Discussion topics and concepts for week two

Best Practice Change

Change Initiatives in Educational Settings: Research and Experience

Change initiatives are relatively commonplace in many organizations, and policy development in education can occur so frequently that it seems like every adjustment requires a new policy statement. This was certainly the case during a new equipment acquisition phase an organization I was a part of underwent some time ago. As one part of my particular institution's new technology and multimedia acquisitions and programs, instructors in a variety of fields were required to incorporate mandatory multimedia projects and learning lessons for all students, such that the use of specific technologies and methodologies for learning and for project creation was made consistent for all students. This policy led to a great deal of consternation among both teachers and students, and eventually enough momentum was built behind the opposition to the new policy that it was reversed and a more diversity-inclusive policy that encouraged multimedia use but allowed for multiple learning styles and preferences was implemented in its stead. An examination of relevant literature might explain why the policy was problematic and how the reversal may have been of benefit.

Research has demonstrated that best practices when it comes to offering different learning methods and activities is to provide choice -- encouragement and guidance, to be sure, but ultimately allowing students to gravitate to their own chosen learning paths (Jeffrey, 2009). Furthermore, the evidence shows that certain types of students have difficulties with certain learning methods and strong preferences for others (Jeffrey, 2009). This means that students -- and thus instructors -- are best served by the offering of choice, not the forcing of newer learning styles and methods.

The policy that was implemented at my learning institution and that is being discussed here was not in keeping with the findings of this research, in that it did not allow for choice but rather mandated certain learning and instructional techniques be evenly and consistently applied to/forced upon all students, and this simply was not viable (Jeffrey, 2009). 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.