Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative

MESH is a part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector (Leask, 2011, 2012; Leask and Younie 2013, Leask and Preston 2012). The goal is to develop and test out the new ways of working now possible with digital technologies which can address long standing improvement challenges faced by education sectors in all countries

The Digital Puglia Project: An Active Digital Library of Remote Sensing Data

The growing need of software infrastructure able to create, maintain and ease the evolution of scientific data, promotes the development of digital libraries in order to provide the user with fast and reliable access to data. In a world that is rapidly changing, the standard view of a digital library as a data repository specialized to a community of users and provided with some search tools is no longer tenable. To be effective, a digital library should be an active digital library, meaning that users can process available data not just to retrieve a particular piece of information, but to infer new knowledge about the data at hand. Digital Puglia is a new project, conceived to emphasize not only retrieval of data to the client's workstation, but also customized processing of the data. Such processing tasks may include data mining, filtering and knowledge discovery in huge databases, compute-intensive image processing (such as principal component analysis, supervised classification, or pattern matching) and on demand computing sessions. We describe the issues, the requirements and the underlying technologies of the Digital Puglia Project, whose final goal is to build a high performance distributed and active digital library of remote sensing data

Participatory knowledge mobilisation: an emerging model for international translational research in education

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education