Practice-based Research Approach Research Articles

Visual literacy learning from your environment: A rhizomatic m-learning approach.

Due to the recent widespread adoption of technologies such as the internet, social media, and digital image capture and creation, the average person today needs to decode and process information from many different formats and media to fully participate in the contemporary world (Tertiary Education Commission, 2008; Hanifan, 2008). This study aimed to address this need by exploring how the visuals one encounters every day can be leveraged as opportunities for learning visual literacy. The aim operates on the presupposition that a person is surrounded by visuals in their everyday environment which they could potentially analyse to deepen their knowledge. However, learning from visuals in one’s environment is often beyond the capabilities of novice learners, due to a lack of learning support in this informal learning setting. Therefore, this study propositioned a learning model of visual skills based on mobile learning (m-learning) and rhizomatic learning.
 M-learning allows learners to learn in multiple contexts, across time and space, through social and content interactions, using personal electronic devices so that learning can be available everywhere and every time (Crompton, 2013; Georgiev, Georgieva, & Smrikarov, 2004). This leads to learning that can be more situated in a learner’s surroundings (Gikas & Grant, 2013), which is an attractive proposition when considering how learners can learn from life’s everyday imagery when they are separated from traditional learning support. 
 In rhizomatic learning, the curriculum is not predefined by experts or teachers, instead, “community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions” (Cormier, 2008, p. 5). In this way, rhizomatic learning communities can provide crowd-sourced peer support as ubiquitous as imagery is.
 The learning model proposed in this presentation was arrived at by utilising a practice-based research approach. The learning model was implemented and tested as prototype for an app. Usability testing and interviews were used to qualitatively evaluate the prototype, as well as the underlying learning model. The outcomes of the study demonstrate that visual literacy can be achieved by novice learners from contingent learning encounters in informal learning environments through collaboration and by providing context-aware learning support. The presentation will focus on the outcome of the study, which is the learning model and its pedagogical assumptions.

Understanding transition pathways by bridging modelling, transition and practice-based studies: Editorial introduction to the special issue

This paper presents an introduction to and overview of the papers in this Special Issue of Technological Forecasting & Social Change on ‘Transition Pathways’ is presented. Each of these papers are an output of the PATHWAYS project (EC FP7-funded, 2013–2017) which looked into ways to integrate alternative approaches for analysing sustainability transitions. Methods to bridge across scenario-modelling, socio-technical transition, and practice-based action research approaches (Turnheim et al. 2015; Geels et al., 2016) were implemented in eight empirical and modelling studies reported here. A variety of approaches to bridging emerged in practice, with differing methodological strategies employed, analysing transitions processes across different sectors, at a range of scales, and separately, comparatively or in a fully integrated way. This paper suggests a framework for understanding different approaches to bridging and shows how policy- and decision-making can be enriched by theoretically- and empirically-informed bridging approaches to transitions analysis.

Trainee psychotherapy effectiveness at a psychodynamic training clinic: a practice-based study

The degree to which clinical experience is a significant factor in predicting positive psychotherapeutic outcomes is an open question. Empirical studies comparing experienced and beginning practitioners on differences in client outcomes have yielded mixed results. While multiple sources have indicated that trainees are generally effective therapists, few of these studies have examined the effectiveness of graduate-level therapists in a psychodynamic training program. In this study, conducted in the United States, we use a practice-based research approach to examine the outcomes of clients working with trainees at a community mental health clinic in the northeast United States. The theoretical orientation identified by the clinic and training program is psychodynamic with an interpersonal and/or relational emphasis. Results indicated that clients working with trainees at this clinic demonstrated improvement across several indicators of symptoms and psychosocial functioning over the time they received treatment. Implications for training and service reimbursement are discussed.

Measuring Local Public Health and Primary Care Collaboration: A Practice-Based Research Approach.

