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