"but is it innovative?" a systematic approach to assessing and evaluating innovation in...
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7/29/2019 "But Is It Innovative?" A Systematic Approach to Assessing and Evaluating Innovation in Educational Technology (166234000)
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“But Is It Innovative?”A Systematic Approach to Assessing& Evaluating Innovation inEducational Technology
6 February 2013
D. Christopher Brooks, University of Minnesota
Allan Gyorke, The Pennsylvania State University Josh Morrill, University of Wisconsin - Madison
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Dening Innovation: The Basics
Who? What? Why? How?
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Dimensions of Innovation
Utility Creativity Efcacy Feasibility Risk Resistance
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Components of Innovation Dimensions
Main question Range of responses Supporting questions Key terms
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Application of Innovation Framework
Quantitative Approach(High Level)
Typological Approach(High Level)
Qualitative Approach(Intermediate Level)
MOOCs
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Josh MorrillUniversity of Wisconsin - Madison
Institutional Typology of Innovation
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PERCEPTION OF ”BROAD” UTILITY
R I S K
INNOVATION TYPES MATRIX
HIGHLOW
L O W
MICRO-DELUXE BIG BANG
MINOR-MODS VALUE-BUILDING
H I G H
Innovation based on perceived utility.Potential to nd totally new things, butalso to fail big. Key to success here is topivot quickly away from failing projects/ideas.
Innovation takes the form of specic (andpotentially elaborate) interventionsdeveloped for a specic class, event, oraudience. Success here is dependent onpicking the specic interventions wiselyand advocating/showcasing their utility.
Innovation takes the form of specicinterventions developed for a specic class,event, or audience, but these are generallyminor tweaks to existing processes orproducts. This is the most conservativequadrant of innovation .
Innovation takes the form of building onestablished practices with an eye towardupdating/ extending reach and applicability.The key is planning/mitigating risk, but to notbe so constrained by risk that you do not trynew things.
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PERCEPTION OF ”BROAD” UTILITY
R I S K
INNOVATION TYPES MATRIX
HIGHLOW
L O W
MICRO-DELUXE BIG BANG
MINOR-MODS VALUE-BUILDING
H I G H This framework can
facilitates a discussion of the following:
(1) IS THERE A “BETTERTYPE” OF INNOVATION FORMY CAMPUS? UNIT?
(2) HOW CAN I MOVE FROMONE QUADRANT TOANOTHER?
(3) GIVEN THE QUADANT IAM IN --- WHAT DOESSUCCESSFUL INNOVATIONLOOK LIKE?
= WisCEL Project
= GASP
= Etext Pilot
= Cool-IT Project P r o
j e c t
E x a m
p l e s
= CSCR Tool
= WISCO
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Allan GyorkeDirector, Education Technology ServicesPenn State
Pitch Session Review: MOOC Proposal
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MOOC Pitch
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UtilityWhat problems are being solved?
What problems are created?
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CreativityHow is this a new approach?
How does this tap into or create future trends?
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ResistanceWho could be upset by this?
How can we reduce backlash?
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D. Christopher BrooksResearch FellowUniversity of Minnesota
Measuring Innovation: A Quantitative Approach
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Innovation Pilot – Likert ScaleDeciency Mean Excess
U%lityDoes not solve a
problem-3 -2 -1 0 1 2 3
Creates more problemsthan it solves
Crea%vityStandardsolu%on/approach
-3 -2 -1 0 1 2 3Revolu%onary solu%on/
approach
Efficacy
No evidencethat solu%on/approach will
work
-3 -2 -1 0 1 2 3Overwhelming
evidence that solu%on/approach will work
FeasibilityUnfeasible/Unrealis%c
-3 -2 -1 0 1 2 3 Feasible/Realis%c
Risk Low Risk -3 -2 -1 0 1 2 3 High Risk
ResistanceNo resistance;
Completeacceptance
-3 -2 -1 0 1 2 3Total resistance; No
acceptance
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Validity & Reliability of Innovation Pilot
Variable Factor Analysis(Validity)
Cronbach’s α
(Reliability)Utility2 0.7072
0.8289
Creativity 2 0.7557
Efcacy2 0.7724Feasibility2 0.6215
Risk 2 0.7873Resistance 2 0.8224
N 198
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Actual vs.Theoretical
Probability of Acceptance to FFP
P r ( A c c e p t t o F F P )
100%
80%
60%
40%
20%
0%
0 1 2 3 4 5 6 7 8 9
Innovation 2
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Thank you!D. Christopher BrooksEmail:[email protected]: @dcbphd
Joshua MorrillEmail: [email protected]
Allan GyorkeEmail:[email protected]
Twitter: @agyorke