To describe the degree of public health and primary care collaboration at the local level and develop a model framework of collaboration, the Community Collaboration Health Model (CCHM). Mixed-methods, cross-sectional surveys, and semistructured, key informant interviews. All local health jurisdictions in Colorado, Minnesota, Washington, and Wisconsin. Leaders from each jurisdiction were identified to describe local collaboration. Eighty percent of local health directors completed our survey (n = 193), representing 80% of jurisdictions. The parallel primary care survey had a 31% response rate (n = 128), representing 50% of jurisdictions. Twenty pairs of local health directors and primary care leaders participated in key informant interviews. Thirty-seven percent of jurisdictions were classified as having strong foundational and energizing characteristics in the model. Ten percent displayed high energizing/low foundational characteristics, 11% had high foundational/low energizing characteristics, and 42% of jurisdictions were low on both. Respondents reported wide variation in relationship factors. They generally agreed that foundational characteristics were present in current working relationships but were less likely to agree that relationships had factors promoting sustainability or innovation. Both sectors valued working together in principle, yet few did. Identifying shared priorities and achieving tangible benefits may be critical to realizing sustained relationships resulting in population health improvement. Our study reveals broad variation in experiences among local jurisdictions in our sample. Tools, such as the CCHM, and technical assistance may be helpful to support advancing collaboration. Dedicated funding, reimbursement redesign, improved data systems, and data sharing capability are key components of promoting collaboration. Yet, even in the absence of new reimbursement models or funding mechanisms, there are steps leaders can take to build and sustain their relationships. The self-assessment tool and the CCHM can identify opportunities for improving collaboration and link practitioners to strategies.

Mapping Strategy of Practicing Visual Art for Academic Purpose: a Perspective from Indonesia

Practice-based research was formally introduced in western academic institutions after the emergence of PhD visual art practice in early 1980 in Australia. This practice-based research approach became an alternative for artists to claim equality of art practice as research for academic purposes. Utilising Graeme Sullivan’s framework, ‘Art Practice as Research’, this paper maps visual art practice perceived as research in Indonesia. Interviews and focus group discussions from a total of 27 participants were analysed to map the symptoms of practice-based research approach in Indonesian visual art practice. This paper gives the strengths and weaknesses in the way participants (artists, curator, lecturer, undergraduate and postgraduate students as well as art manager) in Indonesia approach the practice of visual art in the academic context. Through this research, traces on how visual art is practiced in the academic context reveal the distinct Indonesian visual art practice at the higher education institution level. Keywords: Practice-based research, visual art practice, academic.

An investigation into the cause of the inner dark areas and outer lighter areas (ghosting) seen in dynamically-created two-dimensional bare footprints

Dynamic bare footprints differ from static bare footprints through the presence of additional, lighter markings around the rear of the heel print and apices of the toe print areas. These images can appropriately be described as inner dark and outer ghosting features. To date, the functional cause of both features has not been understood. To gain such an understanding could potentially allow the further development and use of these features in forensic identification.The aim of this project was to investigate the causes of the inner dark and outer ghosting features seen in dynamic bare footprints through an observational, practice-based action research approach within a gait laboratory. Volunteer male participants provided bare footprints on inkless paper taped to a Kistler force plate with video cameras situated either side. Ground reaction force data were collected as the footprints were formed and the event recorded using video cameras to allow these data to be correlated later.The findings suggest that the ghosting at the heel is the result of splaying of the fibro fatty pad, while that at the toes is the result of the distal ends of the toes coming into contact with the ground as the heel is lifted.Footprint, ground reaction force and video data comparisons showed that the inner dark area of the heel print corresponded with the main body of the heel contacting the ground. Outer ghosting corresponded with a backward splaying of the fat pad and the heel strike transient spike in vertical ground reaction force during increased loading. The inner dark area of the toes corresponded with a longer period of toe contact with the ground. Outer ghosting corresponded with the decreasing vertical ground reaction force and shorter contact time as the toes were leaving the ground towards the end of the contact phase of gait.Although the sample size was limited, these are new appreciations which could facilitate the use of the inner dark features in identification to provide additional points for comparison in cases involving dynamic bare footprints. Further work is now indicated to study these features in different populations and under varying conditions.

