Group Admins
Description
The trajectory from pilots and projects to national and regional policy, to strategy and to deployment is vague and obscure. A recent UNESCO project recognised that the interface between mobile learning researchers and mobile learning policy makers, and other related communities such as donors, agencies, activists and developers in the mobile learning space, is poorly understood, possibly ineffective and potentially problematic. Furthermore, the transactions, of resources and of findings, between them may be inefficient and sometimes dysfunctional. The purpose of the project was to explore, document and analyse this interface and these transactions in order to improve them with increased mutual understanding and clarity. The project drew on input from participants at a day-long UNESCO symposium (http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week-2014/research-track/) in February 2014 with a wide variety of international experts, followed by survey work and remote interviews to enrich the ideas and test the emerging hypotheses. The results are challenging and revealing, and sometimes counter-intuitive, pulling out the subtle and complex forces through which policy and research interact. The project addressed themes of,
• pilots, projects & their data
• the role of research, and of researchers
• from evidence to priorities
• participants, stakeholders & ethics
• research-informed funding priorities
• programmes, monitoring & evaluation
• dissemination, publication
and took the form of a series of semi-structured group interviews. The subsequent survey canvassed similar constituencies for free text responses. Both worked from detailed open-ended questions intended to provoke examples and experiences as well as ideas and opinions.
This presentation will look at the findings related to these themes and the tactics they identify to bridge the space between research and policy.
This domain where expertise and evidence feed into policy and strategy is not easy to document and analyse with the conventional, documented, objective, analytic and rational processes that apparently characterize the gathering, analysis and presentation of evidence itself. This presentation is important for exploring the wider practitioner and policy context in which learning technology research and research practices operate
Authors
| Name | John Traxler |
| Affiliation | University of Wolverhampton |
| Country | United Kingdom |
Participants
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Sonja Grussendorf
joined 7 years, 10 months ago -
joined 7 years, 10 months ago
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sandman7
joined 7 years, 10 months ago -
joined 7 years, 10 months ago
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marionmacdonald
joined 7 years, 10 months ago -
rchallen
joined 7 years, 10 months ago -
cnaamani
joined 7 years, 10 months ago -
julievoce
joined 7 years, 10 months ago -
joined 7 years, 10 months ago
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Sam McFarlane
joined 7 years, 10 months ago -
emmaking
joined 7 years, 10 months ago -
joined 7 years, 10 months ago
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tomfranklin
joined 7 years, 10 months ago -
joined 7 years, 10 months ago
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lizmasterman
joined 7 years, 10 months ago -
ALT
joined 7 years, 10 months ago
