1. To adopt or not to adopt innovation : A case study of team-based learning Mark Freeman mark.freeman@sydney.edu.au mark.freeman@abdc.edu.au Higher Education Academy Conference 2012

2. Outline 1.Context 2.Adoption drivers 3.Why adopt team-based learning 4.Initial experiences with TBL 5.Deeper and wider 6.Lessons from organisational research 7.Q & A

3. Context More.... Students Information Technology Accountability Research With less!

4. Adoption drivers Consider a recent innovation you’ve adopted. What influenced you? (Peer discussion) Bennett (2001) (n=231 academics) For: Large classes, uni policies, student expectations Against: Time, lack skills/training, inadequate facilities CCSF teachers more likely to adopt interactive techniques than ITTF teachers (Luddeke 2003)

5. Diffusion of innovation Individual factors (Rogers ‘03) Relative advantages over what it replaces Cultural compatibility with potential adopters Complexity to understand and use Trialability – try incrementally before full commitment Visibility of results to other potential adopters Factors beyond the individual Internal (centralised/faculty policy & resources like workshops, grants, support; adopters in other dept) External (literature, publisher resources, conference, community of practice)

6. The “Chasm”

7. Why adopt Team-Based Learning? Reputable adopters Active international community of practice Literature Deeper engagement (Haidet et al. 2012) Improved problem solving (Koles 2010; Kelly 2005) Better communication & teamwork (Thompson 2007) AND teachers enjoy transformed classroom Then why limited diffusion?

8. 8 Learn concepts Apply concepts TraditionalTeam-based Readiness assessment Readings Lecture In Class Out of Class In Class Out of Class Team-based learning Traditional

9. 9 Team-based learning Pre-class In-class 5 per course1 or 2 per course Prepare Indiv testTeam test Contingent teachingTeam problem Teams debate Discuss self/peer feedbackRate self/peers In-classPre-class

10. Initial student TBL perceptions AgreeDisagree Encouraged preparation99%1% Developed team skills80%7% Developed problem solving80%6% Ensures all contribute to team94%1% Motivated progressive learning81%7% Overall - recommend TBL next year80%7%

11. Small group decision – 2 mins Consider 4 possible considerations for evaluating a potential teaching innovation (like TBL). 1.Replace teaching workload 2.Deliver information to students 3.Engage students in active learning 4.Help students develop and apply new concepts The two most important considerations for HEA Conference delegates would be: A) Combination of 1 and 2 B) Combination of 2 and 3 C) Combination of 3 and 4

12. Deeper and wider Case study 4 academics 3 supporters Survey 44 from TBL listserv 83% academics mostly teaching UG Items about TBL specifics AND adoption motives Some multi-choice, multi-answer, rank and free response

13. Considerations prioritised when evaluating teaching innovations (like TBL) NB. Sample is biased towards CCSF teachers ConsiderationMost2 nd 3 rd 4 th Least Replace teaching workload0% 10%63%27% Deliver information to students 5%2%64%21%7% Engage students in active learning 64%36%0% Help students develop and apply new concepts 29%57%12%2%0% Other6%12%35%18%29%

14. Relative advantages of TBL over what it replaced (or intended to replace) Free response (n=32)#% Students engage better and learn from each other2269% Students engage more actively with concepts1753% Students learn more and more critically1444% Students exhibit more responsibility and accountability for own learning1031% Students prepare better for class722% Students enjoy class more1031% Other student advantages516% Academics enjoy teaching more928% Other academic advantages412%

15. Relative disadvantages of TBL over what it replaced (or intended to replace) Free response (n=31)#% Academics invest more time earlier in term getting organised1548% Academics uncomfortable as facilitator1033% Student resistance826% Other413% None413% NB. Although fewer disadvantages identified, more relate to academics

16. Compatibility of TBL with existing teaching culture for you and your colleagues Free response#% Very compatible 1 723% Moderately compatible 2 1652% Incompatible826% 1.“Everyone wants active learning, but the transition from Powerpoint lectures is very hard” 2.“I believe it is compatible, but I believe there is some resistance to moving from lectures”

17. Complexity of understanding, learning and using TBL Free response#% Every step is challenging49% Some challenging elements 1 2865% Mostly straight forward with some small challenges 1024% Easy and straight forward12% 1.“I find it difficult to explain it to students so that they understand the method will help them learn - they are so fearful that their grade will be adversely affected”

18. Ease of trying TBL before full adoption Free response#% Full commitment to all aspects of TBL is essential from the start because partial adoption doesn't really work. 1229% It is possible, but not easy, to partially introduce TBL and subsequently build up from there. 1639% Partial adoption of TBL is easy and there is a natural progression to the complete TBL model over subsequent semesters1332%

19. Visibility of TBL results Free response#% They are clearly visible to me and others922% Results are clearly visible to me, but only partially visible to others 2356% Results are only visible to me, not others922%

20. Lessons from organisational research for engaging the mainstream to adopt teaching innovations Iterating across three domains (in order): 1.Leaders walking the talk and motivating their distributed leaders likewise 2.Match rhetoric with policies & procedures that action reciprocal processes to initiate & sustain change 3.Match above two with supporting resources Treleaven et al (2011)

22. Thank you