flex-e-bility

The introduction of any innovation is subject to a number of stages. Aldrich (2005) identifies a six step process.

1. “Theory: Wouldn’t it be great?” (Aldrich 2005:xxxiv) is associated with the development of ideas. It involves people who are enthusiastic about the possibilities that technology provides but vague in describing the form that the solution might take.
2. The initial stage is followed by the “Innovator: Imagine this were everywhere!” (Aldrich 2005:xxxv) stage that involves Rogers’ innovator type (Rogers 1995:263). People who are obsessive about the development and use of innovations work tirelessly, and on some occasions ideas are turned into outcomes that can be used by others, at this point, the innovators frequently become bored with this project and move onto something else.
3. The innovation phase is followed by the “Magic bullet: Look! A paradigm shift” (Aldrich 2005:xxxv) stage. This phase is characterised by substantial levels of enthusiasm about the innovation. Development companies and vendors are ‘glowing’ about the new developments. Marketing and advertising groups promote the new solution that supercedes everything that has gone before. Negative commentary is seen as negative, obstructive and characteristic of those who are nervous about progress.
4. This initial enthusiasm is often followed by “Confusion: Why did we think this would work? (Aldrich 2005:xxxvi). Early and often over-inflated promises and expectations are not met and disenchantment rises. Progress of the innovation falls into a ‘pit of despair’. It is only a few years ago that the promise of ‘online technology’ in revolutionizing education was being heralded (see for example ). Despite the fact that digital and online technology is used, and has resulted in changes in education a recent study by the OECD (Organisation for Economic Co-operation and Development 2005) show that these changes relate more to increases in the efficiency and effectiveness of student support and administration than resulting in systemic changes in the design of teaching programs or learning practices.

… after the hype of the new economy, growing disenchantment with e-learning has replaced over-enthusiasm. Failures of e-learning operations have, at least temporarily, overshadowed the prospects of widened and flexible access to tertiary education, pedagogic innovation, decreased cost etc., that e-learning once embodied. (Organisation for Economic Co-operation and Development 2005:11)

Aldrich (2005) says that “The story should end here. The technology should just die. But then something happens. Just what is hard to say … the technology comes back from the dead” (Aldrich 2005:xxxvii).
5. We move the “Strategic advantage: Here is the business case and ROI” (Aldrich 2005:xxxxvii) stage. Here, what has been learnt in earlier stages collides with the interests of business which is more conservative, more measured and evaluates possibilities in terms of business cases and return on investment. Those innovations that pass the business process tests proceed to become part of institutionalised infrastructure.
6. The final stage of the innovation development process “Infrastructure: Turn it on, would you?” (Aldrich 2005:xxxvii). The innovation becomes widely available, reliable, and commercially viable.

Aldrich, C. (2005). Learning by doing. A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco, Pfeiffer.
Organisation for Economic Co-operation and Development (2005). E-learning in tertiary education. Where do we stand? Paris, OECD.
Rogers, E. (1995). Diffusion of innovations. New York, The Free Press.