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Thinking About Knowledge Mobilization Plans:
Some helpful guiding questions
The Message : What should be transferred to decision makers?
What broad
actionable messages
may stem from your
research?
Consider your
possible findings –
Why might they be
important to
practice?
The Target Audience: To whom should research knowledge be transferred?
What are all the possible
target audiences to which you
research may be of utility?
i.e. who counts as a
practitioner in your field?
What environment do they
operate in and what decisions
do they make?
The Messenger : By whom should research knowledge be transferred?
Will your research
likely be
communicated to
the target
audience by an
individual, a
group, an
organization?
Knowledge
brokering?
The Knowledge-Transfer Processes & Communication Infrastructure: How should research knowledge be transferred?
What strategies/
mechanisms will you
use?
(avoid passive
strategies whenever
possible)
Are any strategies
innate to your study?
Evaluation: With what effect should research knowledge be transferred?
What will successful
mobilization of your
research knowledge
look like?
What mechanisms
will allow you to
determine this?
How will you
measure it?
Possible Strategies Possible Functions
Student Colloquia – Costs associated with venue, student transportation, recording, speakers corner, printing and materials $ 1 , 4 67. Research Briefs, Fact Sheets, and OKN Bulletins – costs associated with printing, design and distribution $2,000. Website – design of Knowledge Mobilisation page (including an on- line Art Gallery to display results of Student Photo Voice exhibit) – overall content management $2,500. Miscellaneous Supplies and Materials Costs for printing, photocopying, resources $1,200. TOTAL $100,000.
Examples of KM Activities and Plans
This proposal seeks to mobilize existing knowledge on integrating Aboriginal perspectives into the classroom in three ways : (1) by designing two full-day professional development workshops; (2) by distributing a resource kit; and (3) by creating a knowledge network from these workshops in order to establish an ongoing dialogue between researchers, practitioners, and teachers. The workshops will be designed to help foster the inclusion of Aboriginal perspectives in elementary and secondary schools. Participants will gain a deeper understanding of Indigenous worldviews and an appreciation of how this knowledge can assist all learners in their educational journey and enhance Aboriginal student achievement. The resource kit will be distributed at the workshop, and it will be available online through the Toronto District School Board and the Indigenous Education Network at OISE/University of Toronto. The network that is created will provide opportunities and information to educators to stay connected through an ongoing dialogue whether it be via social media updates, a web repository, or an Aboriginal education wiki for the group. Through a series of meetings, stakeholder groups will be presented with traditional research reports as well as data visualizations. Knowledge will then be mobilized in two ways through: (1) a workshop for education researchers; and (2) publications and conferences. The research team will approach both AERO and the HLM-LRC to coordinate a Special Interest Group Session (SIGS) or workshop for education researchers. This presentation will provide participants with an overview of the project, a summary of results to date, and a hands-on workshop that will build capacity for immediate implementation and adaptation in their organizations. With interest from other Ontario researchers, it may be feasible to establish a provincial equivalent to the Durham District School Board’s Data Visualization team. This project mobilizes knowledge inherently through: (1) forming an advisory/steering committee; (2) ensuring broad-based community engagement; (3) creating a results-based accountability framework and monitoring cycle; (4) creating working committees; (5) developing research in collaboration with internal and external stakeholders ; (6) creating or identifying existing communities of practice to engage communities in knowledge uptake and implementation; (7) publishing and promoting research findings in useful formats; and (8) developing a sustainability strategy. The details of these strategies can be found in the full proposal. Furthermore, a core value of OKN has been the commitment to sharing all data throughout the entire community of Halton and beyond. All publications, presentations, and survey instruments will be made available on Our Kids Network website. This project begins by obtaining input from the OCT and Ontario educators and will ask, “what are the knowledge, skills, resources, and experiences that candidates need in order to complete the AQ courses…in Special Education.” Data will be collected and further developed, where stakeholders will network and collaborate on the issues. A larger group of peer evaluators (60) will be asked for feedback on the focus group’s findings. The peer review will be incorporated and the researchers will compile the findings. Stakeholders from the education agencies, faculties, and boards across Ontario will contribute at all levels of inquiry and consultation. A further knowledge mobilization activity in this project comes through the development of a web- based toolkit to develop the delivery of AQ programs in special education.
