Interpretive Case-based Modelling Getting beyond the tipping point in unravelling the

complexity of innovation adoption in higher education teaching practice

Irena White Lindsey Conner

College of Education, Psychology and Social Work, Flinders University South AustraliaA presentation to THETA 2019

THETA 2017 Auckland

Available from: http://hdl.handle.net/2328/37345 includes four minute demo video

Locating the tipping point in bottom-up adoption of e-learning innovations in universities

Moving beyond the tipping point: from real to ideal

Applying a new method for unravelling complexity in innovation adoption:

Interpretive Case-based Modelling

In this presentation …

Innovation Adoption

Diffusion of innovations in universities

(Adaptation of Everett Rogers’ Diffusion of Innovations Theory Model depicted in Pacansky-Brock, 2015)

Tipping point

Beyond 15% Critical Mass

… Not just this

But also this …

Image retrieved from https://youtu.be/ppbiP-IBVxg

a complex adaptive system

Case studies

Computer modelling

(Rogers et al, 2005)

From real … to … ideal

Unravelling the complexityWhat happens when you combine case studies with computer modelling

1. Formulate research questions

6. Examine findings from models and insights

2. Review case studies in research literature to identify actors and factors: depict these as roles in a model

4. Connect roles depicted in model guided by interview participants applying their case

3. Recruit interview participants and record their lived experiences as cases

5. Run and explore model to elicit participant insights from real and ideal models

Interpretive Case-based Modelling

Interpretive Interactionism research design (Denzin, 2001): six phases guide modelling of cases

Case-based data: from research literature and study participants

Multi-Mediator Modelling: an Agent Based Modelling computer simulation conducted in situ during interviews with study participants

How can universities build institutional capacity for

mainstreaming e-learning teaching innovations?

Phase 1: Framing the research question

Management Support Services

Innovators Adopters

Combining the actors and factors as roles in innovation adoption• Leadership and vision

• Project funding• Central systems• Project management• Experimentation• Evidence of effectiveness• Development of innovation• Dissemination• Readiness to adopt• Sharing ideas and ownership

The factors in the model

The actors in the modelManagement

Faculty Support Services

Educators: Innovators & Adopters

(Case studies: Gunn & Herrick, 2012; Selwyn et al, 2016)

Phase 2: Deconstructing

Phase 3: Capturing lived experience

Researcher Participant

Example of a case: A location based game

Thank you to the 15 interview participants from universities in Australia

and New Zealand- special thanks also to ACODE and ASCILITE

Researcher Interviewparticipant

Applying Multi-Mediator Modelling (Levin, 2015)

Phase 3: Bracketing case to model

How are the roles connected

in your case?

Connectenablingrelationships

Attach to roles of influence

Connecting the roles

Connectinhibitingrelationships

Add/adjust levels of influence

Researcher applies participant instructions to modelParticipant directs Researcher

Roles can be moved and new roles can be added

Phase 5. Constructing the model: real case

What do the results of

running the model reveal?

Central systems …

What needs to change for an

‘ideal’ scenario?

Connect/removeenablingrelationships

Add/removeIncrease/decreaselevels of influence

Connect/removeinhibitingrelationships

Constructing the model: ideal from real

Phase 6. Contextualising the insights

What do these results

suggest?

To make it happen in my university …

A new method for bringing computer modelling into

conversationsand

conversations into computer modelling

It's been awesome fun. I think having someone else involved in this, in the conversation, is the most important thing.

It is where models and technology like this actually enable an open conversation about change and reflection of change.

I really like your model.

That was the most fun I have ever had in an interview.

Technologies used in conducting this study

NetLogo open source computer code for development of the Multi-Mediator Modelling tool https://ccl.northwestern.edu/netlogo/

Camtasia Studio software for screen capture recording of models and interview audio www.techsmith.com

Skype for conducting interviews www.skype.com

YouTube to transcribe interview audio recordings www.youtube.com

ReferencesDenzin, N. (2001). Interpretive interactionism. (2nd ed.). Thousand Oaks, CA: SAGE Publications.

Gunn, C., & Herrick, R. (2012). Sustaining eLearning innovations: An ACODE research study report. Auckland: The University of Auckland Centre for Academic Development.

Levin, J. (2015). Creating and evaluating multi-agent models of learning with qualitative and quantitative data. San Diego: Department of Education Studies University of California San Diego. Retrieved from https://docs.google.com/document/d/15mJloMh4sZ_CGnEYjMYHLjoTc6tXhbQyE75A4EqjlXc/edit?pli=1

Pacansky-Brock, M. (2015, September 23). Straddling the chasm: Rethinking faculty support. [Web log post]. Retrieved from http://www.teachingwithoutwalls.com/2015/09/straddling-chasm-rethinking-faculty.html

Rogers, E. M., Medina, U. E., Rivera, M. A., & Wiley, C. J. (2005). Complex adaptive systems and the diffusion of innovations. The Innovation Journal, 10(3).

Selwyn, N., Henderson, M., Finger, G., Larkin, K., Smart, V., & Chao S-H. (2016). What works and Why? Understanding successful technology enabled learning within institutional contexts. Technical report. Retrieved from http://newmediaresearch.educ.monash.edu.au/lnm/what-works-and-why-understanding-successful-technology-enabled-learning-within-institutional-contexts-olt-funded-project/

Thank you for your interest and support

Irena Whiteirena.white@flinders.edu.auM: 0414521605

Lindsey ConnerFlinders University, South Australia