How Educational Innovators Apply Diffusion and Scale-Up Concepts

Dearing, James W.; Dede, Chris; Boisvert, Deborah; Carrese, John; Clément, Laurence; Craft, Elaine L.; Gardner, P.R.; Hyder, Jim; Johnson, Elaine A.; McNeel, David; Phiri, Joshua; Pleil, Matthias

doi:10.1007/978-981-287-537-2_5

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…Freeman (2012) also examined the five attributes and found that besides the attribute of relative advantage, a crucial factor affecting adoption of team-based learning (TBL) was its compatibility with the would-be adopter's teaching approach and with the dominant organizational culture. This finding aligns well with Dearing's notion of guided adaptation (Dearing 2009;Dearing et al 2013) which highlights the advice provided to implementers so that their changes to a program or practice can demonstrate positive rather than negative outcomes. In a quantitative study conducted by Vanderlinde and van Braak (2011) to measure teachers' perceptions of an ICT-related curriculum innovation, it was found that teachers' ICT competency and schools' ICT vision and policy were important predictors of their perceptions of innovation.…”

Section: Theoretical Backgroundsupporting

confidence: 82%

Teachers’ preflection in early stages of diffusion of an innovation

Looi

2014

J. Comput. Educ.

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Teachers play an important role in the process of diffusion of an innovation. In our endeavour to achieve the diffusion of a curricular innovation from one seeding school to five other schools, we have investigated the learning of a group of teachers through an across-schools collaborative seeding journey. A preflective learning model for teachers is proposed with the aim to prepare seeded teachers in reflection-for-action and to build their capacities in designing and enacting the curriculum. In this paper, we describe this model and explore its effectiveness, especially with regards to teachers' perception towards the innovation and their buy-in. We found that the seeded teachers from the five schools, regardless of their own teaching profiles and school contexts, have obtained high degrees of buy-in of the innovation and developed their readiness towards implementation for the next phase. It is envisioned that such a learning model will inform the design for teacher professional development and achieve innovation diffusion to create a wider community of teacher practice.

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Section: Theoretical Backgroundsupporting

confidence: 82%

Teachers’ preflection in early stages of diffusion of an innovation

Looi

2014

J. Comput. Educ.

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“…For decades it has been recognised that by far the most dominant mechanism is research, development and diffusion (RDD) (cf. Blakely et al ., ; Posner, ; Dearing et al ., ). RDD is based on the notion that researchers deliver knowledge, intermediaries translate this knowledge into usable products disseminated for practice and professionals use knowledge in the form of specific products.…”

Section: Research Development and Diffusionmentioning

confidence: 97%

How can educational research support practice at scale? Attending to educational designer needs

McKenney

Schunn

2018

British Educational Res J

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Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprising that the role of educational designers is rarely recognised in the educational research literature, studied empirically or supported in practice. This article argues that educational research stands to (better) support practice at scale when it is attuned to the needs of educational designers. First, mechanisms for knowledge production and use are discussed, including the linkage role played by educational designers in the educational infrastructure of most countries. Then, the importance of understanding and bolstering the linkage between research findings and the work of designers is discussed. Arguments are given for research to better support those who design for scale, along with sample research questions posed by educational designers. In these, a distinction is made between the knowledge designers crave to shape their products (curricula, assessments, teacher professional development) and the knowledge they need to shape the processes through which those products come to fruition. This article closes with a call for educational researchers to explicitly focus their knowledge creation and dissemination efforts towards research consumers with the largest direct effects on teaching and learning: educational designers.

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“…Co-creation and co-design rely on the active involvement of stakeholders [23], [37], [76]. The active participation of end-users and stakeholders has been linked to a sense 4 Figure 6 is an adaptation of Sanders and Stappers' visual representation of the design process [12].…”

Section: Similarities Between Co-creation and Co-designmentioning

confidence: 99%

“…Innovation in learning and education is a complex phenomenon. A common challenge in designing solutions is that they often work well at a local level in a specific context but are difficult to scale and make sustainable given a diversity of settings [1], [2], [3], [4], [5]. In order to respond to these challenges, scholars have advocated for the involvement of education stakeholders in the innovation process [6], [7], [8].…”

Section: Introductionmentioning

confidence: 99%

Co-creation and co-design in technology-enhanced learning: Innovating science learning outside the classroom

Gazulla¹,

Bauters²,

Hietala³

et al. 2019

IxD&A

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Innovationin technology-enhanced learning (TEL) is a complex process that requires the active involvement of diverse actors. This paper elaborates on two design innovation approaches that call for the active involvement of stakeholders: co-creation and co-design. While co-creation and co-design are well aligned, they are rooted in different traditions. We argue that co-creation and co-design can contribute to TEL innovation, and we present a design research case based on a research and innovation project that uses co-creation and co-design to innovate in science learning outside the classroom. Based on a qualitative analysis of the project co-creation and co-design outputs, we elaborate on the key differences between co-creation and co-design and highlight the main implications these differences have for TEL innovation.

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How Educational Innovators Apply Diffusion and Scale-Up Concepts

Cited by 6 publications

References 10 publications

Teachers’ preflection in early stages of diffusion of an innovation

Teachers’ preflection in early stages of diffusion of an innovation

How can educational research support practice at scale? Attending to educational designer needs

Co-creation and co-design in technology-enhanced learning: Innovating science learning outside the classroom

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