Domestication of elearning technologies: A preliminary conceptual framework Laurence Habib

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Domestication of e-learning technologies A
preliminary conceptual framework Laurence Habib
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Definitions

• Domesticate 1) a) to make or settle as a member
  of a household to cause to be at home to
  naturalize.
• Domesticate 1) b) to make to be or to feel at
  home, to familiarize.

Oxford English Dictionary
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RULES AND REGULATIONS
Producer
Regulatory bodies
RULES AND REGULATIONS
DESIGN
MARKETING
RULES AND REGULATIONS
Re-seller
COMMODIFICATION
MARKETING
MARKETING
Advertising company
MARKETING
CONVERSION
CONVERSION
CONSTRUCTION
Other consumers or potential consumers
Domestic sphere
CONVERSION
Consumer
Personal sphere
APPROPRIATION
OBJECTIFICATION
INCORPORATION
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Commodification

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Commodification

• Design and marketing of a product building an
  identity for the product
• Construction of the product by its potential or
  actual consumers (as they imagine it, desire it,
  weigh its potential utility, etc.)

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Design

• Creating the artefact the object is fashioned
  functionally and aesthetically
• Constructing the user images of eventual users
  are incorporated in the fabric of the object
• Catching the consumer understanding the complex
  cultural space within which the customers make
  their decisions

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Appropriation
The product is bought. It is brought into the
home or other private cultural spaces. It is made
acceptable and familiar.
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Conversion

• Consumers
• signal to others their participation in the
  consumption and innovation process
• display of ownership
• display of competence
• conversation, gossip
• provide feedback to producers, regulators, etc.
• directly
• indirectly
• Producers, regulators, advertisers, vendors may
  or may not alter their product or services

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Appropriation
Objectification
Mastery
Incorporation
Customization/Tailoring
Integration
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Objectification

• The product finds a place and a space in the
  domestic geography of the consumer.
• Career or life of objects
• The place the product is given reflects its
  status
• Other objects may be displaced or removed, which
  also affects or reflects their status
• Acceleration of obsolescence

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Incorporation

• The product
• is given a function (sometimes unintended by the
  designer) and a meaning
• is fitted into a pattern of use of domestic time
• Enters into existing activities
• Brings in new activities
• May generate conflicts or anxieties

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Regulatory bodies
RULES AND REGULATIONS
Producer
RULES AND REGULATIONS
DESIGN
RULES AND REGULATIONS
MARKETING
Re-seller
Advertising company
MARKETING
COMMODIFICATION
MARKETING
INDIVIDUAL CONVERSION
MARKETING
Other users or potential users
INSTITUTIONAL CONVERSION
INDIVIDUAL CONSTRUCTION
INSTITUTIONAL CONSTRUCTION
User
Domestic sphere
Learning institution
Personal sphere
INSTITUTIONAL APPROPRIATION
INDIVIDUAL APPROPRIATION
OBJECTIFICATION
INCORPORATION
CUSTOMIZATION/TAILORING
MASTERY
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CUSTOMIZATION/ TAILORING
OBJECTIFICATION
INCORPORATION
MASTERY
e.g. The institution provides time for training,
coaching, user support, development of course
material using the e-learning application, etc.
e.g. The institution orders from the e-learning
application supplier the modules that are
expected to be used
e.g. The institution organises training for
super-users, IT support staff, central system
administrators
e.g. The institution provides a server computer
for the application, space on the internal
webpage, etc.
Institu-tional level




Faculty/ Depart-ment level
e.g. The faculty/department provides time for
training, coaching, user support, development of
course material using the e-learning application,
etc.
e.g. The faculty/department may provide
guidelines and/or a templates for the development
of course material using the e-learning
application
e.g. The faculty/department provides new software
and hardware if needed, rooms for the training
sessions, etc.
e.g. The faculty/department organises training
for super-users, system administrators,
user-support staff




e.g. The group develops rules and norms to
integrate the e-learning application (e.g.
sharing of printers, projectors, audio-visual
resources, etc.)
e.g. The group may decide to limit the use of the
application to some modules, and/or to add
features of their own to the system
Group level
e.g. The group develops new routines around the
use of the e-learning application
e.g. A group of users with similar needs
participates in a training/coaching programme
tailored to those needs




Indivi-dual level
e.g. Individual users are trained and coached to
achieve a level of knowledge that is appropriate
to their needs
e.g. Users integrate the application in their
physical and digital spaces, in the office
and/or at home
e.g. Users create a structure for their course
and choose the pedagogical methods to be used
(forum, chat, collaborative writing, etc.)
e.g. Users integrate the application in the their
routine at work and/or at home
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Organizational/institutional appropriation

• will depend on a series of factors, including
• Compatibility (to what extent the LMS is
  compatible with the other systems currently used
  within the organization),
• Dependence (to what extent the LMS depends on a
  particular operative system),
• Competence (competence available in-house and/or
  outside the organization, financial boundaries
  that restrict the building of in-house competence
  or the hiring of external help).

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Diffusion of Innovation Theory

• Technological innovation is communicated through
  particular channels, over time, among the members
  of a social system.
• Innovation-decision process
• knowledge (exposure to its existence, and
  understanding of its functions)
• persuasion (the forming of a favourable attitude
  to it)
• decision (commitment to its adoption)
• implementation (putting it to use)
• confirmation (reinforcement based on positive
  outcomes from it)

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DoI Characteristics of an innovation

• Relative advantage (the degree to which it is
  perceived to be better than what it supersedes)
• Compatibility (consistency with existing values,
  past experiences and needs)
• Complexity (difficulty of understanding and use)
• Trialability (the degree to which it can be
  experimented with on a limited basis)
• Observability (the visibility of its results)

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Five Stages of Adoption

• Awareness the individual is exposed to the
  innovation but lacks complete information about
  it
• Interest the individual becomes interested in
  the new idea and seeks additional information
  about it
• Evaluation the individual mentally applies the
  innovation to his present and anticipated future
  situation, and then decides whether or not to try
  it
• Trial the individual makes full use of the
  innovation
• Adoption the individual decides to continue the
  full use of the innovation

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DoI Adopter categories

• Innovators (venturesome)
• Early adopters (respectable)
• Early majority (deliberate)
• Late majority (sceptical)
• Laggards (traditional)

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Characteristics of Innovators

• Venturesome, with a desire for the rash, the
  daring, and the risky
• Substantial financial resources to absorb
  possible loss from an unprofitable innovation
• Able to understand and apply complex technical
  knowledge
• Able to cope with a high degree of uncertainty
  about an innovation.

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Characteristics of Early Adopters

• Integrated part of the local social system
• Greatest degree of opinion leadership in most
  systems
• Serve as role model for other members or society
• Respected by peers
• Successful

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Characteristics of the Early Majority

• Interact frequently with peers
• Seldom hold positions of opinion leadership
• Deliberate before adopting a new idea

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Characteristics of the Late Majority

• Pressure from peers
• Economic necessity
• Sceptical
• Cautious

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Characteristics of the Laggards

• Possess no opinion leadership
• Isolated
• Point of reference in the past
• Suspicious of innovations
• Innovation-decision process is lengthy
• Limited resources

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DoI Roles in the innovation process

• Opinion leaders (have relatively frequent
  informal influence over the behaviour of others)
  
• Change agents (influence innovation decisions
  positively, by mediating between the change
  agency and the relevant social system)
• Change aides (complement the change agent, by
  having more intensive contact with clients, and
  who have less competence credibility but more
  safety or trustworthiness credibility).