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Section 1: Introduction

Methodology

This applied research project on embedding innovative practice in e-learning was jointly funded by the Framework's New Practices in Flexible Learning and Research and Policy Advice Projects.

Research aims

The research aims for this project were to:

  • identify factors that have contributed to embedding innovative practices
  • inform future decision makers in regard to the considerations and potential impacts of embedding innovative practices
  • develop models for ongoing embedding of innovative practices to be utilised by future VET organisations.

Phase 1 and Phase 2

This is Phase 2 of this research project. Phase 1 focused primarily on New Practices in Flexible Learning projects and sought input from the Project Managers about embedding the outcomes of their projects.

This phase has integrated and built on these findings by broadening the scope to include all innovative e-learning practices supported by the Framework. The source of this practice could be the New Practices in Flexible Learning Project, Flexible Learning Leaders1 Flexible Learning Leaders <http://www.flexiblelearning.net.au/leaders> (a previous Framework project 2000-2004),
LearnScope2 LearnScope <http://www.flexiblelearning.net.au/learnscope>, Flexible Learning Toolboxes 3 Toolboxes <http://www.flexiblelearning.net.au/toolboxes> (Toolboxes) and other Framework initiatives. As there is a rich interconnection between many of these initiatives, the source of something new is often blurred. However, the common thread is the intent to make a difference to teaching and learning through contemporary e-learning practice.

The range of contributors to this research was also expanded to include:

  • New Practices in Flexible Learning team members, including developers, mentors and reviewers.
  • First adopters of the 2006 New Practices in Flexible Learning projects.
  • Intermediaries including Framework Coordinators4 Framework Coordinators <http://www.flexiblelearning.net.au/frameworkcoordinators> , state/territory LearnScope Managers, organisation and professional development managers and coordinators in institutes, institute campus and educational managers, team leaders and support services professionals
  • The VET community in general - including members of the Flexible Learning Leaders listserv, E-learning Networks5 E-learning Networks <http://www.flexiblelearning.net.au/networks> , participants in conferences, showcases and various activities. Views of different stakeholders were valued and noted. Anyone who showed an interest was invited to contribute.
  • VET innovators - those identified in interviews as being 'VET innovators' were contacted and invited to collaboratively develop a response to some key questions in the research wiki.
  • Managers and/or advocates whose innovations had diffused without New Practices in Flexible Learning funding.

While efforts were made to engage a broad range of VET stakeholders, the research findings are primarily a TAFE perspective.

Data collection

Data for this research was collected through various processes including:

  • a survey instrument distributed through VET sector networks
  • one-on-one and small group interviews lasting between one and three hours
  • visits to case study sites
  • Skype™ interviews - both text and voice6 Skype is a peer-to-peer Internet telephony network providing facilities for Internet chat, voice and video conferencing.
  • telephone interviews
  • email exchanges
  • feedback from conference and forum presentations
  • informal conversations at conferences, workshops and showcases
  • contributions to the research wiki
  • promotion at workshop and showcase events within the VET sector
  • feedback from and conversations with critical readers
  • Innovation styles assessment, analysis and reporting
  • literature review.

Research approach

Research advisors

Two international research advisors provided advice, support and substantial input into this research.

Dr Daniel Surry is an Associate Professor of Instructional Design and Development at the University of South Alabama, USA. He is a past Chair of the American Educational Research Association's Special Interest Group - Instructional Technology and served as moderator of the Instructional Technology Forum listserv for five years. He has recently edited a special issue of the British Journal of Educational Technology on the topic: Change and Learning Technologies.

Dr Surry's research and consulting interests relate specifically to how organisations can facilitate the implementation of process and technology innovations. Dr Surry offered his RIPPLES (Resources, Infrastructure, People, Policies, Learning, Evaluation and Support) model for implementing e-learning innovation for use in this research and designed, administered and analysed the survey. This also provided an opportunity to test out the RIPPLES model in the Australian VET context. Daniel's website is http://dansurry.com/

William C Miller is a researcher, author and facilitator specialising in adoption and diffusion of innovations within the corporate sector. Based in India, William has consulted in England, Netherlands, France, India, China, Singapore, Malaysia, Japan, Canada, and the USA. He is the founder of Global Creativity Corporation, creator of the Innovation Styles Profile and author of four books on creativity and innovation including Flash of Brilliance (1999) which was recognised as one of 'Executive Book Summaries' top 30 business books in the USA for 1999. In 2005 William was named as one of the top 30 leadership consultants worldwide by 'Leadership Excellence'.

William has a particular interest in values-driven team innovation and significantly contributed to the development of the three year embedding strategy which is based on his own research and conceptual models. William's website is: http://www.globalcreativitycorp.com

The aim of working with the research advisors was to leverage their significant research expertise to advance this research rather than to replicate what had already been done. It also provided insights and perspectives from outside the VET context which added an extra depth to the research process.

