"Criticism Croteau J"
Summary Jacqueline Croteau Student ID: A00196906 Walden University Course: 8841 November 6, 2012 Dr. Watson Criticism 2 T. Elias: Universal A Jowitt: Creating Instructional Design Communities with Principles for Podcasting Moodle B. Fetaji, M. Fetaji: E- S &D Wheeler, P. Learning Indicators: a Yeomans: The good, Multi-Dimensional the bad and the wiki: Model for Planning and Evaluatings tudent- Blau, Caspi: What Type Evaluating e-Learning generated content for of Collaboration Helps? No Software Solutions collaborative learning Caldwell: Clickers in Criticism the Large Classroom: Current Research and Best-Practice Tips W. Cheung, K.Hew: A review of research Pro methodologies used in studies on mobile Innovation Criticisms handheld devices in K-12 and higher education settings of Recall Diffusion Issues of Problem Research Equality Individual Blame Bias Criticism 3 Criticisms of Diffusion Research Rogers (2003) defines diffusion to include both the planned and spontaneous spread of new ideas. Diffusion research is research which focuses on empirical studies that attempt to identify factors which cause either success or failure of innovations while developing measures and strategies to influence the diffusion processes in a desired way. There are four elements of diffusion ideas consider. The idea must be classified as an innovation and communicated through certain channels. The idea takes into account time factor for acceptance and the innovation must ultimately be adopted within the social system. 1.) Criticism of diffusion research is that diffusion researchers can be biased in favor of adoption (Pro-Innovation Bias.) 2.) The organization is not blamed for adoption of the innovation, but rather lack individuals' response is perceived as a rejection of the innovation (Individual-Blame Bias.) 3.) The negative impacts or socioeconomic consequences of innovation are not always studied (Issue of equality.) 4.) Self- reported data measures are used to determine exactly when adoption of the innovation occurred causing questions of the exact time adoption took place (Recall Problem.) Five of the seven articles reviewed did not meet any of the main critiques of diffusion research discussed above: W. Cheung, K. Hew: A Review of Research Methodologies Used in Studies on Mobile Handheld Devices in K-12 and Higher Education Settings; A Jowitt: Creating Communities with Podcasting; Blau, Caspi: What type of Collaboration Helps?; B. Fetaji, M. Fetaji: E-Learning Indicators: A multidimensional model for planning and evaluating e-learning software solutions; and T. Elias: Universal Instructional Design Principles for Moodle. S. Wheeler, D. Wheeler, P. Yeoman’s: The Good, the Bad and the Wiki: Evaluating student-generated content for collaborative learning research, implies a pro-innovation bias. Pro-innovation bias is present in this study because, by Rogers (2003) definition, the study Criticism 4 addressed Wiki technology, as the diffusion of a rapidly spreading innovation rather than look at the diffusion being the slow diffusion of innovation; the adoption of the innovation over the rejection of innovation and; lastly, the continued use of the innovation rather than its discontinuance (Rogers, 2003.) Caldwell: Clickers in the Large Classroom: Current research and best-practice tips suffered from the same criticism as The Good, the Bad and the Wiki study as outlined above. In addition, both of these studies were conducted by innovators trying out a promising new technology, who allowed their perceptions of innovation to cloud the study. Pro- innovation bias implies that adoption should happen quickly with all members of the social system adopting the innovation; however, potential adopters might view the innovation in a less positive light because it must also be supported by the structure within the social system that will use the innovation. Criticism 5 References Blau, I., & Caspi, A. (2009). What type of collaboration helps? Psychological ownership, perceived learning and outcome quality of collaboration using Google docs Caldwell, J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE-Life Sciences Education , 9-20. Cheung, W, Hew, K (2007). A Review of Research Methodologies Used in Studies on Mobile Handheld Devices in K-12 and Higher Education Settings AJET: Australasian Journal of Educational Technology Vol 25, 2009. (n.d.). Ascilite - Home. Retrieved September 16, 2010, from http://www.ascilite.org.au/ajet/ajet25/ajet25.html Elias, T. (2010). Universal Instructional Design Principles for Moodle. International Review of Research in Open and Distance Learning, 11(2) , 110- 124. Retrieved September 13, 2010. from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=12&hi d=7&sid=003c0de8-84df-40cc-93c9-7ecb9a7b56aa%40sessionmgr13 Fetaji, B., & Fetaji, M. (2009). e-Learning Indicators: A Multi-Dimensional Model for Planning and Evaluating e-Learning Software Solutions. Electronic Journal of e-Learning, 7(1), 1- 28. Retrieved from ERIC database. Jowitt, A. (2008). Creating Communities with Podcasting. Computers in Libraries, 28(4), 14-15,. Retrieved from ERIC database Rogers, Everett M. Diffusion of Innovations. New York: Free, 2003. Print. Wheeler, S. Yeomans, P., Wheeler, D. (2008). The Good, the Bad and the Wiki: Evaluating Student-Generated Content for Collaborative Learning. British Journal of Educational Technology, 39(6), 987-99. Retrieved from http://dx.doi.org/10.1111/j.1467- 8535.2007.00799.x