"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



Dening Innovation: The Basics

Who? What? Why? How?



Dimensions of Innovation

Utility Creativity Efcacy Feasibility Risk Resistance



Components of Innovation Dimensions

Main question Range of responses Supporting questions Key terms



Application of Innovation Framework

Quantitative Approach(High Level)

Typological Approach(High Level)

Qualitative Approach(Intermediate Level)

MOOCs



Josh MorrillUniversity of Wisconsin - Madison

Institutional Typology of Innovation



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.



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



Allan GyorkeDirector, Education Technology ServicesPenn State

Pitch Session Review: MOOC Proposal



MOOC Pitch



UtilityWhat problems are being solved?

What problems are created?



CreativityHow is this a new approach?

How does this tap into or create future trends?



ResistanceWho could be upset by this?

How can we reduce backlash?



D. Christopher BrooksResearch FellowUniversity of Minnesota

Measuring Innovation: A Quantitative Approach



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



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



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



Thank you!D. Christopher BrooksEmail:[email protected]: @dcbphd

Joshua MorrillEmail: [email protected]

Allan GyorkeEmail:[email protected]

Twitter: @agyorke

"But Is It Innovative?" A Systematic Approach to Assessing and Evaluating Innovation in Educational Technology (166234000)

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