Feasibility, Acceptability, and Preliminary Effectiveness of a 4-week Mindfulness-Based Cognitive Therapy Protocol for Hospital Employees.

Hospital employees may experience occupational stress and burnout, which negatively impact quality of life and job performance. Evidence-based interventions implemented within the hospital setting are needed to promote employees' well-being. We offered a 4-week Mindfulness-Based Cognitive Therapy group program for hospital employees, and used a mixed-methods practice-based research approach to explore feasibility, acceptability, and effects on stress and burnout. Participants were 65 hospital employees (Mage = 44.06; 85% white) who participated between September 2015 and January 2016. Participants completed validated measures of stress and burnout before and after the program, and answered open-ended satisfaction questions after the program. Groups consistently enrolled at least 10 participants, but attendance rates declined across sessions (76% at session 2 vs. 54% at session 4) due primarily to work-related scheduling conflicts. The program content was acceptable as evidenced by high perceived value (M = 9.18 out of 10), homework compliance (51% practicing at least 3 times/week), and qualitative requests for program expansion. There were large, statistically significant decreases in stress (ΔM = 2.1, p < .001, d = .85) and medium decreases in burnout (ΔM = .46, p = .01, d = .57), which were supported by qualitative themes of improved self-regulation and mindfulness skills, stress reduction, emotional well-being, and improved work productivity and patient care skills. Findings suggest that 4-week MBCT is acceptable and useful for hospital employees, though research is needed to identify alternate delivery methods or strategies to enhance session attendance.

Experiences from the teacher-researcher’s perspective on learning study

PurposeThe purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?Design/methodology/approachEach question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.FindingsThe first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.Originality/valueThe paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

Managing relationship gaps: A practitioner perspective

Prior research has failed to explain how practitioners manage relationship gaps, i.e., situations where the interests of the parties in the relationship no longer match. By adopting a practice-based research approach to explain empirical findings drawn from industrial (B2B) service contexts, this study contributes an explanatory framework of how practitioners handle relationship gaps in practice and what factors guide and shape their behaviors. This analysis is based on work life stories from practitioners at six different industrial companies and shows that relationship gaps are managed through four alternative gap management practices, each characterized by a specific set of activities. The practitioner's perception of the validity and feasibility of the available options guides the scope of action within which different sets of activities are enacted.

ICCPP Student Workshops: Intercultural Transdisciplinary Learning in Practice

In the past two years, the Department of Architecture of the University of Moratuwa (UoM) in collaboration with the Faculty of Architecture of KU Leuven (Belgium) has organized international student workshops as part of the International Conference titled ‘Cities, People and Places’ (ICCPP workshops). These well-attended events offered bachelor and master level students of UoM and other universities in Sri Lanka and abroad an opportunity to experiment with a practice-based research approach towards architecture and urban design. This involved a conceptual and methodological framework that put the students who supplied base-line fieldwork material interchangeably in the roles of researchers, clients and designers. In addition, the exercise sharpened intercultural awareness and exchange as local and foreign students mingled in working on widely diverging case studies gathered in Sri Lanka and abroad. This paper outlines the conceptual framework of this initiative and the format developed in view of the workshop objectives. It then reviews how the first of these workshops was initiated, prepared, and conducted. Next, it critically assesses the envisaged outcomes in terms of concepts, methods, logistics and learning processes. Final reflections outline the lessons learnt in view of participants’ responses. It is proposed to further elaborate this experimental approach as part of the ICCPP events and possibly apply it to other similar initiatives. Cities People Places: International Journal on Urban Environments Vol.1(1) 2015: 32-46

Practice-Based Research: Ex Post Facto Evaluation of Evidence-Based Police Practices Implemented in Residential Burglary Micro-Time Hot Spots.

