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Crossing the chasm, offering sceptics a helping hand across the digital divide

Crossing the chasm, offering sceptics a helping hand across the digital divide. Business e-Learning Research Group Brighton Business School Sue Greener ( S.L.Greener@brighton.ac.uk ) Asher Rospigliosi ( A.Rospigliosi@brighton.ac.uk ) ALT-C 2008, Leeds. This workshop.

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Crossing the chasm, offering sceptics a helping hand across the digital divide

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  1. Crossing the chasm, offering sceptics a helping hand across the digital divide Business e-Learning Research Group Brighton Business School Sue Greener (S.L.Greener@brighton.ac.uk) Asher Rospigliosi (A.Rospigliosi@brighton.ac.uk) ALT-C 2008, Leeds

  2. This workshop • Is about how we can help less enthusiastic colleagues to try out e-learning strategies. • Wowing them with glitzy technology is not the answer • What is?

  3. We want to explore with you • Access OR exclusion of non-traditional student groups (work patterns, time, energy, distance from campus)? • Pedagogy OR technology? LCMS or VLE viewed from a traditional perspective of lectures and seminars or seen as a resource saving - how does this deliver learning? • Institutional OR individual choices? Does technology driven by educational institutions limit choice?

  4. Our experience at Brighton Business School 1 = administrative information (eg schedule, descriptor, past exams) as required in the basic template used across the School 2 = admin. + uploaded course materials, reading guidance and weblinks 3 = admin. + uploaded course materials, reading guidance and weblinks + discussion board or quizzes or surveys sample=44, respondents=39

  5. “the process by which a new idea or new product is accepted by the market. The rate of diffusion is the speed that the new idea spreads from one consumer to the next.” Wikipedia http://en.wikipedia.org/wiki/Early_adopter accessed March 2006. Everett Rogers theory 1962 innovators (2.5%) venturesome, educated, multiple info sources early adopters (13.5%) social leaders, popular, educated early majority (34%) deliberate, many informal social contacts late majority (34%) sceptical, traditional, lower socio-economic status laggards (16%) neighbours and friends are main info sources, fear of debt Diffusion of new ideas

  6. G.A. Moore 1991 discussed a “chasm” which may exist in technology diffusion between the early adopters and the early majority. The chasm is caused by different expectations between visionaries and pragmatists Cross the chasm in e-learning adoption, what are the different strategies? TAM? Perceived usefulness and perceived ease of use Diffusion of technology http://www.readwriteweb.com/archives/rethinking_crossing_the_chasm.php

  7. Intended outcomes • Focussed debate stimulated by the Brighton experience on implementing e-learning with sceptical staff • Generation of blue sky and practical options • Clear idea for all of us on how our experience compares with others • Opportunity to share results through blog: • http://crosschasm.blogspot.com/

  8. PROCESS TODAY

  9. Flexible and distributed learning QAA approach

  10. Debate • Current practice? • Barriers to adoption? • Drivers to adoption? • Practical ideas to cross the chasm?

  11. Takeaway actions? • Contact BeL Group: • Sue: S.L.Greener@bton.ac.uk • Asher: A.Rospigliosi@bton.ac.uk • Contribute to http://crosschasm.blogspot.com/

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