harapnuik.org/?p=3543

Higdon, J., Reyerson, K., & McFadden, C. (2011, March 29). Twitter, Wordle, and ChimeIn as

Student Response Pedagogies. Retrieved April 3, 2013 from Educause Review Online:

http://www.educause.edu/ero/article/twitter-wordle-and-chimein-student-response-

pedagogies

Hinton, C. (2012, September 28). Personal communication. (I. McPherson, Interviewer)

Morwick, J. (2011, December 20). Teleworker Toolkit: The Basics of Change Management.

Retrieved March 30, 2013 from The Virtual Leader:

https://thevirtualleader.wordpress.com/2011/12/

Revised - 5/6/2023 Page #19 of 22


Salter, G., & Hansen, S. (2001). The Adoption and Diffusion of Web Technologies into

Mainstream Teaching. Journal of Interactive Learning Research , 12 (2), 281-299.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Toronto, ON, Canada:

Pearson Higher Education.

Smith, P. L., & Ragan, T. J. (2005). Instructional Design. Hoboken, New Jersey, United States

of America: John Wiley & Sons, Inc.

Surry, D. (1997). Diffusion theory and instructional technology. Retrieved March 28, 2013 from

Instructional Technology Research Online:

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

Trichur, R. (2012, June 4). Canada on track to pass 100-per-cent wireless penetration rate.

Retrieved April 10, 2013 from The Globe And Mail:

http://www.theglobeandmail.com/technology/mobile/canada-on-track-to-pass-100-per-

cent-wireless-penetration-rate/article4230795/

Turning Technologies Canada. (2011). Products. Retrieved April 10, 2013 from Turning

Technologies Canada: http://www.turningtechnologies.ca/portfolio/

University of Minnesota. (2010, October 21). ChimeIn Introduction. Retrieved April 3, 2013

from Media Mill: http://mediamill.cla.umn.edu/mediamill2/html5/78553

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i At last report the software was still in beta (Higdon, Reyerson, & McFadden, 2011) and thus is not recommended for use in formal evaluation. However, as it is now in wide use by the university (University of Minnesota, 2010), it is anticipated that development has now moved to the release stage. The current stage of development will need to be confirmed.

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