Different messages for different folks: Persuading faculty members to adopt EdTech

Marcus W. Dickson Benjamin Biermeier-HansonWayne State University

A Tale of Two Presentations

•Developed a presentation on Classroom Response Systems

•Pedagogy behind usage

•Best practices

•Targeted those who were not yet using clickers

•Gave the talk twice

•A hit – enthusiasm – rave reviews

•A miss – skepticism – polite applause

•Why?

Different Folks

•Two different audiences

•Faculty and graduate students at the Office of Teaching and Learning who were there because they were actively considering adopting clickers in their classrooms

•Faculty within our department “encouraged” to attend by the department chair

•Two very different responses

•Difference in “readiness to change”

Assumptions

•When referring to EdTech, we mean Educational Technologies that have demonstrated efficacy within the discipline, and for which necessary resources are available or attainable

•Not early adoption, not “next big thing,” etc.

•Those of us in this room probably will have easier success with EdTech implementation than will many of our colleagues

Transtheoretical Model of Behavior Change

•Initially focused on health-related behavior

•Can be applied to EdTech

•Stages of change

•Stages individuals go through as they consider behavior change, how they begin to make change, and how changes are maintained

•Provides guidance on encouraging and engaging individuals in each stage

Stages of Change Model

Pre-Contemplation

Contemplation

Preparation

Action

Maintenance

Stages of Change: Pre-contemplation (Not ready)

Characteristics

•No plans to initiate change; may not be aware of the need to change

•Underestimate the pros of changing, overestimate the cons

Communication strategy

•Encourage mindfulness about how evaluations of innovations are made

•Help to see benefits of acting differently

•Focus on the pros of changing, not the cons of not changing

Stages of Change Model

Pre-Contemplation

Contemplation

Stages of Change: Contemplation (Getting Ready)

Characteristics

•Intention to change behavior, but no action yet

•May still be ambivalent, and thus may put off initiating change

•Learn from others what the change might be like

Communication strategy

•Focus on reducing the cons related to the change

•E.g., Will it really take more time every semester, or just the first semester, and afterwards take less time?

Stages of Change Model

Pre-Contemplation

Contemplation

Preparation

Stages of Change: Preparation (Ready)

Characteristics

•Taking small steps (meeting with rep, getting equipment, etc.)

•May tell colleagues of intentions

•Concerned about failure

Communication strategy

•Encourage over-preparedness to avoid failure

•Ensure support from tech support, others using the specific EdTech, etc.

•In short, build self-efficacy

Stages of Change Model

Pre-Contemplation

Contemplation

Preparation

Action

Stages of Change: Action

Characteristics

•Have begun to use the EdTech

•May be uncertain of cost-benefit analysis

•New behaviors may seem burdensome, and so may seem easier to drop it “just this next semester, while I am really busy”

Communication strategy

•Help to learn the “tips and tricks” that experienced users know

•(Help to feel a level of growing expertise)

•Highlight data showing success of the EdTech overall, even if not yet shown in this course

Stages of Change Model

Pre-Contemplation

Contemplation

Preparation

Action

Maintenance

Stages of Change: Maintenance (the “new normal”)

Characteristics

•Established users of EdTech

Communication strategy

•Encourage mindfulness about how evaluations of innovations are made

•Help to see benefits of acting differently

Different stages, different messages

•Messages must be tailored for the stage an audience is in

•OTL audience

•Preparation (some contemplation, some action)

•Promote confidence and discuss practical approaches to utilizing EdTech

•Home department audience

•Pre-contemplation (some contemplation)

•Approached the same way – was thus doomed to failure

Best practices for moving folks along the path

•Need to be cognizant of the stage an audience – or a colleague – is likely to be in

•Target communications to colleagues based on where they are in the process

•Your knowledgeable enthusiasm maynot be what your colleague needs to hear – it may not address his/herconcerns, and it may just feel likecriticism.

Audience experiences

•What have your experiences been?

•Are there messages that have you have seen as particularly persuasive for you? For your colleagues?