Literature review

A comprehensive review of the literature provided insights on adoption and diffusion in general and the embedding of innovative e-learning practices in particular. Sources included books, journals, blogs, communities of practice, websites and wikis. Information was gathered to identify key enablers and barriers to the diffusion of e-learning innovations and to identify models, strategies and processes that facilitate the embedding process. The literature review search moved beyond an educational focus to explore conceptual frameworks including complexity theory and adoption and diffusion of innovations theory. It considered views from the corporate sector as well as a more specific focus on e-learning innovations within different educational and training sectors worldwide.

RIPPLES survey

RIPPLES is one of several models developed specifically to advise decision makers on the requirements for implementation of technology innovations within an education context.

RIPPLES was chosen as the preferred model for this research for the following reasons:

  • The researcher has known Dr Surry since 1998 when she visited University of South Alabama as part of a learning fellowship, so has a detailed understanding of his work on implementation of e-learning innovations.
  • Dr Surry was an early 'expert in virtual residence' in the Australian Flexible Learning Framework's Virtual Learning Community (VLC) 7 The VLC (1998-2000) became the Framework's Australian Flexible Learning Community (2001-2004) <http://www.flexiblelearning.net.au/community> so he has an awareness of the Australian VET e-learning context and has engaged with VET e-learning practitioners.
  • The model is designed to inform and guide senior decision makers who are the primary targets of this research.
  • It provided an opportunity to test out the RIPPLES model in another country and in another education sector.
  • It provided an opportunity to leverage off the substantial body of research underpinning RIPPLES and in doing so, advance this project.
  • It provided an independent perspective as the researcher is a VET practitioner with a long history of involvement in Framework initiatives and innovative e learning.
  • It provided an opportunity to work collaboratively with another researcher with extensive experience in the same field. The survey for this research was developed by Dr Surry and the results were also analysed by him.
  • To model 'working and learning in the knowledge era', by sharing expertise and collaborating to advance knowledge in a common field of interest for mutual benefit.
  • While the elements of the RIPPLES model are adequately grounded in theory and practical experience, the overall model had not been applied extensively. It provided an opportunity to test the transferability of the model and to refine it.

Case studies

Three case studies provided different perspectives of e-learning innovation diffusion within the VET sector. They included a focus on an organisation, an innovation and an innovator. The case studies informed the development of the embedding strategy. Extensive interviews with case study participants were recorded, transcribed, sent back for modification and sign-off and formed a substantial foundation for the case studies.

An organisation - getting down to business

GippsTAFE (Central Gippsland Institute of TAFE) has participated in two New Practices in Flexible Learning projects and has developed a business approach to embedding innovative practice. Data collection for this case study includes interviews with three campus managers, the manager and members of the Innovation and Organisational Development Team, New Practices in Flexible Learning Project Team members and first adopters of the Virtual Worlds - Real Learning New Practices in Flexible Learning project. It also provides an Innovations Styles Profile of the Innovation and Organisational Development Team.

An innovator - there's something about Michael

This case study mapped Michael Coghlan's journey as a pioneer of online voice tools in VET. The aim was to provide insight into the role and contribution of an innovator in VET and to capture the essence of what is required to utilise their unique talents. Seventeen peer-nominated VET innovators also collaborated to document enablers and barriers to their innovative practice in the research wiki. Fifteen innovators also completed an Innovation Styles Profile and the group profile provides some key insights into the perceived role of an innovator.

An innovation - embedding digital storytelling

Digital storytelling is an e-learning innovation that is being successfully embedded across the VET sector. This case study maps the development of digital storytelling from the perspective of Carole McCulloch, a pioneer in digital storytelling in VET and facilitator of the Digital Storytelling Network 8 Digital Story Network <http://www.groups.edna.edu.au/course/view.php?id=107> . This case study used Rogers' (1995) five perceived attributes of an innovation as a framework to document the critical success factors that have contributed to embedding digital storytelling in VET. These attributes are: relative advantage; compatibility; trialability; observability and complexity. The aim was to provide a practical example of mapping an innovative practice against specific attributes to determine its embedding potential. It also provided an implementation plan based on Rogers' five stages in the adoption process: awareness; interest; evaluation; decision and adoption.

Research wiki

A research wiki 9 Research wiki <http://designplanet.wikispaces.com> was set up early in the project to provide a collaborative working space for this project. It provided open access to the VET community to publish models, strategies, ideas and resources related to embedding innovative e-learning practice. The wiki was used throughout the project to collect data, disseminate information and provide a repository for resources, references and models. This dynamic resource has potential to be developed beyond the life of the project.

Critical readers

Seven critical readers provided comprehensive feedback on drafts at key stages in the research development. Critical readers represented the target group for this research and included senior managers with direct responsibilities for embedding e learning innovation, project managers of significant e-learning initiatives, and managers and coordinators of professional development, innovation and organisational development units.

