Exploring the Problem of Establishing Horizon Emergent Technologies within a Higher Education Institution’s Operational Framework

Paula Shaw [p.shaw@derby.ac.uk], Sarah Rawlinson [S.Rawlinson@derby.ac.uk], David Sheffield [D.Sheffield@derby.ac.uk], University of Derby, Kedleston Rd, Derby DE22 1GB, United Kingdom

Abstract

Since the early 2000s, a plethora of web-based learning technologies has been developed, each proposing to improve the student experience. Yet, a study conducted by Martin et al. (2018) demonstrate sporadic new technology adoption in Higher Education (HE), despite wide-scale social interest and a wealth of academic publications. This paper aims to provide a framework to explore this problem from an institutional perspective, involving both educational planners and pedagogues. This framework, the Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies Framework or PROPHET Framework, is a new three phase framework that combines two distinct research methodologies used by policy makers and pedagogues with a new dynamic multi-level diffusion of innovation (DMDI) model specifically designed to support dialogue between these stakeholders. Application of the PROPHET Framework will enable stakeholders to arrive at a common understanding about the efficacy of such new technologies and collaborative exploration of technology through these different lenses will lead to increased confidence in its value and relevance. It is hypothesised that undertaking this process will increase the adoption rate of Horizon Emergent Technologies, resulting in operational policy amendments and evidence of impact in the learning environment.

Abstract in Italian

Dall’inizio degli anni 2000 sono state sviluppate numerose tecnologie di apprendimento basate sul web, ognuna delle quali propone di migliorare l’esperienza formativa degli studenti. Nonstante l’ampio interesse sociale e l’ alto numero di pubblicazioni accademiche, lo studio condotto da Martin et al. (2018) dimostra come l’adozione di queste nuove technologie nel contesto dell’istruzione superiore (HE) rimane tuttora sporadica.

Questo articolo propone un quadro di ricerca mirato ad esplorare questo problema da una prospettiva istituzionale, coinvolgendo sia pianificatori educativi che pedagogisti.

Il modello “Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies Framework or PROPHET Framework”, e’ un nuovo modello di ricerca trifase che combina due distinte metodologie di ricerca utilizzate da responsabili politici e pedagoghi con un nuovo dinamico modello di diffusione dell’ innovazione a multilivello (DMDI) specificamente disegnato per facilitare il dialogo tra le parti interessate.

L’applicazione del modello di ricerca PROPHET consentirà alle parti interessate di giungere a una comprensione comune dell’efficacia di tali nuove tecnologie cosi come l’ esplorazione collaborativa del tecnologia attraverso queste diverse ottiche porterà ad una maggiore fiducia nel suo valore e rilevanza. Si ipotizza che l’intraprendimento di questo processo aumenterà il tasso di adozione di Horizon Emergent Technologies, determinando modifiche delle politiche operative e evidenziando impatti nell’ambiente di apprendimento.

If you would like to read the entire contribution, please click here.

 

Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, interaction, learning management system, LMS,

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