A project adrift: Mechanisms of multimedia innofusion in education

Evaluations of multimedia projects have contributed little towards multimedia innofusion in the education sector. One plausible explanation is that most evaluations focus on the way projects are managed ('withinproject- level' focus). This teaches us little about innofusion processes. It is more relevant in this respect to evaluate in what manner project-related innofusion of multimedia occurs within the institution ('at-project-level' focus). In this chapter the 'at-project-level' focus is applied to a multimedia project in a faculty. The project drifts within the faculty. It changes meaning and locus several times until it becomes associated with a specific course. Meanwhile different actors become involved. The network of actors expands, implodes and re-emerges around a new nucleus. Most actors, notably teachers, are intermediary multimedia users and producers combined. The case illustrates that innofusion of multimedia occurs along lines of use as well as production. Several mechanisms are noted which have propelled faculty-wide innofusion. The most salient example is the project's drifting. Usually, such a project would be criticised for lack of project control. This study concludes, however, that project control need not benefit multimedia innofusion. It may hamper innofusion.