Durham College Innovation Fund, Spring 2013

Durham College Innovation Fund, Spring 2013

MDE 610 Assignment 4

Durham College Innovation Proposal

“ChimeIn”

Mobile Learning Student Response Tool for

Polling with Data Aggregation, Manipulation and Display.

Iain McPherson

Athabasca University

April 14, 2013

Innovation Fund

Research Department

Durham College

2000 Simcoe St. N

Oshawa, Ontario L1H 7L7

Dear Sir / Madame,

Please find enclosed my proposal for the adoption of the cloud-based mobile learning student response software tool, “ChimeIn.”

ChimeIn provides an exceptionally cost-effective tool which is flexible, pedagogically sound, and extremely simple-to-use. The adoption of such a tool will help Durham College meet the growing demand for interactive mobile teaching and learning environments, thus furthering the school’s efforts to ensure that “the student experience comes first.” Chime-in is also a radical improvement over the out-dated and limited student response system currently provided for student/instructor use by the college.

I look forward to the opportunity to discuss the details of this proposal in person and respectfully await your reply.

Kindest regards,

Iain Mc Pherson

Professor,

Durham College,

Oshawa, Ontario

Formatting note: As per the MDE 610 (W13-B) Assignment Four instructions, the following proposal is formatted as per the technology innovation proposal documentation used by the author’s college. Some slight modifications have been made to the original format in order to satisfy the assignment brief.

Introduction

The following proposes the adoption and use of the cloud-based mobile learning student response software tool, “ChimeIn,” developed by the University of Minnesota in 2010. (Higdon, Reyerson, & McFadden, 2011; University of Minnesota, 2010). It is suggested that the use of ChimeIn will provide a pedagogically sound, simple-to-use and cost-effective tool to help meet the growing demand for interactive mobile teaching and learning environments. In so doing it is also suggested that ChimeIn will meet not just two but all three of Harapnuik’s criteria for innovation, namely “good, fast and cheap” (2013b).

Proposal Details

Executive summary.

“ChimeIn” is a cloud-based mobile learning student response software tool providing instructors and students with an all-in-one software solution for secure authenticated polling from mobile devices. The software provides instructors with convenient and seamless data aggregation and manipulation resulting in the dynamic graphic display of survey results. ChimeIn is simple to learn, easy to use, fast and available at little to no cost to the institution and students. Use of the software supports learner engagement and may be used for either behaviourist evaluation and / or collaborative and constructivist learning activities. ChimeIn may be used effectively in face-to-face (F2F), hybrid and a/synchronous distance learning environments.

Proposal Description

Problem(s) to be solved or investigated

The ChimeIn tool is proposed as a solution to two main areas of concern: effective teaching/learning practices and the growing need to use mobile learning technology.

The college’s current student response system relies upon expensive in-class hand-held devices from Turning Technologies Canada that do not allow for open format responses (Turning Technologies Canada, 2011). A student response system that provides for 1) the creation of collaborative (‘active’) teaching and learning activities while 2) responding to the growing expectation amongst students for mobile learning environments is required.

Teaching and Learning. Support for ‘active’ learning by students is shared by learning theorists, instructional designers and college administration alike (Schunk, 2012; Smith & Ragan, 2005; Durham College, 2013a). Naturally such activities need be designed in accordance with appropriate pedagogical practices in mind. Constructivist learning theory suggests that not only do students need to be active as a method of engagement, but that participatory learning is essential to the construction of knowledge (Schunk, 2012). A tool which meets both the goals of student engagement and knowledge construction could, thus, prove to be very valuable indeed. The student response clickers currently owned by the school (Turning Technologies Canada, 2011) only allow responses to True/False and multiple choice format. Thus they do not meet the needs for truly constructivist knowledge creation.

Mobile learning expectations. Instructors need to make use of appropriate mobile teaching and learning technologies. Recent studies reveal that, not only are students more connected than ever before, but that they expect their instructors to leverage such connectivity (Harapnuik, 2013a). The 2012 Horizon Report observed that students “expect to be able to work, learn, and study whenever and wherever they want... (P)eople want easy and timely access... to tools, resources, and up to-the moment analysis and commentary” and that such ‘needs’ have “have risen to the level of expectations” (as cited in Harapnuik, 2013a). In defining the attributes which contribute to the generational divide, ‘millennial’ students cite that the biggest difference between them and the previous generation is the use of technology (Abacus, 2013). It would seem vital that instructors wishing to provide relevant learning experiences and, thus, ‘connect’ with their students, need to respond to the student preferences which are so “crucial to their motivation and attention to their academic work” (Dahlstrom, 2012).

