Definition of Utilization



Printer Friendly Version Definition of Utilization Media Utilization Diffusion of Innovations Implementation and Institutionalization Policies and Regulations Utilization is a systematic approach to the process and use of resources to aide in the learning process (Seels & Richey, 1994). During this phase there are many internal and external factors that can affect utilization and process of learning. An example of an internal factor could be the learner’s attitude towards technology and an external factor could be set policies within a system. Originally, principles that were used to make utilization decisions (e.g., types of instructional supports required to implement a learning solution) were focused on the perspective of the user. It was not until Everett M. Rogers published his book entitled “Diffusion of Innovations” in 1962 that the focus of utilization changed from the mere focus on user to the perspective of considering instructional material as an innovation or change and preparing the environment, resources and users for its adoption. This view changed how instructional designers implement a learning solution or an innovation. According to Rogers (1962), an ‘innovation’ is simply something that the learner considers new, which may include any given learning solutions. In other words, “Newness” of an innovation may be expressed in terms of knowledge, persuasion or a decision to adopt” (Rogers, 1995, p. 12). It is critical that the instructional designer understands and addresses the mental decision making process a person goes through before deciding if he/she is going to accept or reject an innovation. The four main elements of the diffusion process include the innovation, the communication of the innovation, time to accept the innovation and the rate of adoption within the social system. According to the theory of diffusion of innovation, an instructional designer, must understand and address this process if he/she expects to have success. In the utilization phase the designer also needs to ensure, that the selected materials will be used properly by the learners. Utilization requires consideration of a range of activities; Matching learners with materials to be used Preparing learners for use of materials and activities Providing guidance when using materials and engaging in activities Assessing the results Incorporating use of new information There are four subcategories embedded within the domain of utilization. These subcategories are: media utilization, diffusion of innovations, implementation and institutionalization and policies and regulations. Media Utilization Media utilization is a systematic process for the use of learning resources. Given information gathered during the analysis and design phase and the decision made regarding media selections, the designer prepares for media utilization. During media utilization, it is the responsibility of the instructional designer to ensure that all resources and materials are available and tested for implementation. Often it is necessary that resources are checked before they are used to make sure they are working properly and are compatible with the existing systems. If the instructional designer is not the person delivering the instruction, he/she needs to provide training for instructors to insure proper implementation. Back to top Diffusion of Innovations According to Rogers (1995), diffusion of innovation “is the process in which an innovation is communicated through certain channels over time among the members of a social system” (Rogers p. 5). As mentioned, there are four elements in the diffusion process. In communicating the innovations the instructional designer must consider and address each of these elements through providing a positive environment for change. Questions that need to be addressed through communication and awareness materials within the system are: Relative Advantage – Is the innovation better, how and why? Compatibility – How does the innovation fit in with the peoples past experiences? Complexity – How difficult is the innovation to understand and use? Trialability – Can the innovation be tried out first? Observability – How visible are the results of using it? The time required for a potential adopter to make a decision about the innovation is based on a series of events that will affect the decision of the potential adopter either positively or negatively. Roger’s theory identifies five key stages of decision that a potential adopter will go through before accepting an innovation. These stages are: Knowledge – Potential adopter becomes aware of the innovation, what it does and how it works Persuasion – If interested the potential adopter seeks more detailed information Decision – The decision to either adopt or reject the innovation is made Implementation – The adopter puts the innovation to use Confirmation – The adopter collects information to confirm the decision The instructional designer also needs to understand the categories of people who make up the population of a system and the potential rate of adoption for a given innovation (see Figure 3). The first category of people, the Innovators, will launch the innovation. The next category of people, the early adopters, will serve as role models for others and the opinion leaders of the innovation, if accepted, are a critical factor in the success of an innovation. The next category of adopters is the early majority. This group of people may deliberate for some time before making a decision. The late majority, are a skeptical group and will not adopt until others do. Finally there are the laggards. This group of people, generally, only adopts an innovation when forced to by management (see Figure 3). Click to see Figure 3 Implementation and Institutionalization According to (Seels &Richey, 1994) Implementation is the act of using the materials that have been designed and developed in the environment, in which they were intended to be used, and institutionalization is the act of continuous and regular use of these materials. Implementation and Institutionalization go hand in hand. If implementation of resources and materials is done properly and successfully, then institutionalization of the materials or strategies will integrate them into the organization. Both implementation and institutionalization occur when there are changes with either the learners or within the organization. It is the responsibility of the instructional designer to monitor and maintain compatibility between the two. If change occurs, the instructional designer must be able to plan and provide solutions in order to main compatibility. Policies and Regulations Policies and regulations are the rules, and procedures that have been established by an organization. These rules, policies and procedures are constraints within an organization that must be adhered to by the instructional designer when designing and developing instructional materials. Some policies and regulations are global, such as copyright laws. Others are exclusive to the individual organization such as Acceptable Use Policies (AUP). In the case of AUP’s it would be the responsibility of the instructional designer to ensure that there is compliance between the AUP and the delivered instruction. If the instructional designer were designing instruction for a web-based e-learning module they would need to be SCORM and Section 508 compliant. Back to top

