Knowledge Mobilization

Research-to-Practice Learning Systems

The master framework for moving evidence

Published resource

The conceptual architecture for how research and evidence reach the people who can use them, and change what they do. It is the centrepiece the other knowledge-mobilization contributions instantiate in specific contexts.

Grounding. Knowledge mobilization; implementation frameworks

Read the Research-to-Practice Learning Systems resource

Sources

• Reference 1: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.

Most related, by shared theory and theme

• Digital & AI-Enabled KMb — 1 shared source
• Evidence Brief & Knowledge Product Design — Implementation · 1 shared source
• Communities of Practice Design for KMb — Implementation · 1 shared source
• KMb Evaluation Design — 1 shared source
• Co-Production & Participatory Design — 1 shared source

Connected contributions

• KMb Evaluation Design

Where this work leads

• Learning Design Specialization, on the Learning Design Specialization page
• Learning Community Design & Facilitation, on the Learning Experience Design page
• Closing the Knowing–Doing Gap, on the Universal Design for Learning page

KMb Evaluation Design

Did the evidence change practice?

Published resource

Measurement built for knowledge mobilization specifically — indicators of uptake and changed practice, not only satisfaction or reach. It is referenced by every other contribution on this branch, and shared with the wider evaluation family.

Grounding. KMb indicators; evaluation design

Read the KMb Evaluation Design resource

Sources

• Reference 1: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
• Reference 2: Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd ed.). Berrett-Koehler.

Most related, by shared theory and theme

• Research-to-Practice Learning Systems — 1 shared source
• Digital & AI-Enabled KMb — 1 shared source
• Evidence Brief & Knowledge Product Design — 1 shared source
• Co-Production & Participatory Design — 1 shared source
• Communities of Practice Design for KMb — 1 shared source

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Evaluating Whether Design Reduced Barriers, on the Universal Design for Learning page
• Equity Evaluation Framework Design, on the Learning Systems Design page
• Testing & Iterating the Experience, on the Learning Experience Design page

Implementation Science Learning Design

Translating implementation frameworks into design

Published resource

Turning established implementation-science frameworks into concrete design decisions, giving change and needs work a theoretical backbone. It is a shared language among senior practitioners in health and the public sector.

Grounding. CFIR; EPIS; PARIHS

Read the Implementation Science Learning Design resource

Sources

• Reference 3: Damschroder, L. J., et al. (2009). “Fostering Implementation of Health Services Research Findings into Practice: A Consolidated Framework for Advancing Implementation Science (CFIR).” Implementation Science, 4:50.
• Reference 4: Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). “Advancing a Conceptual Model of Evidence-Based Practice Implementation in Public Service Sectors (EPIS).” Administration and Policy in Mental Health, 38(1), 4–23.
• Reference 5: Kitson, A., Harvey, G., & McCormack, B. (1998). “Enabling the Implementation of Evidence Based Practice: A Conceptual Framework (PARIHS).” Quality in Health Care, 7(3), 149–158.

Most related, by shared theory and theme

• Spread Beyond the Pilot, and De-implementation — Implementation · 1 shared source
• Research-to-Practice Learning Systems — Implementation
• Evidence Brief & Knowledge Product Design — Implementation
• Policy & Public-Sector Knowledge Design — Implementation
• Communities of Practice Design for KMb — Implementation

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Change Management Through Learning Design, on the Learning Systems Design page
• Needs Analysis for Organizational Transformation, on the Learning Systems Design page

Evidence Brief & Knowledge Product Design

Research outputs practitioners actually use

Practised · resource in development

Designing the artifacts that carry evidence — briefs, summaries, and tools — so they are usable by the people they are meant for. It is concrete, demonstrable, and widely hired for.

Grounding. Knowledge translation; information design

Sources

• Reference 6: Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using Evidence: How Research Can Inform Public Services. Policy Press.
• Reference 1: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.

