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<p>Since the early 2000s, a plethora of web-based learning technologies has been developed, each proposing to improve the student experience. Yet, a study conducted by Martin et al. (2018) demonstrate sporadic new technology adoption in Higher Education (HE), despite wide-scale social interest and a wealth of academic publications. This paper aims to provide a framework to explore this problem from an institutional perspective, involving both educational planners and pedagogues. This framework, the Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies Framework or PROPHET Framework, is a new three phase framework that combines two distinct research methodologies used by policy makers and pedagogues with a new dynamic multi-level diffusion of innovation (DMDI) model specifically designed to support dialogue between these stakeholders. Application of the PROPHET Framework will enable stakeholders to arrive at a common understanding about the efficacy of such new technologies and collaborative exploration of technology through these different lenses will lead to increased confidence in its value and relevance. It is hypothesised that undertaking this process will increase the adoption rate of Horizon Emergent Technologies, resulting in operational policy amendments and evidence of impact in the learning environment.</p>
</abstract>

Since the early 2000s, a plethora of web-based learning technologies has been developed, each proposing to improve the student experience. Yet, a study conducted by Martin et al. (2018) demonstrate sporadic new technology adoption in Higher Education (HE), despite wide-scale social interest and a wealth of academic publications. This paper aims to provide a framework to explore this problem from an institutional perspective, involving both educational planners and pedagogues. This framework, the Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies Framework or PROPHET Framework, is a new three phase framework that combines two distinct research methodologies used by policy makers and pedagogues with a new dynamic multi-level diffusion of innovation (DMDI) model specifically designed to support dialogue between these stakeholders. Application of the PROPHET Framework will enable stakeholders to arrive at a common understanding about the efficacy of such new technologies and collaborative exploration of technology through these different lenses will lead to increased confidence in its value and relevance. It is hypothesised that undertaking this process will increase the adoption rate of Horizon Emergent Technologies, resulting in operational policy amendments and evidence of impact in the learning environment.

Exploring the Problem of Establishing Horizon Emergent Technologies within a Higher Education Institution’s Operational Framework

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

Since the early 2000s, a plethora of web-based learning technologies has been developed, each proposing to improve the student experience. Yet, a study...

Exploring the Problem of Establishing Horizon Emergent Technologies within a Higher Education Institution’s Operational Framework

Publié en ligne: 13 sept. 2020

Pages: 18 - 31

DOI: https://doi.org/10.2478/eurodl-2020-0002

Mots clés
Horizon Scanning, ITC, Policy, Design, Implementation, Impact on learning

© 2020 Paula Shaw et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Exploring the Problem of Establishing Horizon Emergent Technologies within a Higher Education Institution’s Operational Framework

Publié en ligne: 13 sept. 2020

Pages: 18 - 31

DOI: https://doi.org/10.2478/eurodl-2020-0002

Mots clésHorizon Scanning, ITC, Policy, Design, Implementation, Impact on learning

© 2020 Paula Shaw et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
Horizon Scanning, ITC, Policy, Design, Implementation, Impact on learning