Okay, Tuesday's class was absolutely wonderful. I had so much fun playing the diffusion simulation game (2013) with my classmates, Tamara and Tom!!! This was truly an amazing and great way to internalize the various concepts, principles, and insights highlighted in our assigned readings, group class discussions, and reflective blog postings in regards to front-end analysis, needs assessment, and planned change (Rogers, 2003). In addition, this type of learning activity is an authentic enactment of the research findings by scholars who assert gameplay and simulations as effective instructional methods to promote active learning, student engagement and motivation (Mathers, B.G., 2008; Prensky, 2002; Zardetto-Smith, Mu, Phelps, Houtz, & Royeen, 2002).What did I learn?
- Speak to "Everyone": We learned that the school secretary and janitor were the silent, behind-the scenes powerhouse figures in a K-12 school setting. This went against the popular mindset that we should speak to the principle and department directors first. The secretary controlled access to the principle and the janitor made event planning, teacher professional development, and community outreach initiatives possible on school property.
- Context: The hidden power dynamics and social network connections at the K-12 level are extremely important. Having background information on key personnel and their relational connections with one another can be fundamental to achieving one's goals, objectives, and desired outcomes.
- Audience/Partners/Stakeholders: Good communication and interpersonal skills are essential for interacting with clients and other individuals. Others will be more willing to help, network, and promote the planned project if they have a clear sense of the project's vision, purpose, goals, objectives, and tasks.
- Effective strategies: Multimedia blitzes and collaborative group activities are fantastic ways to interest and get buy-in from early adopters.
- Accessibility: Unexpected actions and events can block important accessibility to key stakeholders and slow down/stop project momentum.
- Everyday people - Do not anger the school secretary or janitor.
- Busy schedules - We could never reach the Social Studies director because she was always in the process of moving.
- Bad weather/illness - For a planned demonstration, we lost five weeks because there was an unexpected flu outbreak and no one showed up to our event due to health concerns and restrictions.
- There are four elements of diffusion - an innovation, communication channels, time, and social system.
- All four elements are important.
- An Instructional Designer should develop a toolkit of strategies and approaches to appeal to potential early adopters, opinion leaders, and change agents.
My To Do List
- Follow-up on given resources - Instructional Design
- Review ID models discussed in class.
- Write 1 page progress report for Dr. Rob.
~Aja
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References
Mathers, B.G. (2008, October/November). Students' perception of "fun" suggest possibilities for literacy learning: "You can be entertained and informed". Reading Horizons, 49(1), 71-88. Retrieved from http://search.proquest.com/docview/236486232?accounti
Prensky, M (2002). The motivation of gameplay: The real twenty-first century learning revolution. On the Horizon, 10(1), 5-11. doi: http://dx.doi.org/10.1108/10748120210431349.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: The Free
Press.
Zardetto-Smith, A.M., Mu, K., Phelps., Houtz, L.E., & Royeen, C.B.(2002, October). Brain rule! Fun = learning= neuroscience literacy. Neuroscientist, 8(5), 396-404. doi: http://dx.doi.org/10.1177/107385802236965.
Zardetto-Smith, A.M., Mu, K., Phelps., Houtz, L.E., & Royeen, C.B.(2002, October). Brain rule! Fun = learning= neuroscience literacy. Neuroscientist, 8(5), 396-404. doi: http://dx.doi.org/10.1177/107385802236965.
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Images
(n.d.). Games. [Web Graphics]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbVnXs2ooCtKyrB1WR3SktxnQAwExi_e3VkltXSkpZ8ailLCdtOwip3vrL7MQ1xIignkeF-nNZ4-qA8mpJL4TV6rG6q9uYLG5-buPHHiv-lrgUkCFfB7-2ucVZQsYy2DDBQHrFKdkRf0Y/s1600/games.jpg
(2012). Learn. [Web Graphics]. Retrieved from http://ruzannahovhannisyan.edublogs.org/files/2012/03/learn_computer_lessons-2doxrxf.jpg
(2012). Surprise. [Web Graphics]. Retrieved from http://www.seo-chicks.com/wp-content/uploads/2012/09/2000px-Face-surprise.jpg
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Video
Harvard Business Review. (2012, March 30). Disruptive innovations. Retrieved from http://youtu.be/qDrMAzCHFUU
Aja,
ReplyDeleteI think you and I both started out the diffusion simulation game with the same strategy, we wanted to go straight to the "leaders" at the school. Poor Tamara kept trying to steer us towards the Librarian and Secretary and we kept insisting the key was the principal and department heads. She was so right and I never would have expected the results we got once we took her advice. I found the importance of the social grouping eye opening also. So often I hear that friendships and social connections don't factor into decision making, but they still have a significant impact when it comes to awareness and acceptance.
That was an interesting video you posted. At first I thought it was going to be another take on paradigm shifting, but the explanation and examples of disruptive innovations were quite different.
Tom
Hi Tom:
ReplyDeleteThank you for your posting. Playing with you and Tamara in the Diffusion simulation game was a lot of fun and an excellent learning activity. The game made a lot of the concepts we learned these past weeks real and authentic. I am so pleased that Dr. Rob had us play the game.
~Aja
okay. I typed in a reply, hit something on the keyboard and lost it. :-/
ReplyDeleteI am glad the game challenged peoples assumptions, and that it really does make people think about the key concepts in diffusion.
Hi Rob:
DeleteI totally agree. Indeed, the game does a great job in challenging the player's assumptions. Half of the time, our assumptions are so internalized and taken for granted, players are often not even consciously aware of them. For example, our team assumed overt power would exclusively be in the hands of the principle and department. However, we quickly learned that at the secondary level, the secretary and janitor inherently have their own form of power in being accessibility gatekeepers.
Next, in diffusion, the 4 key elements are innovation, communication channels, time, and social system. The simulation game revealed interacting and networking with early adopters are great strategies for building and developing awareness and gradual buy-in. Second, effective communication and good interpersonal skills are essential when one is in the needs assessment and information gathering phase. Stakeholders and others personnel are more likely to be forthcoming with individuals who demonstrate the above attributes. Third, in K-12 schools setting track of the academic calendar year is fundamentally important. For instance, state testings occurs at a specific planned times where school administrators, teachers, and other personnel will not be able to be involved in any external projects and/or events. In addition, holidays and school closing in an December and June can have significant impact on event planning and outreach attempts. Lastly, the social networks which school personnel have with each other are avenues where one can start the buy-in process via the assistance of early adopters.
~Aja