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 [email protected]: 0414521605
Lindsey ConnerFlinders University, South Australia
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