Communicating your research 2016
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Transcript of Communicating your research 2016
Communicating your research
Tina Papadakos, MA(Ed)
Manager, eLearning & Curriculum
Learning objectives
1. Walk through a method for distilling content for your target audience
2. Design interactions to support learning and retention
What
1. Distil your content
Adult learners
• Are more open to learning what (they deem) they need to know
• Learn best if they believe the learning will be successful
• Are more successful when they are able to reflect on their own beliefs and experiences in relation to new knowledge
• Are motivated to learn
Knowles MS, Holton EF, Swanson RA (2011) The adult learner : the definitive classic in adult education and human resource development, 7th edn. Elsevier, Butterworth-Heinemann, Amsterdam; Boston
3Ws and an H:
Answer questions
1. Who exactly is your target audience?
• Young• Keen• Educated• It’s summer
so may prefer to be outdoors
• Generation Y• Grew up using tech• Multimedia savvy
• Value evidence• Interested in human health
and conducting research • Want to contribute
• 2% nerd
2. Based on your broad analysis about ‘Who’ you can answer ‘Why’
Why should they attend your talk?
3. Based on your findings, what are the 3-5 most significant, relevant and meaningful things your target audience would benefit from knowing?
What 3-5 things will they gain from attending?
4. How can you best present your content to deliver your learning goals and support retention?
Example: Readers Theatre
Distilling content for today with the 3Ws and an H:Who: Summer students engaged in research projects
Why: Learn how to communicate your research results
What:
1. Walk through a method for distilling content for your target audience
2. Design interactions to better support learning and retention
How: Via PowerPoint with images, discussion/ interaction, print resources
Benefit of a ‘rapid’ 3Ws approach
• Helps you isolate the most salient information
• Forces you to be accountable to your target audience (tell them what is most likely to be valued and understood)
• Let’s them know exactly what they are signing up for
• ‘Bite-sized’ and easier to remember
Open to learning what (they deem) they need to know
Learn best if they believe the learning will be successful
Adult learners are more successful when they are able to reflect on their own beliefs and experiences in relation to new knowledge
Enables you to express the value-add and motivate adults learners to engage
2. Design interactions to better support learning and retention
• Involve more senses in a learning process to maximize effect
• Identify the most important message from each learning objective and design an interaction to reinforce it
Practice
• In small groups discuss your research project, what your findings are/ what you expect them to be, and how you might be able to produce your results in a way that maximizes learning and retention
• Brief report back
Summary
1. Asking yourself 4 simple questions can have a significant impact on the quality and relevance of your content
WHO, WHY, WHAT and HOW
2. The modality or modalities you produce your content in will contribute to the uptake of your messages. Design elements have an important role in knowledge dissemination: Reinforce your key messages with interactions
Questions?