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35 Cards in this Set
- Front
- Back
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Diffusion of Innovations |
-this theory says that behavior change is contagious -system of facilitating behavior change in large populations -4 key elements : innovation, communication channels, time, the social system |
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Genesis of DI |
-Everett Rogers at Iowa State in the 1950s was interested in Diffusion Theory -looked at Hybrid Seed Corn |
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Innovation (Elements of DI) |
-an idea that is perceived as new by a population Incremental - small improvement Distinctive - significant improvement but no new technology Breakthrough - new technology |
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Relative Advantage (Characteristics of DI) |
-innovation must have significant appeal for people to make a change |
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Compatibility (Characteristics of DI) |
-high compatibility means its consistent with the person's current belief -most important and must be perceived as meeting a critical need |
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Complexity (Characteristics of DI) |
-issue must be applicable because any level of frustration may erode the resolve to adopt the innovation |
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Trailability (Characteristics of DI) |
-innovations that are cheap and reversible are more likely to be adopted |
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Observability (Characteristics of DI) |
-innovations that are observable are more likely to be adopted |
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Communication Channels (Elements of DI) |
-the means by which messages are transferred between individuals
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Mass-Media Channels |
-TV, radio, newspaper Awareness Knowledge - leads people to know the innovation exists |
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Interpersonal Channels |
-require face-to-face interaction between two or more individuals Subjective Evaluation - person who adopted innovation can convey an opinion about the innovation |
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Innovation Decision Process |
Knowledge - you have to be aware of innovation and learn to use it Persuasion - forming positive attitude to innovation Decision - accept/reject innovation Implementation - initial adoption of innovation Confirmation - making commitment to innovation |
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Innovators |
-2.5% -able to accept risk and depart from social norms -the spark igniting a chain of adoption |
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Early Adopters |
-13.5% -hold central positions within their communication structures -can ignite a diffusion effect |
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Early Majority |
-34% -take longer to adopt compared to previous 2 -truly marks the successful diffusion of innovation |
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Late Majority |
-34% -may require a long time to adopt -reluctant and may not have access to info sources -typically skeptical about change
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Laggards |
-16% -extremely traditional and slow to accept change -takes a long time to adopt |
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Rate of Adoption |
-refers to the speed an innovation is adopted -graph of # of adopters vs time yields an S-Curve -usually the dependent variable among DI theory studies |
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Homophily (Social Systems - DI) |
-similarity among group members -innovations spread fast |
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Social Network (Social Systems - DI) |
-a person-centered web of relationships -to hasten diffusion one should create new networks -provide friendship, advice and support |
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Change Agent (Social Systems - DI) |
-person who influences an adopter's decision in a favorable way -must be used to influence the decision |
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Opinion Leaders (Social Systems - DI) |
-people who are influential in a community and sway beliefs of colleagues either in a positive or negative direction |
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Limitations of DI |
-people are often knowledgeable about the issue and often tried the behavior so there are no real innovations -public health is preventative and the individual has to adopt the idea today to avoid negative consequences |
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Individual-Blame Bias |
-tendency to hold people responsible for their problems rather than the system they are a part of -a limitation of DI |
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Genesis of Freirian Model |
-Paulo Freire was a Brazilian philosopher who worked in the area of adult literacy -his book Pedagogy of the Oppressed is one of the most cited books in education in Asia, Africa, and South America |
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Informal Education |
-based on experimental learning and uses simple conversation and can take place in any setting |
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Popular Education |
-is need based -doesn't have a hierarchical relationship between learners and facilitators and builds on community knowledge |
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3 Phases of the Freirian Model |
Phase 1 (Naming and Listening Stage) - what is the problem Phase 2 (Reflection and Dialogue Stage) -how do we explain this situation? Phase 3 (Action Phase) -what can be done to change this situation?
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A Practical way to apply the Freirian Model |
-what do we see? -what is really happening? -how does the story relate to our lives? -why did the person acquire the problem? -how is it possible for them to become empowered? -what can we do about it? |
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Dialogue (Constructs of Freirian Model) |
-two way exchange between learners and educators -an opportunity for 2 way communication |
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Conscientization (Constructs of Freirian Model) |
-ID of underlying systemic forces of oppression -working together as change agents -personalizing the issue |
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Praxis (Constructs of the Freirian Model) |
-reflective action or active reflection -working on a specific project -ties "Theory to Practice"/"Practice to Theory" |
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Transformation (Constructs of the Freirian Model) |
-relationship that identifies one as a political and social being -discussion on political and social implications of chosen issues |
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Critical Consciousness (Constructs of the Freirian Model) |
-political organization of those adversely affected -politically organizing those adversely affected |
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Limitations |
-contorted manner of writing and obscurantism make interpretation of concepts difficult and measurement very complex -Freire's viewpoints are considered too ideal -Freire presents a circular logic and is repetitive -model often domesticates people -there are no neutral words but rather challenges to the social reality |
