strategies for change encouraging the use, support and adoption of digital resources and...
TRANSCRIPT
Strategies for ChangeEncouraging the Use, Support and Adoption
of Digital Resources and Repositories
Susie Henderson, Florida Distance Learning ConsortiumMiko Pattie, Kentucky Council on Postsecondary Education
Marie Lasseter, University System of Georgia
August 11, 2009Vancouver, British Columbia
Topics
• Adoption of digital resources & repositories• Barriers related to using and sharing digital
content/repositories– Faculty– Organizational Support
• Discussion – panel and audience– Strategies for overcoming the barriers
Panel and Audience Discussion
What successful or non-successful strategies have you used to –
• Encourage faculty use and adoption of OER/repositories?
• Gain organizational/institutional support?
What We Know About Change
• It’s DIFFICULT!• Time consuming• Most of us resist it• The only thing constant is CHANGE• Technology adoption requires behavioral
changes
Rogers Diffusion Theory
Spectrum of Users of Digital Resources
Non-User to Inexperienced-Novice To Highly Proficient and Advanced
Opening Up Education Edited by Toru Liyoshi and M.S. Vijay Kumar (CC)ISBN 978-0-262-03371-8
Include unique materials or teaching methods
What’s important in Adoption Decisions?
• Age?• Individual opinions?• Attitudes?• Type of Institution?• Discipline?• Answer – All have effect• Individual opinions and attitudes may be most
important factors*
– Harley, D. Why understanding the use and users of open education matters. In T. Liyoshi & V. Kumar (Eds.), Opening up education (pp.197-211). Retrieved August 5, 2009, from http://mitpress.mit.edu/books/chapters/0262033712chap13.pdf
Four Universal Barriers to Faculty Adoption of Technology
• Lack of:– Institutional support– Financial support– Time– Knowledge
• Affective Factors have long been known to influence learning, and this is true for ALL learners, faculty included. – Rethinking, Restructuring and Reforming Faculty Technology Development
Why Faculty Say They Do NOT Use Digital Resources.
• Do NOT support personal teaching approaches/pedagogies
• Lack of time• Difficult to use – find, manage, maintain, and
reuse them in new contexts• Technology may be a distraction to students– Undermine/compete with crucial skills of
argumentative writing, critical reading of long texts, and oral argument
– Harley, D. Why understanding the use and users of open education matters. In T. Liyoshi & V. Kumar (Eds.), Opening up education (pp.197-211). Retrieved August 5, 2009, from http://mitpress.mit.edu/books/chapters/0262033712chap13.pdf
Why Faculty Say They Do NOT Use Digital Resources.
• Availability, reliability and expense of equipment
• Lack of support for a variety of tasks• Challenges to integrate digital resources into
teaching• Many prefer to maintain and manage
personal collections• Efficacy and interoperability of tools
– Harley, D. Why understanding the use and users of open education matters. In T. Liyoshi & V. Kumar (Eds.), Opening up education (pp.197-211). Retrieved August 5, 2009, from http://mitpress.mit.edu/books/chapters/0262033712chap13.pdf
Organizational/Institutional Support
• Top Down or Ground Up? Both!• Must have institutional/organizational support
and buy-in for project• Faculty use and support of repository is key
factor for administrative support and funding• Faculty are target audience and key stakeholders,
but not the only ones• Demonstrating need, use and benefits of
repository is critical
Who are our stakeholders?
Panel and Audience Discussion
What successful or non-successful strategies have you used to –
• Encourage faculty use and adoption of OER resources and repositories?
• Gain organizational and institutional support?
Contact Information
• Susie Henderson, Florida Distance Learning Consortium, [email protected]
• Miko Pattie, Kentucky Council on Postsecondary Education, [email protected]
• Marie Lasseter, University System of Georgia, [email protected]