The project has prepared a set of resources (How-To Guide, Designing for Sustained Adoption Assessment Instrument, Face-to-Face Workshop, and Online Workshop) to help principal investigators of educational innovation and development projects develop and improve a propagation plan. The How-To Guide provides a framework, details, explanations, and examples to help you plan and implement your own project. The framework in the Guide has two categories: (i) understand changes required for sustained adoption and (ii) develop a comprehensive action plan. Understanding changes has three parts: (a) understand your product, (b) identify potential adopters, and (c) understand the instructional system. Developing a comprehensive action plan also has three parts: (a) develop interactively, (b) disseminate interactively, and (c) support adopters. In addition, the Guide has activities at the end of each chapter to help readers apply the concepts. Overall, all the resources identify six elements of an effective propagation plan: (1) potential adopters are identified with a clear rationale for their selection and an estimate of the number of potential adopters; (2) there is an extensive plan for attracting, training, supporting and/or following up with potential adopters; (3) the project begins to address issues of propagation from the very beginning, that is, there are plans for formative feedback from potential adopters during all phases of development, dissemination, and support; (4) the project plan has identified the instructional system elements that are likely to influence adoption, which include decision makers, local factors, and interpersonal networks, as well as departmental and institutional cultures; (5) propagation plans are clearly articulated ヨ including a detailed rationale for the strategies chosen and outlining how the plan will be accomplished; and (6) the project team has considered potential adopters and features that will influence adoption, and used this information to design propagation strategies. To prepare the resources, the project team has applied literature on change from a variety of perspectives, including studies on educational change, organizational change, social psychology, and diffusion of innovations.

Project No.
1122416
PI Name
Jeffrey Froyd
Institution
Texas A&M University



Abstract 1

The project has prepared a set of resources (How-To Guide, Designing for Sustained Adoption Assessment Instrument, Face-to-Face Workshop, and Online Workshop) to help principal investigators of educational innovation and development projects develop and improve a propagation plan. The How-To Guide provides a framework, details, explanations, and examples to help you plan and implement your own project. The framework in the Guide has two categories: (i) understand changes required for sustained adoption and (ii) develop a comprehensive action plan. Understanding changes has three parts: (a) understand your product, (b) identify potential adopters, and (c) understand the instructional system. Developing a comprehensive action plan also has three parts: (a) develop interactively, (b) disseminate interactively, and (c) support adopters. In addition, the Guide has activities at the end of each chapter to help readers apply the concepts. Overall, all the resources identify six elements of an effective propagation plan: (1) potential adopters are identified with a clear rationale for their selection and an estimate of the number of potential adopters; (2) there is an extensive plan for attracting, training, supporting and/or following up with potential adopters; (3) the project begins to address issues of propagation from the very beginning, that is, there are plans for formative feedback from potential adopters during all phases of development, dissemination, and support; (4) the project plan has identified the instructional system elements that are likely to influence adoption, which include decision makers, local factors, and interpersonal networks, as well as departmental and institutional cultures; (5) propagation plans are clearly articulated ヨ including a detailed rationale for the strategies chosen and outlining how the plan will be accomplished; and (6) the project team has considered potential adopters and features that will influence adoption, and used this information to design propagation strategies. To prepare the resources, the project team has applied literature on change from a variety of perspectives, including studies on educational change, organizational change, social psychology, and diffusion of innovations.

Presentation Type
Poster
Team
Renee Cole, University of Iowa Debra Friedrichsen, MJ Innovations, LLC Jeffrey E. Froyd, Texas A&M University Charles Henderson, Western Michigan University Raina Khatri, Western Michigan University Courtney Stanford, University of Iowa


Need

(a) Every year many educational innovation development projects are funded to improve the quality of undergraduate Science, Technology, Engineering, and Mathematics (STEM) education. While there is a large amount of research on effective undergraduate teaching and learning, there is concern that the instructional strategies and materials being developed (the products of the projects) are not being widely adopted. Currently, almost all educational innovations struggle to propagate because project teams tend to focus primarily on telling people about their product (dissemination); however, this is only one step of a process that leads to successful propagation of educational innovations.
(b) The project has prepared a set of resources (How-To Guide, Designing for Sustained Adoption Assessment Instrument, Face-to-Face Workshop, and Online Workshop) to help principal investigators of educational innovation and development projects develop and improve a propagation plan.

Goals

(a) The goal for the project was develop resources to help principal investigators of educational innovation and development projects develop and improve a propagation plan.
(b) The project has developed the resources and is working with groups of proposal authors to improve the resources.

Approach

To prepare the resources, the project team has applied literature on change from a variety of perspectives, including studies on educational change, organizational change, social psychology, and diffusion of innovations.

Outcomes

The project has prepared a set of resources (How-To Guide, Designing for Sustained Adoption Assessment Instrument, Face-to-Face Workshop, and Online Workshop) to help principal investigators of educational innovation and development projects develop and improve a propagation plan. The How-To Guide provides a framework, details, explanations, and examples to help you plan and implement your own project. The framework in the Guide has two categories: (i) understand changes required for sustained adoption and (ii) develop a comprehensive action plan. Understanding changes has three parts: (a) understand your product, (b) identify potential adopters, and (c) understand the instructional system. Developing a comprehensive action plan also has three parts: (a) develop interactively, (b) disseminate interactively, and (c) support adopters. In addition, the Guide has activities at the end of each chapter to help readers apply the concepts.

Broader Impacts

The project has prepared a set of resources (How-To Guide, Designing for Sustained Adoption Assessment Instrument, Face-to-Face Workshop, and Online Workshop) to help principal investigators of educational innovation and development projects develop and improve a propagation plan. The How-To Guide provides a framework, details, explanations, and examples to help you plan and implement your own project. The framework in the Guide has two categories: (i) understand changes required for sustained adoption and (ii) develop a comprehensive action plan. Understanding changes has three parts: (a) understand your product, (b) identify potential adopters, and (c) understand the instructional system. Developing a comprehensive action plan also has three parts: (a) develop interactively, (b) disseminate interactively, and (c) support adopters. In addition, the Guide has activities at the end of each chapter to help readers apply the concepts. Project resources can result in wider propagation of educational development projects.

Unexpected Challenges

None

Citations

Khatri, R., Henderson, C., Cole, R., Froyd, J., Friedrichsen, D., & Stanford, C. Designing for sustained adoption: A model of developing educational innovations for successful propagation. Phys. Rev. ST Phys. Educ. Res. (Accepted 2015).

Henderson, C., Cole, R., Froyd, J., & Khatri, R. (2012). Five Claims about Effective Propagation, A White Paper prepared for January 30-31, 2012 meetings with NSF TUES Program Directors. https://homepages.wmich.edu/~chenders/Publications/2012WhitePaperFiveClaims.pdf

Khatri, R., Henderson, C., Cole, R., & Froyd, J. (2012). Principal Investigator and Program Director Views of Successful Propagation, Proceedings of the 2012 Physics Education Research Conference, AIP Conference Proceedings Volume 1513, p. 218-221. https://homepages.wmich.edu/~chenders/Publications/2013KhatriPERCPaper.pdf

Khatri, R., Henderson, C., Cole, R., & Froyd, J. (2014). Over One Hundred Million Simulations Delivered: A Case Study of the PhET Interactive Simulations, Proceedings of the 2013 Physics Education Research Conference.

Khatri, R., Henderson, C., Cole, R., & Froyd, J. (2015). Learning About Educational Change Strategies: A Study of the Successful Propagation of Peer Instruction, Proceedings of the 2014 Physics Education Research Conference.



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