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Definition of Utilization

Media Utilization Diffusion of Innovations Implementation and Institutionalization Policies and Regulations

Utilization is a systematic approach to the process and use of resources to aide in the learning process (Seels & Richey, 1994). During this phase there are many internal and external factors that can affect utilization and process of learning. An example of an internal factor could be the learner’s attitude towards technology and an external factor could be set policies within a system. Originally, principles that were used to make utilization decisions (e.g., types of instructional supports required to implement a learning solution) were focused on the perspective of the user. It was not until Everett M. Rogers published his book entitled “Diffusion of Innovations” in 1962 that the focus of utilization changed from the mere focus on user to the perspective of considering instructional material as an innovation or change and preparing the environment, resources and users for its adoption. This view changed how instructional designers implement a learning solution or an innovation. According to Rogers (1962), an ‘innovation’ is simply something that the learner considers new, which may include any given learning solutions. In other words, “Newness” of an innovation may be expressed in terms of knowledge, persuasion or a decision to adopt” (Rogers, 1995, p. 12).

It is critical that the instructional designer understands and addresses the mental decision making process a person goes through before deciding if he/she is going to accept or reject an innovation. The four main elements of the diffusion process include the innovation, the communication of the innovation, time to accept the innovation and the rate of adoption within the social system. According to the theory of diffusion of innovation, an instructional designer, must understand and address this process if he/she expects to have success. In the utilization phase the designer also needs to ensure, that the selected materials will be used properly by the learners. Utilization requires consideration of a range of activities;

Matching learners with materials to be used
Preparing learners for use of materials and activities
Providing guidance when using materials and engaging in activities
Assessing the results
Incorporating use of new information

There are four subcategories embedded within the domain of utilization. These subcategories are: media utilization, diffusion of innovations, implementation and institutionalization and policies and regulations.

Media Utilization

Media utilization is a systematic process for the use of learning resources. Given information gathered during the analysis and design phase and the decision made regarding media selections, the designer prepares for media utilization. During media utilization, it is the responsibility of the instructional designer to ensure that all resources and materials are available and tested for implementation. Often it is necessary that resources are checked before they are used to make sure they are working properly and are compatible with the existing systems. If the instructional designer is not the person delivering the instruction, he/she needs to provide training for instructors to insure proper implementation.

Diffusion of Innovations

According to Rogers (1995), diffusion of innovation “is the process in which an innovation is communicated through certain channels over time among the members of a social system” (Rogers p. 5). As mentioned, there are four elements in the diffusion process. In communicating the innovations the instructional designer must consider and address each of these elements through providing a positive environment for change. Questions that need to be addressed through communication and awareness materials within the system are:

Relative Advantage – Is the innovation better, how and why?
Compatibility – How does the innovation fit in with the peoples past experiences?
Complexity – How difficult is the innovation to understand and use?
Trialability – Can the innovation be tried out first?
Observability – How visible are the results of using it?

The time required for a potential adopter to make a decision about the innovation is based on a series of events that will affect the decision of the potential adopter either positively or negatively. Roger’s theory identifies five key stages of decision that a potential adopter will go through before accepting an innovation. These stages are:

Knowledge – Potential adopter becomes aware of the innovation, what it does and how it works
Persuasion – If interested the potential adopter seeks more detailed information
Decision – The decision to either adopt or reject the innovation is made
Implementation – The adopter puts the innovation to use
Confirmation – The adopter collects information to confirm the decision

The instructional designer also needs to understand the categories of people who make up the population of a system and the potential rate of adoption for a given innovation (see Figure 3). The first category of people, the Innovators, will launch the innovation. The next category of people, the early adopters, will serve as role models for others and the opinion leaders of the innovation, if accepted, are a critical factor in the success of an innovation. The next category of adopters is the early majority. This group of people may deliberate for some time before making a decision. The late majority, are a skeptical group and will not adopt until others do. Finally there are the laggards. This group of people, generally, only adopts an innovation when forced to by management (see Figure 3).

Click to see Figure 3

Implementation and Institutionalization

According to (Seels &Richey, 1994) Implementation is the act of using the materials that have been designed and developed in the environment, in which they were intended to be used, and institutionalization is the act of continuous and regular use of these materials. Implementation and Institutionalization go hand in hand. If implementation of resources and materials is done properly and successfully, then institutionalization of the materials or strategies will integrate them into the organization. Both implementation and institutionalization occur when there are changes with either the learners or within the organization. It is the responsibility of the instructional designer to monitor and maintain compatibility between the two. If change occurs, the instructional designer must be able to plan and provide solutions in order to main compatibility.

Policies and Regulations

Policies and regulations are the rules, and procedures that have been established by an organization. These rules, policies and procedures are constraints within an organization that must be adhered to by the instructional designer when designing and developing instructional materials. Some policies and regulations are global, such as copyright laws. Others are exclusive to the individual organization such as Acceptable Use Policies (AUP). In the case of AUP’s it would be the responsibility of the instructional designer to ensure that there is compliance between the AUP and the delivered instruction. If the instructional designer were designing instruction for a web-based e-learning module they would need to be SCORM and Section 508 compliant.