Considering the field of distance learning, Innovation is closed aligned with technological changes. The concept of what is encompassed within the term technology is a larger pool of concepts that what immediately may come to mind. Technology does not only include computer based apparatuses, nor the networks and connections – and the technologies enabled by these technologies, such as Artificial Intelligence and Machine Learning – that are present in today’s society, but can be widened to include a larger pool of resources and enabling tools that may be applied to the field of instructing and teaching. ICT’s – Information and Communication Technologies – include all technologies that enable information and communication storage, retrieval, use and reuse. Dron (2014) points that the discussion of Distance Education can not be discussed unless ICT’s are involved in the discussion.
The use and impact of a new technology in regards to the field of distance learning is directly connected to it’s usefulness. Dron (2014) writes that the technology must be applicable to the distance learning domain in order for it to be useful and impactful. The introduction of a new technology does not necessarily have impact on the the learning field. Bates (2019) relates how the uptake of OER’s – Open Educational Resources – has been slow, and that the introduction of this new technology has in part been slowed by the reticence of Instructors to lose the many supplemental teaching aids that are packaged with purchased textbooks. Innovation in the learning field is linked to technological changes, but there are other considerations at play.
References
Bates, T. (2019). Chapter 11.4 Open Pedagogy. in Teaching in a digital world. 2nd ed. BC Campus
Dron, J. (2014). Chapter 9: Innovation and Change: Changing how we Change. In Zawacki-Richter, O. & T. Anderson (Eds.), Online distance education: Towards a research agenda. Athabasca, AB: AU Press.
December 15, 2019 at 11:26 am
Hi Earl,
Thank you for the interesting post in innovation.
Your observation of how some instructors are resisting the changes to OER as well as the implementation ICTs is one that I too share.
I’ve had many informal conversations with my coworkers and note that many of them are unsure of the applicability of much the material we are studying inn the MALAT program.
You mention other considerations at play regarding acceptance and implementation of learning innovations. Do you think a general lack of awareness is one?
My informal conversational engagements with fellow instructors has indicated that many are unsure how to properly apply new technologies or are assessing it’s applicability and suitability through the very narrow lens of popular consumer opinion.
What has your industry interactions revealed to you?
December 22, 2019 at 8:40 am
Hi Earl,
I appreciated your post on the “Field of Innovation: Renewal and Change.” Your observation and statement that “Bates (2019) relates how the uptake of OER’s – Open Educational Resources – has been slow, and that the introduction of this new technology has in part been slowed by the reticence of Instructors to lose the many supplemental teaching aids that are packaged with purchased textbooks,” particularly resonates with me and my professional teaching/learning environment. I have observed some of my colleagues embrace OERs and many of the engaging apps made available to our K-12 school and students; yet I have also observed many of my colleagues “freeze”, whether out of a sense of being overwhelmed by edtech, or out of the “reticence” that you refer to — holding onto teaching aids that are packaged with textbooks (often 20+ years old).
Thanks,
Leigh