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To adopt or not to adopt innovation : A case study of team-based learning

To adopt or not to adopt innovation : A case study of team-based learning. Higher Education Academy Conference 2012. Mark Freeman mark.freeman@sydney.edu.au mark.freeman@abdc.edu.au. Outline. Context Adoption drivers Why adopt team-based learning

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To adopt or not to adopt innovation : A case study of team-based learning

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  1. To adopt or not to adopt innovation: A case study of team-based learning Higher Education Academy Conference 2012 Mark Freeman mark.freeman@sydney.edu.au mark.freeman@abdc.edu.au

  2. Outline • Context • Adoption drivers • Why adopt team-based learning • Initial experiences with TBL • Deeper and wider • Lessons from organisational research • Q & A

  3. Context • More .... • Students • Information • Technology • Accountability • Research • With less!

  4. Adoption drivers • Consider a recent innovation you’ve adopted. What influenced you? (Peer discussion) • Bennett (2001) (n=231 academics) • For: Large classes, uni policies, student expectations • Against: Time, lack skills/training, inadequate facilities • CCSF teachers more likely to adopt interactive techniques than ITTF teachers (Luddeke 2003)

  5. Diffusion of innovation Individual factors (Rogers ‘03) • Relative advantages over what it replaces • Cultural compatibility with potential adopters • Complexity to understand and use • Trialability – try incrementally before full commitment • Visibility of results to other potential adopters Factors beyond the individual • Internal (centralised/faculty policy & resources like workshops, grants, support; adopters in other dept) • External (literature, publisher resources, conference, community of practice)

  6. The “Chasm”

  7. Why adopt Team-Based Learning? • Reputable adopters • Active international community of practice • Literature • Deeper engagement (Haidet et al. 2012) • Improved problem solving (Koles 2010; Kelly 2005) • Better communication & teamwork (Thompson 2007) • AND teachers enjoy transformed classroom Then why limited diffusion?

  8. Team-based learning Traditional Team-based Traditional Out of Class In Class Readings Learn concepts Readinessassessment Lecture Apply concepts In Class Out of Class

  9. Pre-class Pre-class In-class In-class 5 per course 1 or 2 per course Team-based learning Prepare Indivtest Team test Contingent teaching Team problem Discuss self/peer feedback Rate self/peers Teams debate

  10. Initial student TBL perceptions

  11. Small group decision – 2 mins Consider 4 possible considerations for evaluating a potential teaching innovation (like TBL). • Replace teaching workload • Deliver information to students • Engage students in active learning • Help students develop and apply new concepts The two most important considerations for HEA Conference delegates would be: A) Combination of 1 and 2 B) Combination of 2 and 3 C) Combination of 3 and 4

  12. Deeper and wider Case study • 4 academics • 3 supporters Survey • 44 from TBL listserv • 83% academics mostly teaching UG • Items about TBL specifics AND adoption motives • Some multi-choice, multi-answer, rank and free response

  13. Considerations prioritised when evaluating teaching innovations (like TBL) • NB. Sample is biased towards CCSF teachers

  14. Relative advantages of TBL over what it replaced (or intended to replace)

  15. Relative disadvantages of TBL over what it replaced (or intended to replace) NB. Although fewer disadvantages identified, more relate to academics

  16. Compatibility of TBL with existing teaching culture for you and your colleagues • “Everyone wants active learning, but the transition from Powerpoint lectures is very hard” • “I believe it is compatible, but I believe there is some resistance to moving from lectures”

  17. Complexity of understanding, learning and using TBL • “I find it difficult to explain it to students so that they understand the method will help them learn - they are so fearful that their grade will be adversely affected”

  18. Ease of trying TBL before full adoption

  19. Visibility of TBL results

  20. Lessons from organisational research for engaging the mainstream to adopt teaching innovations • Iterating across three domains (in order): • Leaders walking the talk and motivating their distributed leaders likewise • Match rhetoric with policies & procedures that action reciprocal processes to initiate& sustain change • Match above two with supporting resources • Treleaven et al (2011)

  21.  Thank you

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