An iterative process

The research findings and subsequent models emerged through an iterative process involving cycles of dialogue and feedback loops with the New Practices in Flexible Learning National Management Team and project teams, early adopting practitioners, critical readers, case study participants, research advisors, conference and workshop participants, research wiki contributors and reference group members. Findings from the survey provided a substantial source of data which was analysed, discussed with research advisors checked against the literature and similarities and differences noted. Emerging themes and key findings were continually shaped and refined in response to feedback and then used to inform the development of models and tools. As the case studies were developed over a period of time and involved extensive interviews with decision makers who represented the key target group for this research, they also provided an opportunity to seek feedback on emerging themes which informed and refined thinking. Progress reports were continually fed to the research advisors and regular conversations provided fresh perspectives and new ways to move forward. Ethical research guidelines were adhered to when working with individuals and the privacy of individuals was respected.

Definition of terms

The following definitions help clarify the terminology used in this project.

E-learning: E-learning uses electronic media to deliver flexible VET. It includes access to, downloading and use of web, CD-ROM or computer-based learning resources in the classroom, workplace or home. It also includes online access to and participation in course activities (eg online simulations, online group discussions), directed use of the internet, mobile and voice technologies for learning and research purposes; structured learning-based email communication; and online assessment activities. E-learning does not include email dissemination of course information, email communication between a teacher/trainer and learner on a single learning issue, or online administration of learning activities.

New practice: In this context, new practice is a synonym for innovative practice in e-learning. While there is a focus on the New Practices in Flexible Learning project, it also refers to new practices initiated from other sources like LearnScope, Flexible Learning Leaders, Toolboxes and other Framework initiatives. There is often a blurred boundary as many of these initiatives are interconnected. The common focus is on the models, processes, strategies and people that enable these new practices to thrive beyond the initial project funding.

Innovation: Innovation is about ideas and the transformation of those ideas into value creating outcomes - into products, processes and services. Innovations include breakthrough ideas that lead to new products or services, and incremental ideas which improve the way processes are undertaken, or products are manufactured. Innovation is about the creation of new knowledge and the use of that knowledge (National Innovation Website 2006) 10 National Innovation Website <http://www.innovation.gov.au> .

Innovativeness: Being open to changes and willing to adopt innovative tools and practices.

Adoption: User attraction to the new practice and a decision to engage, dismiss or continue full use of an innovation. The focus is on what factors influence an individual to engage with a new practice.

Diffusion: The social process by which a new practice spreads its influence.

Diffusion process: How a new practice spreads from its source to its ultimate user or adopter.

Adaptation: Shaping, altering, or modifying a new practice so it suits a particular context.

Implementation: Enabling the new practice to be utilised within an education and training context. Implementation identifies what needs to be in place to ensure 'workplace readiness' to embrace and support the new practice to move beyond the 'new' and to be embedded as everyday practice that becomes established and enhances delivery.

Institutionalisation: The sustained use of a new practice by a critical mass so it is no longer badged as 'new' but rather becomes a routine part of a practitioner's toolbox of strategies.

Embed: To fix or set securely. This is the outcome a new practices investment is striving for. Embedding is to witness the utilisation and impact of new practices as an integral part of everyday VET delivery. There are two levels of embedding:

  • for local impact - how a new practice has made a difference in a local context
  • for broader impact - how a new practice has made a difference beyond its point of origin. Embedding is closely associated with institutionalisation.

RIPPLES: This is the acronym for the seven components of a technology innovations implementation model designed for decision makers and developed by Surry and Ensminger (2005). The components are: Resources; Infrastructure; People; Policies; Learning; Evaluation and Support. RIPPLES was used as the framework to design an implement a survey for this research.

Structure of this report

Section 1: Introduction

Part A - Literature review

Section 2: Theories, enablers, barriers and models

Section 3: The innovation

Section 4: The innovators and adopters

Section 5: The organisation

Section 6: RIPPLES – a model for implementing innovative practice in e-learning.

PART B - Research findings

Section 7: The RIPPLES survey results and discussion

Section 8: Feedback to the Australian Flexible Learning Framework

Section 9: Key findings

Section 10: Four-phase strategy for embedding e-learning innovations

PART C - Case studies

Section 11: Case Study 1 - An organisation – getting down to business

Section 12: Case Study 2 - An innovator – there's something about Michael

Section 13: Case Study 3 - An innovation – embedding digital storytelling.

PART D - Project processes

Section 14: Bibliography.

PART E - Appendices

Section 15: Appendices

Appendix 1: RIPPLES survey questions

Appendix 2: Enablers for embedding innovative e-learning

Appendix 3: Self-organised strategy for enabling innovators to thrive in VET

Appendix 4: Innovation Styles Profile – peer-nominated innovators

Appendix 5: Research contributors.

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