This Web page: http://frugal-innovations.tltgroup.org/nanovation/background
Nanovation: Self-sustaining peer-to-peer dissemination and implementation of small, important steps on a path to bigger improvements in teaching and learning with technology - to incremental exponential revolution. New definition 20100920
Nanovation is
Built of the smallest units that can sustain exponential improvement. I.e., those units which can enable and encourage individual faculty members each to:
- Make one low-threshold improvement in one course. Try it more than once.
- Get a little feedback and use that feedback to adapt that improvement. [Or decide to reject this improvement - and explain why to colleagues.]
- Help at least two colleagues make similar improvements. So that those colleagues are each similarly enabled and encouraged to try, adapt, retry, and help at least two more colleagues ... and so on.
"Constructive viral marketing"?
I.e., constructive adaptation of Internet-based "viral marketing," "chain reaction," "achieving critical mass," etc. Leading to exponentially widespread implementation of incremental improvements in teaching and learning with technology.
- Tried an improvement in teaching/learning with technology - more than once?
[Alternative: Tried an improvement once and never again?]
- Gotten some feedback and made some changes in that improvement?
[Alternative: Didn't get any feedback or ignored feedback?]
- Helped at least two colleagues make similar improvements - in ways that made it likely they would try it more than once, collect feedback, help at least two more... etc.?
[Alternative: Didn't help anyone? Helped some colleagues but they didn't help others?]
- If you answered "Yes" to any of the questions above please share your comments and stories about your efforts. If you answered "No" to any of the questions above please share your comments on why you did not take any of these steps. Send email to gilbert@tltgroup.org
Note: Do you have other ways of describing or confirming a successful dissemination and use of an improvement in teaching and learning with technology? Which ones?
How much does it matter which specific improvement has been used by which faculty member?
Beliefs
Many faculty members and other academic professionals already share information about ways of improving teaching and learning with technology (about tools, resources, ideas, services, etc.).
Sharing information alone is not enough to sustain exponential incremental improvement in teaching and learning with technology.
We can identify the characteristics and find/develop examples of the smallest units (materials, activities, services) that can sustain exponential incremental improvements in teaching and learning with technology.
The smallest units likely to sustain exponential incremental improvements (Milli-Everetts) are those which enable and encourage individual faculty members each to:
- Make one low-threshold improvement in one course.
- Get a little feedback and use that feedback to adapt and try that improvement again. [Or decide to reject this improvement - and explain why to colleagues.]
- Help two colleagues make similar improvements. So that those two colleagues are each similarly enabled and encouraged to try, adapt, retry, and help two more colleagues ... and so on.
Challenge: Find Milli-Everetts (Smallest Units of Nanovation)
A. Examples of current or past successes
B. Identify, describe, and define important desirable characteristics of Milli-Everetts
A Milli-Everett is something that enables and encourages some teachers to each:
- Make one low-threshold improvement in one course. Try it more than once.
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- Get a little feedback and use that feedback to adapt that improvement.
- [Or decide to reject this improvement - and explain why to colleagues.]
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- Help at least two colleagues make similar improvements. So that those colleagues are each similarly enabled and encouraged to try, adapt, retry, and help two more colleagues ... and so on.
Note: Work with 5% of faculty per term with 75% success with above cycle (includes each of them getting 2 more) ==> 30+% per year!
We're seeking advice, guidelines, principles, examples, resources...to fill in this table
WHAT COULD BE DONE BY WHOM TO ENABLE & ENCOURAGE PARTICIPANTS TO:
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Try a modest improvement or innovation to improve teaching and learning
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Collect & use some feedback to improve the improvement innovation
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Enable & encourage at least 2 colleagues to begin same cycle
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Before Single Event or Series
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During Single Event
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After Single Event or Series
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Between Multiple Events
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During Multiple Events
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Top of Page
Additional Resources
http://tlt.gs/bookmarks
http://docs.google.com/present/edit?id=
0AXu3S_61MD46YWpia3Y3bmhkcnQ4XzRmbXg0bjJjbg&hl=en
Dissemination + Improvement + Implementation
+ More Dissemination + More Improvement + More Implementation
Feedback
Mini-Feedback Survey (try taking this with a smart phone if you have one)
Google Form: http://spreadsheets.google.com/viewform?formkey=dEFWcm5HSWpFY2xNVjBXNzhBYzNwOXc6MA
Poll
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Note: You can probably create a Web page more visually appealing than this one.
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