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Some even requested we shared with them the follow-up datasets and more disaggregated data to help them make more informed decisions. There was a lot of interest in our findings, especially from local leaders who had research expertise or experience in applying for community-based project grants. However, in some communities, enumerators presented them directly to local chiefs before collecting data, to ease the community entry process and build trust.
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We advised interviewers to present the posters at the end of the data collection exercise as a way of thanking local leaders and community members for their participation. That way, the design would help illustrate the data collected and the local chiefs could keep the posters. We designed infographics and printed them on waterproof posters.
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We realised that radio wouldn’t work, as some communities did not have access to it and the nature of the information (quantitative) would be better suited to a visual presentation with in-person explanation. I met with the team to discuss the best format and process to communicate research findings to an audience to whom we weren’t used to presenting. Having analysed the data collected two years earlier at the beginning of the study, we decided that sharing this information with the communities we would return to was the least we could do before collecting more data. Last February, I was preparing for the second round of data collection of the comparison group for a household survey on youth working in the cocoa sector in Ghana. Our experience of bringing the research back to communities Yet, on top of the ethical dimension, this ‘extra’ step contributes to restoring trust between local actors and researchers for useful study and can also, if well planned, incorporate local knowledge for future research.
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We all recognise that returning to communities bears additional costs, meaning that taking findings back – what we call ‘restitution’ activities (returning something to its rightful owner) – end up as a ‘nice-to-have’ budget line.ĭepending on the geographical stretch of the research, the audience targeted and the confidentiality of the data, the people who end up using the research findings are rarely those reached during data collection. In his recent blog on research accountability, teaching assistant and researcher Christian Chiza Kashurha provides some interesting reflections on the point of doing research and who it is meant for. This practice isn’t only extractive, it also deepens communities’ mistrust towards researchers – and this can result in tensions in the most sensitive environments. To make things worse, they all too often experience the impact of decisions resulting from data interpreted by non-local researchers. From the various learning theories, it appears that the learning of students improves if they experience the learning environment as meaningful.In international development, survey respondents – especially those living in remote communities – rarely see the findings from the studies to which they’ve contributed. The learning environment induces the students into the necessary learning processes, helps to maintain the momentum in the learning and supports the learning of students when necessary. The course might be a course with traditional lectures, group work and a test, a MOOC, a blended learning course et cetera. The crucial didactical element of a course is the learning environment (Short & Weisberg-Benchell, 1989, Valcke 2007, Reigeluth and Carr-Chellman, 2009 and Seel and Dijkstra, 2004) ) in which the students are studying and the teachers are teaching.
Research findings how to#
From research evidencies are availble how to design and develop a curriculum. Student engages with the knowledge of the discipline. The focus will be on the learning environment in which the students will study and learn. The curriculum is the students’ experience of learning: Teacher provides framework for learning within the discipline and responds to students’ needs and specific interests. What are the Teachers' qualities? What are possibilities for the teachers tp develop themselves? And what evidencies can be found in the education research to support the teachers in the design, development and theit teaching of complex skills. The role of the teachers is imortant, also in higher educ ation. What is the influence of the students' personality on the study results? How can motivate the students? What is known about the study skills and the self study of the studnets in higher education? What support is necessry besides the activities of the teacher? Specific research is focused on the students.