There has to be room for instructor and instructional adaptation as well, as diversity in practices is generally good for any organization and in educational institutions in particular, and it is through ongoing learning in all leaders -- which means instructors and administrators alike -- that the best practices can truly be found and through which the students are most effectively served (Hirsh & Killion, 2009). The change in my institution as initially implemented stifled innovation and creativity and attempted to force many students to think in ways that were ore difficult and less productive for these students, and also were seen as a waste of valuable class time by distracting from necessary skill and knowledge areas, focusing too much on the methods and less on the content....
When the policy was reversed, the situation eased considerably and there was actually an increased interest in using certain of the technological and multimedia components that had been acquired.
Evidence-based best practices are encouraged for a reason: they work. Ignoring this evidence is just a means of creating unnecessary conflict and strife. Though change is rarely smooth and easy, ensuring that a change is actually in keeping with best practices can help the transition immensely.
References
Hirsh, S. & Killion, J. (2009). When Educators Learn, Students Learn. Phi Delta Kappan, 90(7): 464-9.
Jeffrey, L. (2009). Learning orientations: Diversity in higher education. Learning and Individual Differences 19(2): 195-208.
