From Dissemination to Propagation: A New Paradigm for Education Developers

Froyd, Jeffrey E.; Henderson, Charles; Cole, Renée S.; Friedrichsen, Debra; Khatri, Raina; Stanford, Courtney

doi:10.1080/00091383.2017.1357098

Cited by 67 publications

(64 citation statements)

References 14 publications

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“…This sounds like an incredible waste of resources and energy. Possibly, a propagation model for innovations (Froyd et. al., 2017) may turn out more effective than dissemination models.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A platform for the influencers: spreading educational innovations via a professional learning network

Winnips

Riezebos

Ossevoort

2019

5th International Conference on Higher Education Advances (HEAd'19)

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To further the spread of educational innovation and the sharing of good teaching practices our faculty decided to set up a professional learning network (PLN). With the PLN the aim is to reach an early majority of lecturers by asking influential lecturers to share their practical experiences.Via the PLN meetings for lecturers are organized, web-based resources are made available and educational support is provided. In meetings lecturers present good practices for their colleagues. The topics of the meetings connect to faculty policy (such as: technology enhanced learning, inclusion of international students).Analysis of visitors to the meetings shows the target audience has been reached. Visitors are mainly lecturers, associate professors and professors, spread evenly across all departments of the faculty. On the topic of Technology Enhanced Learning, 71% of the visitors to the PLN are outside a group of early adopters. Overall, meeting visitors are found to be innovators, early adoptors and early majority.In conclusion we found that a PLN can be used as a platform for influencers to reach an early majority of lecturers

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“…This sounds like an incredible waste of resources and energy. Possibly, a propagation model for innovations (Froyd et. al., 2017) may turn out more effective than dissemination models.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A platform for the influencers: spreading educational innovations via a professional learning network

Winnips

Riezebos

Ossevoort

2019

5th International Conference on Higher Education Advances (HEAd'19)

View full text Add to dashboard Cite

show abstract

“…To that end, our strategy has been to involve academics from diverse backgrounds and at different levels, so that communication can also take place, for example, between instructors or educational specialists and the main deciders (such as department chairs or university presidents). As the general community begins to realize, strategies for massive dissemination of instructional change are not necessarily effective [29,30]. Besides the critical role of educational specialists, we believe that propagation of research-based instructional practices and sustainable change best occur when combining bottom-up and topdown approaches.…”

Section: Pros and Cons Of A Hands-off Approach To Modernizing Teachingmentioning

confidence: 99%

A forum where french‐speaking faculty can exchange research on teaching

Vicens

Coumoul

Souciet

2019

Biochem Molecular Bio Educ

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In order to help promote instructional change at Frenchspeaking universities in Europe, we initiated a series of 1-day events centered on learning innovations. Since 2015, these events have been taking place every 6 months at the Université Paris Descartes, with the moral support of three learned scientific societies, the French Academy of Sciences, and sponsoring by leaders in textbook editing and classroom technologies. Each event gathers~40 participants (faculty members, postdocs, and educational specialists) from four countries (Belgium, France, Luxemburg, Switzerland) and invitees, who share their active learning practices, flipped classroom variations representing the

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“…Research-based instructional strategies (RBISs) and curricula for physics and astronomy education are abundant. Despite widespread knowledge of these innovations, their systemic and sustained adoption is lacking [1,2]. One of the proposed reasons for this lack of adoption is the general failure to support implementers of an innovation through the adoption process [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application

Lau¹,

Corrales²,

Goldberg³

et al. 2020

2019 Physics Education Research Conference Proceedings

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Faculty Online Learning Communities (FOLCs) are unique professional development environments built to support instructors as they adopt research-based teaching strategies and curricula. FOLC participants meet via a video conferencing platform to discuss their teaching challenges and to generate solutions. In order to capture the breadth and depth of learning that can occur by participating in a FOLC, and to identify connections between facilitation moves, discursive structures, and learning opportunities, we have developed a taxonomy to characterize the opportunities to learn (OTLs) in a FOLC meeting. In this paper we will preview the taxonomy, presenting its main components, and provide an overview of its development based on meetings from a FOLC centered around the Next Generation Physical Science and Everyday Thinking (NGPET) curriculum. Using an excerpt from a NGPET-FOLC meeting, we demonstrate how the taxonomy can be used as an analytical tool. We end with a discussion of the potential applications for this taxonomy.

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From Dissemination to Propagation: A New Paradigm for Education Developers

Cited by 67 publications

References 14 publications

A platform for the influencers: spreading educational innovations via a professional learning network

A platform for the influencers: spreading educational innovations via a professional learning network

A forum where french‐speaking faculty can exchange research on teaching

A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application

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