Police agencies around the country are implementing various strategies to reduce crime in their communities that need to be evaluated. These strategies are often based on systematic crime analysis and are focused on crime occurring in hot spots, which are areas of disproportionate amounts of crime. This article takes a practice-based research approach to evaluate whether evidence-based police strategies implemented by one police agency as its normal everyday crime reduction practice are effective in reducing residential burglary incidents in micro-time hot spots. A quasi-experimental ex post facto design is employed using 5 years of data from one police agency that has institutionalized the identification and response to micro-time hot spots into its day-to-day practices. Propensity score matching is used to match 54 pairs of micro-time hot spots using logistic regression to compute the propensity scores and greedy 1 to 1 matching with a caliper width of 0.5 of the standard deviation of the logit to match the cases. Independent t-tests show that tactical police response to micro-time hot spots can lead to significant reductions in residential burglary incidents without the spatial displacement of crime. Tactical police responses that seek to achieve short-term reductions in crime appear to be well suited for micro-time hot spots since they are, by nature, short term. Importantly, the conclusions are based on the evaluation of an agency's systematic implementation of the evidence-based practices as its normal practices and not for the sake of research.

Is a practice-based rural research network feasible in Europe?

Research in family medicine is a well-established entity nationally and internationally, covering all aspects of primary care including remote and isolated practices. However, due to limited capacity and resources in rural family medicine, its potential is not fully exploited yet. An idea to foster European rural primary care research by establishing a practice-based research network has been recently put forward by several members of the European Rural and Isolated Practitioners Association (EURIPA) and the European General Practice Research Network (EGPRN). Two workshops on why, and how to design a practice-based research network among rural family practices in Europe were conducted at two international meetings. This paper revisits the definition of practice-based research in family medicine, reflects on the current situation in Europe regarding the research in rural family practice, and discusses a rationale for practice-based research in rural family medicine. A SWOT analysis was used as the main tool to analyse the current situation in Europe regarding the research in rural family practice at both meetings. The key messages gained from these meetings may be employed by the Wonca Working Party on research, the International Federation of Primary Care Research Network and the EGPRN that seek to introduce a practice-based research approach. The cooperation and collaboration between EURIPA and EGPRN creates a fertile ground to discuss further the prospect of a European practice-based rural family medicine research network, and to draw on the joint experience.

‘in-between’: architectural drawing as interdisciplinary spatial discourse

This essay discusses the role of non-normative architectural representational practices in architectural design-based research. From a reading of Michel Foucault's concept of ‘discursive formations’, it sets out an inter-disciplinary practice-based design research approach to architectural drawing. It considers architectural research to be connected to the conception that drawing and the critical discourse of space are indissoluble and that the confines of each are products of specific ideological and disciplinary practices. Conventional, orthographic architectural drawings are challenged through ‘in-between’ drawings inspired by inter-disciplinary drawing methods. The site of exploration is the pedagogical context of the design studio.Two different bodies of student architectural design research drawings are discussed. One set is of digitally produced collages that examine island colonisation and that incorporate drawing methods used in geology and archaeology. The other set comprises hand-made collage drawings that visually incorporate the qualities of home typically excluded from architectural drawing and which reference social and anthropological readings of the space. The essay aims to propose alternative modes of practice through drawing ‘in-between’ disciplinary conventions.

Using Cultural-Historical Activity Theory to Analyze Social Service Practices Evolving from the Norwegian HUSK Projects

The HUSK projects catalyzed innovation in the practices of providing social services that could yield useful insights both within and outside of Norway if analyzed in these two ways: (a) retrospective analysis of the development of individual HUSK projects in light of their cultural-historical contexts, and (b) comparative analysis of the efforts to advance multi-sector collaboration in some of the HUSK projects. Such analyses require a practice-based research approach that takes into account culture and history. In this article the author explains how cultural-historical activity theory provides such an approach, illustrated via several HUSK cases. The author suggests five questions for future analyses of the HUSK projects and argues that insights gleaned from such analyses could contribute significantly to research on—and the provision of—social services.

