skills & ideas for #problemgamblingkte
TRANSCRIPT
Skills & Ideas for #ProblemGamblingKTE Part of the OPGRC’s Moving Research Forward workshop series
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
Space Matters
What Can & Can’t Be Translated
Explicit Knowledge
Tacit Knowledge
Collaboration & Knowledge Exchange
Introductions
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.
Audiences
& contexts
Actors Influencers
Audiences
Policy Contexts
A I
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?
Creative Destruction
Facilitates Innovation
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/
Part 2 Which of the items on our list are we
already doing, in some form or other? What is the impact?
Be candid.
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.
KTE Tools & Communication
Channels
On Paper
book chapter
brochure
doorknocker
flyer
infographic
letter
logic model
journal article
magazine
newspaper
picture
policy brief
poster
report
sketch
slideument
On Screen
app
blog post
infographic
image
journal article
MOOC
podcast
pop-up message
social media
text message
website
webinar
video
Translating Through Video– Specific Audiences
https://www.youtube.com/watch?v=u0Y0ew5yMo8
Social Media Outcomes • Awareness raising
• Engagement
• Unanticipated effects
à #ProblemGamblingKTE
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
Stakeholder Engagement
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
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/)
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
Understanding Your Audience: Personas
& User-Centered Design
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/
planning for
Feasible Impactful
KTE
Target Audience
Key Message Timing Desired Outcome
KTE Activities
Channel KTE Activity
Resources Required
Likely Impact
Evaluation
In Person
On Screen
On Paper
KTE Strategies
Scenario Testing
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/
Plain Language
Writing
How will readers get the information?
Language Layout
Location
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
• 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
• 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
Formatting strategies
• White space – Short paragraphs
– Wide margins
– Padding around images
• Headings
• Bullets
• Tables & images (if they complement text)
Plain Language Synopses
• Research Questions
• Purpose
• Hypotheses
• Participants
• Procedure
• Main Outcome Measures
• Key Results
• Limitations
• Conclusions
http://www.gamblingresearch.org/synopsis-project
Recharging Depleted
Self-Control
*physical activity, glucose, mindfulness, positive mood, & not believing in limited self-control might increase your
willpower
10 Minute Break
Brief Message Practice
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
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
W3
What?
So What?
Now What?
What?
What happened? What did I observe?
What issues were addressed? What stood out for me?
So What?
Why is that important? How did my understanding change?
What was my emotional reaction?
Now What?
How will my practice change: …over the next 3 months? …over the next year?
What systems-level changes are needed?