I'm On the Curve

My Place in the Diffusion of Innovations

As a learning design and technologies practitioner and student, I identify myself as an Early Adopter on Everett Rogers’ Diffusion of Innovations curve. I’m naturally curious about emerging tools and design methods, but I prefer to observe early outcomes and evidence of effectiveness before fully committing to them. This balanced approach allows me to evaluate both pedagogical value and practical feasibility before integrating innovations into instructional design projects.

Over the years, I’ve realized that this mindset reflects how I approach both my professional work and personal exploration. I tend to explore the limits of what’s possible with emerging tools, but I also recognize the importance of purpose and timing. Innovation for the sake of novelty has little value outside of entertainment unless it serves learners, instructors, and the organizations that rely on us to deliver effective, inclusive learning experiences.

Position Justification and Current Impact

Throughout my career, I’ve been drawn to technologies that enhance learner engagement, improve instructional efficiency, and remain intuitive and flexible when course updates are needed. For example, I was an early advocate for introducing Articulate Storyline and the all-new Adobe Captivate within my organization, testing their rapid development capabilities for compliance and skills-based training while evaluating both usability and stability. More recently, I explored augmented reality (AR) learning applications, guided by Udell and Woodill’s (2019) BUILDS Framework, to better understand how immersive environments can create authentic learning experiences and strengthen learner connection.

Beyond my professional role, I actively explore AI-driven creative tools that have strong potential for integration in learning design. I frequently experiment with advanced text-to-speech (TTS) systems such as Murf, WellSaid Labs, and ElevenLabs, as well as AI-generated music and video synthesis platforms like Runway Act-2 and Google’s Veo. These technologies are transforming how instructional designers can create engaging, multimedia-rich learning environments in less time. By learning to apply these tools effectively, I aim to make content development more efficient while also improving learner engagement and satisfaction.

These explorations have deepened my appreciation for how technology can enhance creativity in the design process. By integrating AI into the early stages of development, I can prototype narration, visuals, and scenarios that help subject matter experts visualize learning outcomes before full-scale production. This approach saves time, supports collaboration, and allows for early testing of accessibility and pacing. It also shows that when applied thoughtfully, technology can strengthen human creativity rather than replace it.

Being an Early Adopter shapes my instructional design philosophy by encouraging purposeful experimentation. I often pilot new tools in a controlled setting outside of my main workspace, using small-scale tests to evaluate their real-world potential and usability. My coursework in the ASU Instructional Design and Technology program has both motivated and held me accountable to continuously explore and assess emerging software. When evaluating a new tool, I focus on four key factors: usability, accessibility, learner outcomes, and, when applicable, industry market presence, which can influence contractor and SME availability. I also recognize that some emerging technologies, particularly in areas such as artificial intelligence and immersive media, may not yet have a defined market. In those cases, I rely on insights from professional discussions, user feedback, and real-world testing to determine their value and stability. This process helps ensure that innovation aligns with evidence-based practice and supports both instructional integrity and learner inclusivity.

Growth and Future Movement on the Curve

As I progress through the Instructional Design and Technology graduate program at Arizona State University, I anticipate gradually moving toward the Innovator category. Continuous exposure to emerging topics in both my academic studies and professional work, such as AI-driven learning analytics, personalized learning systems, and immersive VR/AR design, has deepened my understanding of how creativity and data intersect to create meaningful learning experiences. My ongoing exploration of AI-generated media reinforces my belief that when emerging technologies are applied thoughtfully, they can enhance and humanize the design process rather than replace it.

Moving toward the Innovator category also means taking greater initiative to mentor others through change. I’ve come to see innovation not as a solo effort but as a collaborative process. In my professional role, I often encourage colleagues and partners to explore emerging tools while keeping accessibility and learner impact front of mind. Helping others feel comfortable experimenting with technology is just as valuable as adopting it myself. I see my future work as bridging creativity and structure while fostering innovation and maintaining the consistency required in large-scale learning programs.

To continue building on this progress, I plan to:

• Stay engaged in professional learning communities focused on accessibility standards, xAPI implementation, and data-driven design, particularly within groups like the Federal Government Distance Learning Association (FGDLA).
• Conduct design-based research and exploration to assess the effectiveness of new learning technologies. This might include piloting AI-driven adaptive assessments that adjust to learner performance or testing microlearning formats that use data feedback loops to improve engagement and retention.
• Expand my multimedia production and evaluation skills, supporting my long-term goal of leading innovative design teams and mentoring others through technology transitions, which aligns closely with my current leadership role.
  

Innovation, to me, is as much about mindset as it is about skill. I’ve learned that being an Early Adopter means valuing progress over perfection, remaining willing to test, refine, and occasionally fail forward. As I continue this journey, I aim to lead with curiosity and humility, helping others see that innovation in learning design is not about chasing trends but about serving people more effectively through purposeful design.

Guiding Practice Through Awareness

Recognizing my place on the curve helps me approach new technology with confidence and a clear sense of purpose. Knowing that I’m an Early Adopter reminds me to be a bridge between Innovators, who are eager to explore what’s next, and the Early Majority, who prefer proven, stable solutions. This awareness helps me turn complex ideas into practical, accessible, and compliant strategies that make learning more engaging and inclusive for everyone.

In my current role, I’ve learned that guiding others through innovation is not just about introducing new tools but about helping teams see how technology supports the learner’s journey. Whether mentoring colleagues, reviewing course prototypes, or evaluating vendor deliverables, I try to model an attitude of exploration grounded in purpose. This approach helps build trust amongst stakeholders and reinforces that meaningful innovation begins with understanding people.

Understanding where I fit on Rogers’ curve also gives me perspective on how to lead others through change with empathy, curiosity, and a genuine interest in improvement. As the field continues to evolve, I plan to stay engaged with emerging technologies that truly benefit both learners and organizations. For me, innovation is not a destination but an ongoing practice that blends creativity, research, and consideration for the human experience in instructional design.

References

Udell, C., & Woodill, G. (2019). Shock of the New: The Challenge and Promise of Emerging Technologies. Brandon Hall Group.

Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). Free Press.