Who’s using my research? Influencing the impact of computing education research on practice

Abstract

The ultimate goal of any research relating to education is to make a difference, either directly or indirectly, to the learning experience. Educational research can generate reliable and valid answers to well-defined questions, providing evidence to inform changes to policy or practice [7]. Educational research in the domain of computer science is no exception. We can consider research-to-practice from three perspectives: educators, researchers and policymakers. Firstly, for educators the importance of research-informed practice is paramount, whether we are a school teacher (K-12 educator) or a university lecturer. However, we have seen both concerns about research reaching practice where is no evidence for its use [3, 5], and challenges impacting the implementation of research in the classroom [1]. Secondly, as researchers we necessarily want to focus on impact to ensure that our research is worthwhile and makes a difference. The creation of case studies demonstrating impact is an important part of the cycle of research excellence in the UK at least, determining funding and institutional reputation. However, research knowledge may be propositional rather than procedural or practical and narrowly-focused on single issues [1]. Thirdly, as governments around the world spend billions of pounds on education, it is crucial that policy is informed by research evidence [7]. Computer science education research (CSER) is a unique field in many ways. Unlike mathematics and science education research it has made its home in university computer science departments (rather than in faculties of education), and for decades it primarily focused on university-level teaching and learning. Higher education teaching practice is necessarily localised and the impact of some CSER has been arguably very local too, driven by excitement rather than educators’ familiarity with pedagogy [4]. In recent years we’ve seen the growth of CSER focusing on school education alongside the introduction of computing into many countries’ curricula around the world [6, 8]; with the lack of an established knowledge base on the teaching and assessment of computing we have the opportunity and responsibility to make our research as impactful as possible. Knowledge mobilisation (KM) provides us with a theoretical lens through which we can usefully analyse how knowledge provided by research can reach practice [9]. One KM framework suggests that knowledge can be mobilised through transfer, translation or transformation, or some combination of these mechanisms [1, 2], and provides a useful tool for a discussion of CSER and its impact on practice. In this UKICER keynote I will be examining the topic of the impact of research with specific reference to computer science education research, through both a discussion of KM and also highlighting practical suggestions for researchers. I hope through this keynote to promote conversation around the ways in which we can all focus on impact in CSER and look forward to many stimulating discussions during the conference.