15 July 2014 1 Comment
Megan McPherson is currently working on the Dissemination of Learning and Teaching Resources Project for the College of Design and Social Context, RMIT University. She is supporting multiple research teams and internal and external processes for engaged dissemination.
She has project managed, led, and evaluated higher education research in the areas of peer learning and assessment in the creative industries, elearning approaches in the university studio, and professional development for teaching in new generation learning spaces.
Megan is a practicing artist and has taught and researched in the university studio for 18 years. She is a PhD scholar in the Faculty of Education, Monash University.
Megan tweets and instagrams at @MeganJMcPherson.
It used to be that dissemination was all about the academic publishing and conference presentations you would do at the end of the project to make public your findings and recommendations.
In the grant-lands of internal and external funding bodies, the idea of dissemination is changing.
Engaging in dissemination with your stakeholders is expected from the beginning of the project. An example of the support for this move is the Australian Government’s Office of Learning and Teaching (OLT) ‘engaged dissemination’ project resulting in The D-Cubed project and resources.
Most learning and teaching funds emphasise engaged dissemination, and there are things that we can learn from this space. Dissemination can be more than an academic conference paper or article in a pay-walled journal.
Dissemination has moved into the more specific arena of ‘engaged dissemination’ where there is a planned process of ‘understanding potential adopters and engaging with them throughout the life of the project, to facilitate commitment to sustained change” (p.12). This means that you identify and interact with the audience for your research from the beginning of your project.