Abstract
The adoption process is the major means by which publishers get new learning materials into the hands of students in the higher education marketplace. In order for a new learning tool, be it print, multimedia, or other, to be adopted, an instructor must be aware of it, willing to use it, and able to use it. These three tenets can be harder to achieve with new media projects than with print. It is easy to forget that faculty need to be educated along with students, and that faculty development is as important as the curricular content development. It is a function of educational publishers to help university authors not only improve the quality of their materials, but also make sure they reach the widest possible audience through the adoption cycle. This paper will focus on techniques for bringing university-developed new media materials to market. Several methods have been proven effective for disseminating new media products into the marketplace: faculty as well as student testing, workshops, review, and other forms of faculty education are critical to acceptance of new media learning tools. These processes will be outlined along with some successful examples. Reviewers: Terry Anderson (U. Alberta), Roy Rada (Washington State U.), Andy Reilly (Open U.), Eileen Scanlon (Open U.)
Highlights
Why Does Good Media Go Bad?Like the traditional textbook, is subject to certain metrics of quality
The adoption process is the major means by which publishers get new learning materials into the hands of students in the higher education marketplace
I believe it is because textbooks are familiar media, and because publishers have had many years to figure out what the associated objections can be, that they are no longer regarded with suspicion or annoyance by the academic community
Summary
Like the traditional textbook, is subject to certain metrics of quality These metrics are highly personalized: there is often no good quantitative way to say that an educational product is good or bad. Projects that review well are considered to be successful, and are subsequently published, while projects that do not review well are not My contention from this point onward is that there are many new media projects that have this subjective but peer-confirmed level of quality, but they are still not widely adopted: they have low sales figures, or are not recognized by name when discussed at academic meetings; in other words, they are not being used, even though they are good teaching tools.
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