Evidence for the frontline
Andrew Morris
Coalition for Evidence-Based Education
London Knowledge Lab
26th July 2013
Development and Research
• Development
– Driven by objectives
– Produces tools, guidance, models
• Research
– Driven by questions
– Produces knowledge, theory, models
Better learning
enhancing practice
development of tools, guidance
informed by research findings and theory
Fundamental issue
• Across education
• Across public services
• Across developed countries
• It’s a global issue
• A fundamental aspect of being human
Different perspectives
• Researchers – how to achieve impact
• Developers – how to get my gizmo into
• Practitioners – how to use evidence to
enhance my practice
• Intermediaries – how to mobilise
knowledge for practical use
Evidence about evidence
• Research
– linear transmission not effective
– impact strategies designed-in
• Development
– interact with research iteratively
– throws up questions, uses knowledge
Evidence about evidence
• Practitioners
– using evidence is social, interactive
– tailored materials and ready access needed
• Mediators
– play crucial role, investment needed
– need to understand both parties
What can be done?
• Better research
– applied to actual problems, diverse methods
– engages users, combines D&R
• Better EB materials
– syntheses, summaries,
– Evidence-based guidance
What can be done?
• Better access
– portals, databases
– common tags and bibliographic systems
• Better mediation
– recognition of importance of brokers,
– investment in brokerage
• Training in use of evidence
– CPD, ITE, specialist roles
One example
CEBE Evidence for the Frontline
School-based brokerage with HEI
– HE and schools: setting up dialogues
– expertise focussed on problem-in-hand
– peer to peer interaction on implementation
– web access to selected sources
– Open for collaborations anywhere, any theme,
any phase
Further contact
Andrew Morris
[email protected]
Coalition for Evidence-Based Education
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Evidence for the frontline - LKLDev