What mobile device(s) to use? While the 2012 ECAR survey notes a rapid increase in the overall percentage of students who own laptops (86%), such ownership is lower in college settings than universities (Dahlstrom, 2012). Cell and smartphone ownership, however, is predicted to soon exceed 100% in Canada (Trichur, 2012). Anecdotal evidence supports the observation that virtually every college student owns a cell or smartphone. ChimeIn is specifically designed to be readily and equally accessible via cell phones (via SMS texting), smartphones (via SMS and/or mobile device formatted web site) and laptops / tablets (via web browsers) thus eliminating technological barriers to usage.

Describe the desired outcomes.

ChimeIn can be used by instructors to enhance learner engagement, collaboration and participation (‘active learning’) through constructivist learning practices. ChimeIn allows instructors to build a community of learners, assess comprehension and foster further discussion of key issues (Higdon, Reyerson, & McFadden, 2011). It does so while meeting the growing demand for mobile learning environments (Dahlstrom, 2012).

Scope of The Project

What is included or excluded. ChimeIn is an open-source software tool developed and implemented in 2010 by the University of Minnesota (University of Minnesota, 2010).[i] The software and code are offered for use by other institutions. Features of the software include:

·  Synchronous or asynchronous polls with question formats that include True/False, multiple choice and open text responses.

·  Automated dynamic cloud-based data aggregation.

·  Immediate visualization of response data via customizable graphical and/or word cloud display formats.

·  Integration with SIS thus providing automated student enrolment and authentication.

·  Ability to respond from a student’s preferred mobile device (SMS or browser-enabled cell/smartphone, tablet, or laptop)

Not included are any required data servers and / or in-house IT support. It should be noted that the nature of the data suggests that data bandwidth demands and server storage space requirements will be relatively small. Also IT Support Services will need to budget for appropriate time to become familiar with, install and integrate the application. However, the pre-existing how-to documentation, open-source and simple-to-use nature of ChimeIn suggests that, once installed, IT expertise and ongoing tech support needs should be relatively low. While most students seem to have unlimited or high-volume SMS texting plans, those without such plans could incur SMS charges depending on their cell-provider plans. Such charges can be avoided by using other response formats (for ex. a smartphone web-browser via Wi-Fi) or devices (for ex. laptop). See Appendix 1 for a simple diagram of how ChimeIn (and other online polling) works.

Other options considered. A SECTIONS Analysis of ChimeIn was conducted as part of the preliminary review of the software. However, ChimeIn was not the only solution considered. There are many other software polling options. They were rejected for different reasons. Many are commercial applications requiring paid subscriptions or software purchase. A number of free options are also available. For example an evaluation summary of free tools is currently hosted on the Athabasca University Centre for Distance Education website (Athabasca University Centre for Distance Education, 2011). Unfortunately the survey is over ten years old. Options listed are either no longer available and / or do not offer all the features, functionality, security or seamless SIS integration available in ChimeIn.

Define the audience. ChimeIn can be used by all faculty and students and in F2F, hybrid and distance learning environments. Polling may be used in both academic and non-academic environments to attract feedback on wide variety of questions and issues.

Describe how it would directly benefit students. ChimeIn provides students with a non-threatening, easy to use and effective way to participate in the collaborative construction of knowledge in a variety of environments. It leverages the use of devices that students already own and have at hand, engaging them in the creation of content. The immediate feedback that ChimeIn provides can also help instructors to modify and direct teaching/learning activities so as to respond to questions, focus attention on important concepts and/or address issues of comprehension - all resulting in a more dynamic and responsive learning environment.

