The ‘key-working’ project was a research study funded by the Department for Education and commissioned by the National Children’s Bureau. Silvana Mengoni, Research Fellow in FELS, Janet Bardsley, Lecturer in Health & Social Care and myself, as project lead, worked with families and practitioners in both statutory and voluntary services and with commissioners and managers in local authorities. Continue reading
Category Archives: Resources
Ready to ask the questions. What if no one wants to answer?
We have reached Phase 2 of our seed funded impact project; on time and budget. (Have a look at my previous post for an overview of Phase 1.) This progress is very pleasing for all the obvious reasons but also because it has been fairly straightforward so far. In our mini-team, we identified appropriate sites and site managers to target with our first phase of requests for interviews. We also had a good round of emails working out which questions to ask and in what order. We got ethical approval from the university and set out the email that we would send to interviewees to explain the background to the project. And we have now invited our first phase of interviewees.
Imagining scientists in popular culture
By Francesca Brooking and Nicole Luwaca
Back in July this year, we were part of a group of ten students selected to participate in a week long attachment at the Open University. Our aim at the start of the week was to produce two short films, exploring how scientists have been represented in popular culture. To do this, we split into two groups; each group produced one film.
Evaluating ways of capturing engagement processes
Project Team: Gill Clough, Eliz Hartnett, Andrew Brasher, Canan Blake, Anne Adams
We are really excited to have been selected for seed funding from the Evidencing Engaged Research call. This project builds on and extends the work we are doing on the JuxtaLearn Project which aims to engage students with science and technology through creative video performance (see our earlier post).
Digital tools for communication and engagement
Creating and sustaining an online research presence
As part of a small team of researchers working within the OU’s Public Engagement with Research Catalyst team, Trevor Collins and I have been exploring how researchers across the OU are using digital tools as part of their public engagement with research activities to develop an online presence that sustains public engagement with their research. Here’s an update on the work we’ve been doing…
Research staff surveys
The first step was to include four questions in the Vitae CROS and PIRLS research staff surveys in 2013. In one, we asked respondents to give us an example of a public engagement activity they had undertaken; only 3.5% (six people) identified some form of digital engagement (e.g. blogging, citizen science, podcasting, etc.). This suggests either that respondents are unaware of the potential of digital tools as an engagement technology or do not think of digital technologies as a means for engagement.
Research project interviews
A shared purpose for engaging research
Leadership; Mission; Communication
Champion’s blog; star date 2014.03.10 (in effect, an update on the first post on this blog, ‘An open research university‘).
Nearly two years of the mission completed; 14 months of funding left. “Where do we boldly go from here?”
I was interviewed late last year by Lucian Hudson, the OU’s Director of Communications, to explore this question. We also discussed progress with the core mission of the OU’s Public Engagement with Research Catalyst.
You can see the results of our discussion in the video below. If you’d prefer to read the text of the interview, select transcript.
Happy 3rd Birthday: RCUK Public Engagement with Research Concordat
Public engagement with research has come a long way since 2000. The pace of change has quickened significantly following the establishment of the National Co-ordinating Centre for Public Engagement (NCCPE), the completion of the Beacons for Public Engagement programme, the embedding of research impact within Research Council grant applications and the Research Excellence Framework (REF 2014), and the 2010 publication of the RCUK’s Concordat for Engaging the Public with Research.
Whilst each of these developments was significant, the publication of the RCUK Concordat three years ago was a watershed. In effect, its four principles were a mandate for embedding public engagement within the UK’s research culture. To celebrate the third anniversary of the Concordat’s publication RCUK have published another booklet called Inspiration to Engage.
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TED-Ed: engaging with astrobiology research
As well as a Postdoctoral Research Associate in the Department of Physical Sciences at the Open University I have also been selected as a TED Fellow. Having been an avid watcher of the TED talks for many years I was inspired to apply to the Fellowship scheme so I could have a global stage on which to share the fantastic research being conducted in Astrobiology and to educate people worldwide on the subject of life in space.
Blogging against the stream
The potentials and pitfalls of social networking and blogging about research
Over the last few years I’ve developed a number of blogs to accompany my various academic/research projects and have become a big advocate of using social media in conjunction with research. Along with wordpress – which is a really easy way for non-technical folk to put up a website or blog – I’ve also used prezi to ensure that my presentations are publicly available, youtube for filmed clips, facebook and twitter for discussion and sharing relevant links, and storify to record online conversations such as livetweeting from conferences and other events.
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Opening up opportunities for creativity through media training
From the 1st to 5th July 2013 10 media students from Denbigh School participated in a Media Training Course at the Open University as part of the RCUK-funded Engaging opportunities project. The training was led by staff from the OU’s Open Media Unit.
Over the five days of this practical course the students developed and practised new skills, such as working with digital tools and technologies, producing pieces to camera, and editing footage. Six short films were produced over the course of the week. Here three of the students—Alice Rose, Connor Bean and Heather Stone—describe their experiences. Links to the completed films are embedding throughout the post.