Post on 23-Feb-2016
description
Strategic Planning Workshop: the future role of research and
its use in the sector
10 October 2013
Welcome and Introduction
LSRN event planning group
Yvonne HillierAndrew Morris
Anne Thompson
The event is hosted by Pearson College. Planning for the event was made possible by a small grant from LSIS. Organisation was by NIACE in liaison with Pearson College.
Engaging with the sector since 1997
A strategy for the sector and LSRN
• Our aim is to develop our thinking about:– strategy for research and use of evidence
– role of the Learning & Skills Research Network
• We will do it by – exchanging with others in our community
– sharing with other communities
– highlighting possibilities for collaboration
Communities present
• Teachers and learning support staff• Managers and leaders in provider orgs• Teacher educators• CPD providers• Researchers• Developers• Examiners and validators
“The Knowledge Society”
Recent thinking on evidence use:– Is it time to move on from
• “research impact” and “mobilising knowledge”
to
• The knowledge-using society?
– Can the many parties work together to • Determine what knowledge is needed
• Combine their sources of knowledge
• Cooperate in making use of knowledge?
Researchprioritising questions
planning project
gathering and
analysing data
interpreting
communicating
applying evidence
Different cycles for different folks
• But other cycles matter for practitioners– quality improvement
– professional development
– Strategic planning
• Here is a generic example
Practical action
prioritising practice
issues
seeking evidence and good practice
interpreting and
consulting
planning change
effecting change
evaluating effects
The challenge
• How to link the cycles of research and practice– to get sufficient research appropriate for use in practice
– to make the evidence available and useable
– to introduce the research evidence into practice
– develop practice in the light of evidence
– assess the consequences
• Today we hope to:– get better informed about the whole
– explore what LSRN and others could do to help
Themes
Using research evidenceProducing research evidenceDeveloping the profession
Stakeholder perspectives
Paul Wakeling, Principal, Havering Sixth Form College
Gareth Parry, Director, Centre for the Study of Higher Education, University of Sheffield
John Webber, Professional Learning and Development Manager, Sussex Downs College
Research production and collaboration
Gareth ParryUniversity of Sheffield
g.w.parry@sheffield.ac.uk
Production = on and forResearch ‘on’ E&T: • ‘theory’ + field • monopoly of academy• independenceResearch ‘for’ E&T:• ‘what works’ + relevant• engagement with ‘users’• collaboration + co-production
Co-production = trade-offs‘Practitioners’ as:1. informants2. recipients3. endorsers4. commissioners5. co-researchers6. researchers
[adapted from Martin 2010]
Here comes everyone?
John WebberTeaching and Learning Development Manager
Sussex Downs CollegeJohn.webber@sussexdowns.ac.uk
College-wide innovation in teaching and learning
Addressing two dimensions of potential failure
College-wide innovation in teaching and learning
Addressing two dimensions of potential failure
Responses to innovation Are teachers like everyone else?
Dimension 2: Impact
Conventional CPD lacks impact
“Nothing has promised so much and has been so frustratingly wasteful as the thousands of workshops and conferences that led to no significant change in practice when teachers returned to their classrooms”
Michael Fullan, 1991
Diagnosis of need
Researchinformed
intervention
Adaptation
Trial
Evaluation
Revision
Action Research Model for CPD
Diagnosis of need
Researchinformed
intervention
Adaptation
Trial
Evaluation
Revision
The challenge is to sustain this cycle until effective change has
been embedded
Diagnosis of need
Researchinformed
intervention
Adaptation
Trial
Evaluation
Revision
Otherwise the attempted change fails and practice returns to
the status quo
Phase 2: sustaining the cycle
‘Teacher Learning Communities’ Facilitated groups Collaborative action research projects Common developmental focus Meeting monthly/termly Contain several pairs, learning 3’s, squares or similar
who meet between times Shared learning and peer commitment Project funding can provide valuable stimulus and
support for this approach
Discussion groups: 11.50 – 12.45
Group 1, using evidence:red dot, conference room
Group 2, producing evidence: blue dot, glass room
Group 3: developing the profession:green dot, conference room
Charlynne Pullen, Research Manager, City & Guilds CSD
Sam Broadhead, Head of Research, Leeds College of Art
Rob Smith, Principal Lecturer in Post Compulsory Education, University of Wolverhampton