Medical schools provide many educational resources in their basic science curriculum, including slide-based lectures, handouts, study guides, reviews, textbooks, primary literature, and web-based links. We recently instituted a web-based lecture recording system, which synchronizes lecture audio with visual components, as opposed to previous audio-only recordings. This study sought to determine how this recording system was being used by students, whether its availability impacted class attendance, and whether this resource had a positive effect on student performance. First-and second-year medical students were surveyed regarding class attendance and their use of lecture recordings. In addition, students indicated their impression of how lecture recordings influenced exam performance for several of their basic science courses. Student perception was compared with actual exam results. Of 206 students who completed the survey, 80.1% (N = 165) utilized the lecture recording system. Of 91 second-year students using the resource, only 14.4% (N = 13) mentioned a decline in lecture attendance. Despite how it was used, first-and second-year medical students overwhelmingly responded in favor of these audiovisual-synchronized recordings. 90.3% of responding medical students using recordings felt this resource improved exam performance. While student perception was positive, our multidisciplinary data suggest otherwise. With the exception of the second-year Pharmacology course, lecture recordings did not have an impact, either in a positive or negative direction on exam performance across seven first-and second-year basic science courses. Lecture recordings can be viewed as another useful tool, in addition to traditional lectures, that allows for flexibility in study habits and self-directed learning.
This article proposes a hypothetical model for determining rate of diffusion of an innovation in a system. The model modifies Everett Rogers' S-curve using an index created from Gartner's hype cycle phases. Rogers' model for technology innovation adoption demonstrates that cumulative technology diffusion in a system from zero through the late majority adopters' phase forms a curve resembling the letter "S". Hype cycles analyze the five emotional stages technology adopters go through from over-enthusiasm (hype) though disappointment until it plateaus (beginning of mainstream adoption). When numbers assigned to the phases of adoption from the hype cycle are used as multipliers and applied to the cumulative adoption data of an innovation (Rogers' S-curve), the "S" becomes a "J". With the J-curve you can determine the rate of innovation diffusion in an organization.
This article proposes a hypothetical model for determining rate of diffusion of an innovation in a system. The model modifies Everett Rogers’ S-curve using an index created from Gartner’s hype cycle phases. Rogers’ model for technology innovation adoption demonstrates that cumulative technology diffusion in a system from zero through the late majority adopters’ phase forms a curve resembling the letter “S”. Hype cycles analyze the five emotional stages technology adopters go through from over-enthusiasm (hype) though disappointment until it plateaus (beginning of mainstream adoption). When numbers assigned to the phases of adoption from the hype cycle are used as multipliers and applied to the cumulative adoption data of an innovation (Rogers’ S-curve), the “S” becomes a “J”. With the J-curve you can determine the rate of innovation diffusion in an organization.
This chapter is organized around shifting paradigms of information literacy, instructional literacy, and technology literacy. Information literacy focuses on the questions of what knowledge management is. Instructional literacy advocates the promotion of new teaching methods rather than new technology. Technology literacy should be rise from grounded contexts rather than be considered a skill. The chapter explores the impact of these shifts on the role of teacher, student, and content to promote knowledge creation (learning). The authors seek to identify the most effective ways to present instruction. Finally, the chapter discusses technology literacy as the merging the two constructs-teaching and using technology.
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