1. Crossing the Chasm: A Participative Approach to
Developing a Framework for Scaling OER Adoption
Alma Correa, Researcher, Institutional Research
Kats Gustafson, Dean, Online & Distributed Learning
Matthew Rivaldi, Faculty, Business Information Technology
Stephanie Bulger, Vice Chancellor, Instructional Services
ELI Annual Meeting
January 30, 2018
New Orleans, LA

2. Open Educational Resources Adoption
Open Educational Resources are:
“Teaching, learning, and research resources released under an intellectual property license or public domain which permits their free use and re-purposing by others.”
--William and Flora Hewlett Foundation

3. Diffusion of Innovation
The Chasm
San Diego Community College District is at the “Innovators” level of the diffusion of innovation where 2.4% of faculty use OER. Diffusion of Innovations by Everett M. Rogers. Crossing the Chasm by Geoffrey A. Moore.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.
Image by Matthew Rivaldi and is licensed: CC By

4. Diffusion of Innovation
Early Adopters seek a “Change Agent.” They expect a radical discontinuity between the old ways and the new and are prepared to champion this cause against expected resistance.
Necessary to educate about the difference between the Early Adopters and the Early Majority.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.
Image by Matthew Rivaldi and is licensed: CC By

5. Diffusion of Innovation
In contrast, the
Early Majority want productivity improvement. They are seeking to minimize discontinuity. They seek evolution rather than a revolution.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.
Image by Matthew Rivaldi and is licensed: CC By

6. Diffusion of Innovation
The Chasm
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.
Chart Image by Matthew Rivaldi and is licensed: CC By Motorcycle Image CC0. Source

7. We at SDCCD are taking the leap to cross the chasm
We at SDCCD are taking the leap to cross the chasm. It is not easy, as we know there are many improvements to existing situations that are better, but never take hold.
Image CC0. Source

8. Image from Pexels.com CC0. Source
Example, the QWERTY Keyboard was intentionally designed to slow down typing to ensure the machine didn’t get jammed.
QWERTY keyboard layout was originally designed by Christopher Latham Sholes in the 1870’s.
#6 was manufactured by the Blickensderfer Manufacturing Company of Stamford, Connecticut from 1910 to around
Image from Pexels.com CC0. Source

9. Standard QWERTY Keyboard DVORAK Keyboard
1936. Dvorak Keyboard patented by August Dvorak and his brother in law Dr. William Dealey.
The new keyboard configuration was engineered to speed up typing on more modern typewriters, but never took off? Why would a better solution not take off? It never crossed the chasm.
Qwerty Keyboard = 32% of the time your fingers on the middle row will hit one of the keys.
Dvorak Keyboard = 70% of the time your fingers on the middle row will hit one of the keys.
In fact, it has been estimated that during a typical 8-hour day a typist's fingers will travel 25 kilometers (16 mi) on a QWERTY keyboard and only 1.6 kilometers (1 mi) on a Dvorak keyboard.
Top Image by Matthew Rivaldi and is licensed: CC By.
Bottom Image. Licensed CC0. Source:

10. The Process for Diffusion of Innovation: Five Stages in the Decision Innovation Process1
Knowledge 2
Persuasion 3
Decision 4
Implementation 5
Confirmation
Image from Pexels.com. CC0. Source
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.

11. Assumptions: Objectives for today:
Focusing on moving the “Early Majority” to OER adoption.
There is agreement of the five stages in the decision innovation process.
Objectives for today:
Understand and practice developing an OER framework for moving the “Early Majority” through the Decision Innovation Process.
Develop a custom framework to scale OER adoption for a higher education institution.
The tangible product will help SDCCD “cross the chasm” and be accessible to other institutions to use or modify for their institution.
There is a chasm between the early adopters and early majority
Result of this session will be a framework for assisting us, as well as other institutions, in identifying the stages and the strategies for getting there.

12. The Process for Diffusion of Innovation: Five Stages in the Decision Innovation Process1
Knowledge 2
Persuasion 3
Decision 4
Implementation 5
Confirmation
Determine the scale and scope of the adoption of OER within the institution. Specify resources.
Would-be adopter is first exposed to innovation and seeks further information regarding OER
Conveying the benefits of adoption of OER
Weigh pros and cons of adoption
Finding if OER is really useful or not
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.

13. Crossing the Chasm focusing on Early Majority
Early Majority can be considered pragmatists:
Although harder to win over, the Early Majority are often loyal once won.
Tend to be “vertically” oriented and communicate more within their own industry or community.
Prefer to keep communication to a minimum number of channels.
Want to wait until the product is proven.
They often don’t want to hear about the “latest and greatest,” they just want to know it works. They’d rather hear “industry standard” rather than “state-of-the-art.”
Bringing on the Early Majority takes patience... and time. It can be a long-term agenda.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.
Chart Image by Matthew Rivaldi and is licensed: CC By.

