Pip Cleaves presented recently to the CSU MEd INF537 cohort about her journey leading learning and she mentioned the Diffusion of Innovation (Rogers, 2003). Tom Fishburn from Skydeckcartoons.com captures the Diffusion of Innovation cycle perfectly in his cartoon that primarily deals with the cycle of new product adoption, but the same cycle works for the adoption of technology in the classroom environment.
This made me reflect on what category I naturally fall into and I would say possibly the early majority group is where I fit best. However, the challenge for me is that I’m in a job role where I have to be an innovator and early adopter so that I can mentor others in the uptake. To be honest when I first started I felt like a fish out of water having to take risks, learn rapidly and eventually share widely. But I can say the more that I have been challenged in my role the more comfortable I am.
This is the difficulty and the challenge that I face when I am training VET practitioners from all around Australia in the ways technology can support and augment their training. Through the wide variety of programs that I have put together we now cater for people from early adopters all the way through to laggards.
The RIPPLES model that Surry, Ensminger and Haab (2005) created and Jaskinski (2006) used as the basis for the VET sector research project Innovate and integrate: Embedding innovative practices, has formed the basis for much of the professional learning series of sessions around elearning implementation and modelling of a champion model that I develop for organisations and for the Department of Training and Workforce Development. RIPPLES is the acronym for the seven components of the model: resources, infrastructure, people, policies, learning, evaluation and support.
The champion model picks up the innovators and early adopters and encourages these individuals or groups to share their stories with others. The E-learning Quality Model developed by the National VET E-Learning Strategy in 2014 and helps our champions by defining quality expectations of elearning more clearly. It is designed to help RTOs and to give them a competitive advantage. But it does assist practitioners in aligning their resources to a framework.
In my dynamic and technology rich life it is interesting to reflect on my teaching to see how I am tracking against my peers with integration of technology to support my pedagogical practice. This personal reflection is something that we as teachers need to do often to ensure that we are still meeting the needs of our clients (the students), to ensure that they are going to have the lifelong skills to succeed in this New World.
Jasinski, M. (2006). Innovate and integrate: Embedding innovative practices. 1st ed. [pdf] Canberra: DEST, Commonwealth of Australia. Available at: http://tle.westone.wa.gov.au/content/file/b2abda95-f95b-4366-afb6-7e3e401fdf72/1/Innovate_and_Integrate_Report1.pdf
Fishburne T. (2007, Februaru, 26). Brand Camp [Image]. Marketoonist. Retrieved from https://marketoonist.com/2007/02/new-product-adoption.html
NVELS (2014). E-learning Quality Model. Accessed from: http://webarchive.nla.gov.au/gov/20141215081514/http://www.flag.natese.gov.au/quality_model
Rogers E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press
Surry, DW, Ensminger, DC and Haab, M (2005), ‘A model for integrating instructional technology into higher education’, British Journal of Educational Technology, vol. 36 (2), pp.327–329.