How does it link to the Academic Direction. The use of ChimeIn meshes well with the college’s Academic Direction in a number of ways. The mission statement for the college states. “The student experience comes first at Durham College” (Durham College, 2013b). to adopt such a user-friendly student response system would only help to enhance the student learning experience. Moreover, as part of an institutional shift to increased online course delivery, the college Academic Leadership Committee recently proposed an increased emphasis on appropriate educational technologies as one way to improve such student experience (Hinton, 2012). Finally, it should be acknowledged that a climate of severe spending restraint currently exists at Durham College. Virtually all expenses not previously budgeted and approved were recently frozen as controls were put in place for “all spending, including operating and capital purchase orders” (Gurmen, 2013) until further notice. ChimeIn addresses all of these goals and fiscal restrains by enhancing student engagement and learning through the use of a pedagogically robust, flexible and low-to-no-cost technology that is applicable to both F2F and online learning environments.

Adoption Attributes

As per the method employed by Hansen and Salter (2001), it is recommended that both adopter-based and developer-based approaches be taken for the adoption and diffusion of the ChimeIn technology. On one hand the desired adoption of the ChimeIn software by instructors suggests that an ‘instrumentalist’ adopter micro strategy aimed at product utilization is appropriate. Such an approach will focus on “the needs and opinions of potential adopters and characteristics of the adoption site” (Surry, 1997) and, in so doing, address “the perceived needs of staff in complementing traditional teaching delivery” (Hansen & Salter, 2001, p. 298). Concurrently a second ‘prong’ – a ‘determinist’ (developer) macro approach - will be used to help ensure both organizational support for the adoption, while helping to deliver on the mandate to provide a positive student experience across all college programs.

Work Plan (aka Adoption Plan)

The following uses Morwick’s (2011) adaptation of John Kotter’s model of change management as the framework for the proposed process of adoption and support of ChimeIn at the college. The scope of this assignment limits the discussion to a brief overview of the most necessary steps.

1)  Create a sense of urgency.

·  Demonstrate the compelling data in support of the rapidly growing need to adapt instruction techniques to meet the student demand for mobile learning – and to do so with as little expense (monetary, time) as possible.

2)  Form a powerful coalition.

·  Discuss the potential of the technology with what Rogers (1995) called ‘innovators,’ adventurous potential ‘early adopters’ (as cited in Surry, 1997) and key / influential decision makers. Address any concerns that may arise.

·  Ensure stakeholders come from all major areas of the college including administration (college/student), faculty and IT services.

3)  Create a vision.

·  Articulate a cogent and compelling narrative that articulates the various strengths, advantages and possible uses for the technology.

4)  Communicate the vision.

·  Create a compelling, intriguing and time-sensitive event (i.e. avoid busy periods in the academic calendar) and / or avenues (websites, wiki, YouTube video) to demonstrate the technology. Employ institutional communication tools to invite all potential interested parties to attend the event or review the materials. One option may be to pair the demonstration with traditionally well-attended college academic activities (for ex. the semi-annual College-wide ‘town hall’ meetings.)

·  Ensure there are avenues for feedback.

5)  Remove obstacles.

·  Ensure appropriate, easy-to-use, flexible support resources are easily and clearly accessible. (For example, step-by-step instructions, numerous content-area specific examples for use, etc.)

·  Obtain feedback on early use.

6)  Create short-term wins.

·  Designate early success markers.

·  Publicize best-practice usage.

7)  Build on the change.

·  Encourage continuous feedback on user-experience.

·  Ascertain what is working, what needs to be adjusted and make improvements as possible.

8)  Embed the change in culture.

·  Provide training to all new hires / students.

·  Continue to communicate success stories.

Time Frame

While it is impossible to give a precise timeline for adoption, it is estimated that steps 1-3 may take as much as 3-12 months, while steps 4-6 may require additional 4-8 months. Aspects of steps 7 and 8 will be ongoing.

Is support required from any other business unit? What actions have you taken to investigate and secure this support?

The primary departments which will need to provide additional support include IT Services (infrastructure, tech support), Student Services (student training and support) and the CAFÉ (faculty training and learning support). The Director of the CAFÉ has already been contacted and is in favour of moving forward. He is also a member of the college’s Academic Leadership Team and thus may prove to be a valuable champion and ally. I have had numerous interactions with high level members of the IT Services department and the student government as part of my role as Station Manager and project leader in the development of the student’s campus ‘visual radio’ station.