Dance movement psychotherapy with an adult with autistic spectrum disorder: An observational single-case study

Dance movement psychotherapy (DMP) is considered to be a relevant and appropriate intervention for people with autistic spectrum disorder (ASD). A number of studies have reported DMP techniques and approaches in therapeutic work with children. Wider therapeutic practice in special education and other settings for children with ASD includes the use of structured narrative approaches in treatment. To date there is limited literature reporting DMP practice with adults with ASD. The aim of the study was to introduce a structured narrative approach in the form of the six-part story within DMP with an adult with ASD. A practice-based research approach was used to generate therapist observations and collect in-therapy responses from one patient. The study results indicate that DMP practice can incorporate structured narrative approaches in work with adults with ASD.

Postgraduate Design Education in Germany: Motivations, Understandings and Experiences of Graduates and Enrolled Students in Master's and Doctoral Programmes

ABSTRACTGermany has a long tradition of excellence in design, highlighted by influential institutions such as the Bauhaus and the Ulm School, which continue to globally influence design practice and education. Design fields are principally located in three of the major institution types in Germany: the Fachhochschulen (Universities of Applied Sciences/Polytechnics), Kunsthochschulen (Universities of Art) and the traditional universities. In all schools and departments practice-based work and traditional research approaches compete for a focus in institutions adapting to the implementation of the Bologna restructuring of Higher Education in Germany. In this new context, what design as an academic discipline (Designwissenschaft) looks like is being defined and debated by academics. However, this discussion is taking place without much reference to the content and nature of existing programmes or the student experience. This lack of empirical input from students, whose experiences and understanding are a key measure, form the basis of this funded research study. Based on qualitative and quantitative data (n = 154) from a survey of enrolled and completed doctoral (n = 39) and master's students (n = 116) gathered during a German government-sponsored research exchange, this preliminary study assesses the motivations, experiences and understanding of design research. The study concludes with an assessment of design as a discipline in Germany based on this data.

&lt;i&gt;Tinboektoe toe&lt;/i&gt;: Spatial explorations

In order to develop and advance research in the creative disciplines in a university context, it is important to create a space in which the expectations in the formal research environment and the unique features of the creative disciplines are in balance. To this end it is necessary to investigate more closely the challenges and possibilities of practice-based research approaches, and to understand their internal functioning better. The experimental and unique nature of artists’ books and the variety of activities that form part of the creative process may bring about an increased awareness of the creative process, and in that way it may also create space conducive for reflection. In this article the development of an artist’s book, Tinboektoe toe, being discussed, from the perspective of the reflective practitioner. This book, consisting of postcards, invited readers to literally and figuratively become part of the space of the book, to participate in its writing and to make stories, in order to dismantle and undermine the traditional boundaries of the narrative world and the book. Although reader participation in the construct of meaning underpins all writing, it became a deliberate and centrifugal force in this project, influencing the research themes and possibilities. This specific and nuanced focus is probably only feasible if a creative project and research issues are allowed to develop jointly organically. The project can be regarded as a case where artistic practice is the subject, method, content and outcome of research. Practice-based research must offer room for a journey of exploration and discovery.

Theoretical and Practical Imperatives for Reflective Social Work Organizations in Health and Mental Health

Summary This article describes the common challenges to health and mental health organizations that require these agencies to become more “reflective” in their culture and structures. This necessitates integrating practice and research at all organizational levels. Schon's concept of reflective practice to health and mental health organizations is extended to develop the construct of a reflective organization, in which direct practitioners are integral to organizational learning through ongoing service evaluation and redesign. The theoretical and practical reasons why social work administrators and clinicians alike are obliged to integrate practice and research are discussed. University-based models of practice-research integration impede this process; Epstein's Practice-Based Research approach facilitates it.