Presented at the 2012 AECT International Convention, Naimah Wade and Kecia Waddell discuss the study that also served as a model of technology application by providing a practical demonstration of how to utilize innovative social tools for learning and virtual collaboration. The benefit of this model is that it can be used inform instructional design decisions and guide the successful integration of technology into the learning strategy. Additional analysis of the data from this original study uncovered to emergent themes: the designer as a tool for innovative collaboration and strategies for navigating the technology learning curve. *NOTE: SLIDE #3 is a video presentation of the integrative collaborative functions of Google Applications (To view visit - http://youtube.googleapis.com/v/kcOUWjkGBUY)

1. Learn to Use and Use to Learn:
Designers as a Tool for
Innovative Collaboration
Kecia J. Waddell
Naimah N. Wade
Wayne State University
2012 AECT International Convention - Louisville, Kentucky
Learning in the Age of Globalization
October 30- November 3, 2012

2. Agenda
• How We Got Here
• Description of the Study
• What Happened
• Key Themes
• Learn to Use Implication
• Use to Learn Implications
• Summary of Recommendations

4. How We Got Here
PURPOSE : The purpose of the original Google
Applications Study was to develop an innovative
intervention incorporating Google Applications in a
graduate instructional design course to model effective
use of technology integration to support individual and
peer learning.
• Documenting the process of creating a higher
education course utilizing Google Applications
• Student perceptions of the function of Google
Applications and its impact on learning
2 year study

5. Findings
Google Apps Impact on Peer Learning
• Google Apps improved peer learning by:
• Timely/relevant feedback
• Ease of use
• Effective activity design
• Reduced frustration with DB threads
• Useful Conversation Tracking features
• Google Apps hindered peer learning:
• Didn’t like constant editing to docs by other group members when
graded individually within group
• Groups Documents being edited without permission or discussion.
• Word processing features not as functional as Word
• Group document got too large

6. Findings (Con’t)
Google Apps Impact on Learning
• Google Apps helped learning by:
• Reducing frustration with Discussion Board threads
• Allowing for rich/meaningful responses teacher-to-student
• Providing a useful conversation tracking feature
• Real-time collaboration features
• Google Apps hindered learning by:
• Generating frustration due to unfamiliarity with Google Apps

7. Key Themes
METHOD
• Reflective journals that captured learner perceptions were analyzed using
constant-comparison (Ruona, 2005)
• Discourse Analysis (Wordle.com)
RESEARCH QUESTIONS THAT EMERGED
• How might failing to overcome challenges that accompany learning new
and emerging tools for learning and collaborative outweigh the benefits of
their use?
• To what degree does the quality of the learning strategies implemented
by the designer impact student collaboration in Google Applications?

8. Reflective Journals

9. Learn to Use
What does it mean?
• How can designers best utilize innovative social tools for
learning and virtual collaboration?
By proactively learning to use them.
• How can designers ensure that students excel in online
learning environments built on new/unique platforms?
By helping them gain required proficiency (learn to use ).
• What can designers and those who train designers do to help
students to gain this required proficiency and excel innovative
learning platforms?
Manage the technology learning curve

10. Learn to Use Implications
Strategies for Managing the Learning Curve
• Understand the phases of the innovation
learning curve as it relates to designing
online instruction.
o Diffusion of Innovation (Rogers,
1995)
o Technology Acceptance Model
(Bagozzi, Davis & Warshaw, 1992)
• Anticipate Learning Barriers
o Technological anxiety and frustration Image Courtesy of Wikipedia
(Saade & Kira, 2006)
• Accelerate acceptance of the selected
technology by proactively orienting
students to the tools and providing
opportunities for them to practice

11. Use to Learn
What does it mean?
• How should instructional designer approach and solve
challenges confronted by learners using online productivity
tools for collaboration?
Use principles of design thinking
• What is the role of the instructional designer with increased
use of online productivity tools for collaboration?
Coach
• How does the instructional designer as the human instrument
impact productivity tool use to learn?
Disposition & Competency of the ID

12. Use to Learn Implications
Instructional designers are the human instrument in
the successful creation and support of effective
digital-age learning environments
DISPOSITIONS
• Tolerance for ambiguity
• Creativity and flexibility
• Deep commitment to student learning
• Perseverance
• Optimism and enthusiasm (Danielson, 2006)
Essential Strategies for Online Collaboration
• Cognitive Apprenticeship (McLellan, 1994; Weigel, 2002)
• Collaborative Learning

13. Interact with the Tool
http://goo.gl/ujeXu
Uses and Benefits:
5 Ideas in 5 Minutes:

14. Interact with the Tool
VISIT
http://goo.gl/ujeXu

15. References
Cross, N. (2011). Design thinking : understanding how designers think and work. Oxford; New York:
Berg.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria,
VA: ASCD (Association for Supervision and Curriculum Development
McLellan, H. (1994). Situated learning: Continuing the conversation. Educational Technology 34, 7- 8.
Saade, R.G., & Kira, D. (2006). The Emotional State of Technology Acceptance. Issues in Informing
Science and Information Technology Volume 3.
Surry, D.W., & Ely, D.P. (2001). Adoption, Diffusion, Implementation and Institutionalization of Educational
Technology. In R. Reiser & V.L. Dempsey (Eds.), Trends & Issues in Instructional Design and
Technology, 183-193, Upper Saddle River, NJ: Prentice-Hall.
Unger, K. L. (2012). Examining the factors of a technology professional development
intervention. Wayne State University).ProQuest Dissertations and Theses, 258. Retrieved
from http://search.proquest.com.proxy.lib.wayne.edu/docview/1010417547?accountid=14925. (1010417547).
Weigel, V. (2002). Deep learning for a digital age: Technology’s untapped potential to enrich higher
education. New York: Jossey-Bass.

16. Contact Us
Kecia J. Waddell - keciajw@gmail.com
Naimah N. Wade - naimah.wade@wayne.edu