Realizing research-practice connections: Three cases from the learning sciences

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Abstract

Empirical insights from the learning sciences must be translatable to contexts of application to maximize impact. Despite the importance of dissemination, however, little guidance is available to help researchers proactively bridge the research-practice divide. To address this need, we draw from theoretical perspectives on the utility of empirical research to characterize, illustrate, and discuss three cases involving the communication and translation of research. By offering framework for analysis and initial findings based on three projects in the learning sciences, this paper helps learning scientists conceptualize a range of research-practice connection types and envision how they can take shape in learning sciences projects
Original languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners: Conference Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
Place of PublicationSingapore
PublisherInternational Society of the Learning Sciences (ISLS)
Pages639-646
Volume1
ISBN (Print)978-099035509-0
Publication statusPublished - 20 Jun 2016
Event12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016
Conference number: 12

Conference

Conference12th International Conference of the Learning Sciences, ICLS 2016
Abbreviated titleICLS
CountrySingapore
CitySingapore
Period20/06/1624/06/16

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research practice
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empirical research
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McKenney, S., van Aalst, J., & Forbes, C. (2016). Realizing research-practice connections: Three cases from the learning sciences. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings (Vol. 1, pp. 639-646). Singapore: International Society of the Learning Sciences (ISLS).
McKenney, Susan ; van Aalst, Jan ; Forbes, Cory. / Realizing research-practice connections : Three cases from the learning sciences. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. editor / Chee-Kit Looi ; Joseph L. Polman ; Peter Reimann ; Ulrike Cress. Vol. 1 Singapore : International Society of the Learning Sciences (ISLS), 2016. pp. 639-646
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abstract = "Empirical insights from the learning sciences must be translatable to contexts of application to maximize impact. Despite the importance of dissemination, however, little guidance is available to help researchers proactively bridge the research-practice divide. To address this need, we draw from theoretical perspectives on the utility of empirical research to characterize, illustrate, and discuss three cases involving the communication and translation of research. By offering framework for analysis and initial findings based on three projects in the learning sciences, this paper helps learning scientists conceptualize a range of research-practice connection types and envision how they can take shape in learning sciences projects",
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McKenney, S, van Aalst, J & Forbes, C 2016, Realizing research-practice connections: Three cases from the learning sciences. in C-K Looi, JL Polman, P Reimann & U Cress (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. vol. 1, International Society of the Learning Sciences (ISLS), Singapore, pp. 639-646, 12th International Conference of the Learning Sciences, ICLS 2016, Singapore, Singapore, 20/06/16.

Realizing research-practice connections : Three cases from the learning sciences. / McKenney, Susan; van Aalst, Jan; Forbes, Cory.

12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Peter Reimann; Ulrike Cress. Vol. 1 Singapore : International Society of the Learning Sciences (ISLS), 2016. p. 639-646.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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N2 - Empirical insights from the learning sciences must be translatable to contexts of application to maximize impact. Despite the importance of dissemination, however, little guidance is available to help researchers proactively bridge the research-practice divide. To address this need, we draw from theoretical perspectives on the utility of empirical research to characterize, illustrate, and discuss three cases involving the communication and translation of research. By offering framework for analysis and initial findings based on three projects in the learning sciences, this paper helps learning scientists conceptualize a range of research-practice connection types and envision how they can take shape in learning sciences projects

AB - Empirical insights from the learning sciences must be translatable to contexts of application to maximize impact. Despite the importance of dissemination, however, little guidance is available to help researchers proactively bridge the research-practice divide. To address this need, we draw from theoretical perspectives on the utility of empirical research to characterize, illustrate, and discuss three cases involving the communication and translation of research. By offering framework for analysis and initial findings based on three projects in the learning sciences, this paper helps learning scientists conceptualize a range of research-practice connection types and envision how they can take shape in learning sciences projects

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McKenney S, van Aalst J, Forbes C. Realizing research-practice connections: Three cases from the learning sciences. In Looi C-K, Polman JL, Reimann P, Cress U, editors, 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. Vol. 1. Singapore: International Society of the Learning Sciences (ISLS). 2016. p. 639-646