14. Prompts for each stage have been provided in your handouts
STAGES:
COMPONENTS: 1
KNOWLEDGE 2
PERSUASION 3
DECISION 4
IMPLEMENTATION 5
CONFIRMATION.
WHO…
are the important stakeholders?
Individuals or groups who help move the Early Majority to the next stage.
Stakeholders may or may not include the Early Majority.
WHY…
move to the next stage?
What are the main incentives for the Early Majority to enter and pass each stage of the Decision Innovation Process?
What might interest the Early Majority to become knowledgeable about Scaling OER Adoption?
At this point, the group may not be aware of OER, how can we get this group’s attention?
Now that the Early Majority are knowledgeable about OER, how do we get the early majority open to the idea of adopting OER?
What benefits and how should we convey information that would convince the Early Majority that implementing OER might be a good decision?
What does the process of decision making look like at your institution?
Is the decision made as a group or individually?
This process is not suggested to be a forced process, but rather intrinsically motivated.
When the Early Majority decides to use OER, how can we support their decision and make it a positive experience?
How can we increase the ease of access to support, information and the quality of OER within the institution while the group goes through the implementation stage?
Can we assist in users performing an individual or classroom evaluation of the experience using OER?
How can we increase access to group confirmation during this stage when seeking confirmation from peers, colleagues, friends, etc.?
WHAT…
actions will we take?
Specific tactics to employ to move the Early Majority to the next stage.
Actions help focus resources that will be needed to move successfully to the next stage.
HOW…
will we know we are successful?
Increase awareness of OER by providing education and professional development to move to stage 2.
Convey the benefits of OER in detail.
Weigh the pros and cons of adoption to accept or reject the opportunity.
Provide stakeholders ease of access and quality information and resources to implement OER.
Evaluate effectiveness and benefits of adopting OER for students, faculty and institutional.
WHEN…
is this stage complete?
How long (or by what date) would we like the stage to be completed to move the Early Majority past this stage? The timing of each stage will likely be unique to each institution and social social system.

15. Factors to consider when creating a framework
Influences
Facilitation
Impediments
Channels of Communication
Impact of Time
Rewards to Complete the Stage
Measurement
Additional Considerations?
Has anything been missed at each stage of the framework?
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York, NY: Free Press.

16. Group Activity: Each group records components of one of five stages1
KNOWLEDGE 2
PERSUASION 3
DECISION 4
IMPLEMENTATION 5
CONFIRMATION.
WHO…
are the important stakeholders?
WHY…
move to the next stage?
WHAT…
actions will we take?
HOW…
will we know we are successful?
WHEN…
is this stage complete?

17. Group Activity: Each group records components of one of five stages1
KNOWLEDGE 2
PERSUASION 3
DECISION 4
IMPLEMENTATION 5
CONFIRMATION.
WHO…
are the important stakeholders?
WHY…
move to the next stage?
WHAT…
actions will we take?
HOW…
will we know we are successful?
Increased awareness. Professional development was offered.
Conveyed benefits in detail. Early Majority is open to adopt OER.
Early Majority weighed pro’s and con’s. Early Majority decided to adopt OER.
Rewards to implement. Early Majority implemented OER at institution.
Survey sent out. Early Majority will continue to offer OER.
WHEN…
is this stage complete?
TBD. Unique to each institution and social social system.
We have started on the framework by completing the HOW and WHEN components. These components can be customized for your institution.
Two components, How and When, have been completed for today’s activity.

18. Group Activity: Each group records components of one of five stages1
KNOWLEDGE
WHO…
are the important stakeholders?
WHY…
move to the next stage?
WHAT…
actions will we take?
HOW…
will we know we are successful?
Increased awareness. Professional development was offered.
WHEN…
is this stage complete?
TBD. Unique to each institution and social social system.
We have organized attendees into groups based on table location. Each group will complete one of the stages.
Before that step...
Two components, How and When, have been completed for today’s activity.

19. Group Activity: Each group records components of one of five stages1
KNOWLEDGE 2
PERSUASION 3
DECISION 4
IMPLEMENTATION 5
CONFIRMATION.
WHO…
are the important stakeholders?
WHY…
move to the next stage?
WHAT…
actions will we take?
HOW…
will we know we are successful?
Increased awareness. Professional development was offered.
Conveyed benefits in detail. Early Majority is open to adopt OER.
Early Majority weighed pro’s and con’s. Early Majority decided to adopt OER.
Rewards to implement. Early Majority implemented OER at institution.
Survey sent out. Early Majority will continue to offer OER.
WHEN…
is this stage complete?
TBD. Unique to each institution and social social system.
As a collective group, can we identify stakeholders that are common in all five stages?
Two components, How and When, have been completed for today’s activity.

20. Group Activity: Each group records components of one of five stages1
KNOWLEDGE
WHO…
are the important stakeholders?
Academic Senate
Program Chairs
D.E. Dean
Board of Trustees
VPI, VPA
WHY…
move to the next stage?
WHAT…
actions will we take?
HOW…
will we know we are successful?
Increased awareness. Professional development was offered.
WHEN…
is this stage complete?
TBD. Unique to each institution and social social system.
GROUPS:
Organize individuals into 5 groups. Each group will take 1 stage.
Individuals within the group will write their ideas on sticky notes and add to poster boards, focusing specifically on on the WHY and WHAT components.
Groups will discuss and edit.
Groups will present out (if time permits).
LINK TO LIVE DOCUMENT:

21. Thank you for your participation!
To receive a copy of the slides, the handouts, and a video of the presentation, please visit the ELI Educause resource page or
Please be sure you have entered your on the sign-in sheet. A copy of the Framework will be ed to each participant on the sign-in sheet.
Alma Correa, Matthew Rivaldi,
Kats Gustafson, Stephanie Bulger,

22. Content License:
© 2018, San Diego Community College District and the respective copyright owners.
Unless otherwise noted, this work is licensed under a Creative Commons Attribution 4.0 International License.
Retrieved from: