Skills & ideas for #ProblemGamblingKTE
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Skills & ideas for #ProblemGamblingKTE. (2104). Part of the "Moving Research Forward" Workshop Series for the Ontario Problem Gambling Research Centre.
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Skills & ideas for #ProblemGamblingKTE
- 1. Skills & Ideas for #ProblemGamblingKTE Part of the OPGRC’s Moving Research Forward workshop series
- 3. Reuse & Attribution This work is licensed under a Creative Commons Attribution 4.0 International License. Attribute this work as: Bergen, A. (2014). Skills & ideas for #ProblemGamblingKTE. Moving Research Forward Workshop Series, Ontario Problem Gambling Research Centre, Guelph ON. Thanks to Georgia Simms for her expertise in movement and arts-based learning. www.imageo.ca
- 6. What Can & Can’t Be Translated
- 10. key questions for KTE 1. What research knowledge should be transferred? 2. To whom should research knowledge be transferred? 3. By whom should research knowledge be transferred? 4. How should research knowledge be transferred? 5. With what effect should research knowledge be transferred? Adapted from: Lavis, J. N., Robertson, D., Woodside, J. M., McLeod, C. B., & Abelson, J. (2003). How can research organizations more effectively transfer research knowledge to decision makers? Milbank Quarterly, 81(2), 221-248.
- 14. SOAR Analysis Who needs to know about your research? Who can act on the knowledge or influence others to act? Strengths What can we build on? Opportunities What needs are unmet or changing? Aspirations What future state do we want? Results How will we know when we are succeeding?
- 16. Part 1 List everything we can do to achieve the worst result imaginable of KTE for problem gambling research. Be inventive. Adapted from http://www.liberatingstructures.com/
- 17. Part 2 Which of the items on our list are we already doing, in some form or other? What is the impact? Be candid.
- 18. Part 3 What can you and I do to help stop this unwanted practice? What is the first step? Who else is needed? Be specific.
- 20. On Paper book chapter brochure doorknocker flyer infographic letter logic model journal article magazine newspaper picture policy brief poster report sketch slideument
- 21. On Screen app blog post email infographic image journal article MOOC podcast pop-up message social media text message website webinar video
- 22. Translating Through Video– Specific Audiences https://www.youtube.com/watch?v=u0Y0ew5yMo8
- 23. Social Media Outcomes • Awareness raising • Engagement • Unanticipated effects à #ProblemGamblingKTE
- 25. In Person conference charrette classroom coffee break conversation elevator chat focus group gov jam keynote address kitchen table discussion lunch & learn meeting public event townhall tradeshows workshop
- 27. Increasing Levels of Public Impact Inform Consult Involve Collaborate Empower Decreasing Levels of Researcher Control Adapted from Arnstein’s (1969) Ladder of Public Participation and the IAP2 Spectrum of Public Participation Continuum of Stakeholder Engagement
- 28. KTE Throughout the Research Cycle Develop research question Design methods Project manage Interpret results Share findings Evaluate project success Connect with stakeholders Adapted from Shantz & Hitchman, 2012; Canadian Water Network (http://www.cwn-rce.ca/)
- 29. Campbell, S. (2012). Knowledge translation curriculum module 1: An introduction to knowledge translation. Canadian Coalition for Global Health Research (CCGHR). Retrieved from http://www.ccghr.ca/wp-content/uploads/2013/04/ Module-1-KT-Curriculum.pdf
- 31. Persona Development 1. What is their job? Their level of seniority? 2. What are their demographic details? 3. What is a typical day at their workplace? 4. What are their goals? What do they value? 5. What are their problems/ pain points (real or perceived)? 6. Where and how do they seek information? 7. What do they count as evidence? 8. What kind of KTE experience do they want? 9. What are their common barriers to evidence use? 10. What do you do that helps them solve their problems and reach their goals? Adapted from City of Guelph 2014 Health Jam (http://open.guelph.ca) and GovJam materials http://www.govjam.org/
- 33. Target Audience Key Message Timing Desired Outcome KTE Activities
- 34. Channel KTE Activity Resources Required Likely Impact Evaluation In Person On Screen On Paper KTE Strategies
- 35. Scenario Testing
- 36. Scenario Testing 1. Who is the user and what is the KTE activity? 2. Why will the user engage with the KTE activity? a. What motivated them to first engage? b. What are their expectations & goals? 3. How will the user experience the KTE activity? Think about small tasks & behaviours. 4. What does the KTE activity request/ require of the user? Is this a realistic request (timing/ resources/ social capital/ cognitive capacity/ political context)? 5. How can the KTE activity help the user achieve their goals? What aspects of the KTE activity will be most/ least useful? 6. How will the KTE activity impact the user’s attitudes/ intentions/ behaviours? 7. How would this scenario change if it were a success story? If it were a story of failure or lessons learned? Adapted from City of Guelph 2014 Health Jam (http://open.guelph.ca) and GovJam materials http://www.govjam.org/
- 38. How will readers get the information? Language Layout Location
- 39. Plain Language Document Checklist q written for the average reader q organized to serve the reader’s needs q uses question-and-answer format q use “you” and other pronouns q uses active voice q uses short sections and sentences q written to one person, not a group q uses the simplest tense possible q places words carefully (exceptions are last; subjects and verbs are together) q uses lists and tables q avoids confusing words q uses headings with no more than two or three sub-levels
- 40. • a number of many • a sufficient amount of enough • at this point in time now • in order to to • carrying out ongoing research researching Remove extra words
- 41. • UAFAAP - Use as few acronyms as possible. – Make sure you define them first. • Use the same term for a concept throughout • Make your document easy to navigate Be consistent and predictable
- 42. Formatting strategies • White space – Short paragraphs – Wide margins – Padding around images • Headings • Bullets • Tables & images (if they complement text)
- 43. Plain Language Synopses • Research Questions • Purpose • Hypotheses • Participants • Procedure • Main Outcome Measures • Key Results • Limitations • Conclusions http://www.gamblingresearch.org/synopsis-project
- 44. Recharging Depleted Self-Control *physical activity, glucose, mindfulness, positive mood, & not believing in limited self-control might increase your willpower
- 45. 10 Minute Break
- 47. Memorable Simple Easily Visualized Environmental Triggers Chunks Actionable Simple Easily Visualized Environmental Triggers Use Norms Specify When to Act (Ratner & Riis, 2014). http://www.pnas.org/content/111/Supplement_4/13634.full.pdf+html
- 48. Instructions: Pitch a KTE Strategy (convince your advisor…or a funder…or a collaborator that your approach is worthwhile) • Your group has 15 minutes to create 3 brief messages about your KTE strategy – title (if this is all someone reads…what will they learn) – tweet (140 ch. w. link to richer content #hashtag) – elevator pitch (60 seconds of verbal persuasion) • At the end, hand in your title & tweet – As you share your pitch with the group, your title & tweet will be on the screen – We’ll consider the impact and feasibility of the proposed KTE strategies after each group’s pitch
- 50. What? What happened? What did I observe? What issues were addressed? What stood out for me?
- 51. So What? Why is that important? How did my understanding change? What was my emotional reaction?
- 52. Now What? How will my practice change: …over the next 3 months? …over the next year? What systems-level changes are needed?