Most related, by shared theory and theme

• Research-to-Practice Learning Systems — Implementation · 1 shared source
• Arts-Based Knowledge Products — Learner research, Implementation · 1 shared source
• Evidence Synthesis as a Design Input — Learner research, Implementation
• Policy & Public-Sector Knowledge Design — Implementation · 1 shared source
• Co-Production & Participatory Design — Learner research · 1 shared source

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Backward Design in Practice, on the Learning Experience Design page

Co-Production & Participatory Design

Designing with knowledge users, not for them

Practised · resource in development

Involving the people who will use knowledge in designing how it moves — the integrated approach many research funders now expect. It draws directly on community design and facilitation.

Grounding. Integrated knowledge translation; participatory design

Sources

• Reference 1: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
• Reference 7: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Most related, by shared theory and theme

• Communities of Practice Design for KMb — Community · 2 shared sources
• Creative Practice as Inquiry with Knowledge Users — Learner research, Community · 1 shared source
• Research-to-Practice Learning Systems — 1 shared source
• Arts-Based Knowledge Products — Learner research
• Evidence Brief & Knowledge Product Design — Learner research · 1 shared source

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Learning Community Design & Facilitation, on the Learning Experience Design page

Policy & Public-Sector Knowledge Design

Rapid evidence to policy

Practised · resource in development

Designing evidence for the realities of policy process and the people who work within it, so research can inform decisions on the timelines government actually runs on.

Grounding. Evidence-informed policy; knowledge mobilization

Sources

• Reference 6: Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using Evidence: How Research Can Inform Public Services. Policy Press.

Most related, by shared theory and theme

• Evidence Brief & Knowledge Product Design — Implementation · 1 shared source
• Research-to-Practice Learning Systems — Implementation
• Arts-Based Knowledge Products — Implementation · 1 shared source
• Implementation Science Learning Design — Implementation
• Communities of Practice Design for KMb — Implementation

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Needs Analysis for Organizational Transformation, on the Learning Systems Design page
• Change Management Through Learning Design, on the Learning Systems Design page

Researcher Capacity Building

Helping researchers mobilize their own knowledge

Practised · resource in development

Building researchers' capability to carry their own work into practice — the skillset behind the emerging research-impact roles in universities and research institutes.

Grounding. Capacity building; adult learning

Sources

• Reference 8: Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner (8th ed.). Routledge.

Most related, by shared theory and theme

• Research-to-Practice Learning Systems — editorially linked
• Evidence Brief & Knowledge Product Design — Learner research
• Co-Production & Participatory Design — Learner research
• Arts-Based Knowledge Products — Learner research
• Creative Practice as Inquiry with Knowledge Users — Learner research

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Experiential Learning Infrastructure, on the Learning Experience Design page

Indigenous & Equity-Centred KMb

Power-aware, community-led knowledge movement

Practised · resource in development

Mobilizing knowledge in ways that respect data sovereignty, plural ways of knowing, and the communities knowledge comes from. It is developed in relationship and with care, not as token coverage.

Grounding. OCAP®; Two-Eyed Seeing; equity-centred design

Sources

• Reference 9: The First Nations Information Governance Centre. The First Nations Principles of OCAP® (Ownership, Control, Access, Possession).
• Reference 10: Bartlett, C., Marshall, M., & Marshall, A. (2012). “Two-Eyed Seeing and Other Lessons Learned within a Co-Learning Journey of Bringing Together Indigenous and Mainstream Knowledges and Ways of Knowing.” Journal of Environmental Studies and Sciences, 2(4), 331–340.

Most related, by shared theory and theme

• Research-to-Practice Learning Systems — editorially linked

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Equity-Centered Learning Design, on the Universal Design for Learning page

Digital & AI-Enabled KMb

AI-assisted access to evidence

Practised · resource in development

Using digital and AI tools to widen access to evidence and support its use, grounded in real knowledge-mobilization practice rather than novelty. It shares its production questions with scalable personalization.

Grounding. Learning technology; responsible AI

Sources

• Reference 1: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.

Most related, by shared theory and theme

• Research-to-Practice Learning Systems — 1 shared source
• KMb Evaluation Design — 1 shared source
• Evidence Brief & Knowledge Product Design — 1 shared source
• Co-Production & Participatory Design — 1 shared source
• Communities of Practice Design for KMb — 1 shared source

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Scaling Personalization Without Scaling Cost, on the Universal Design for Learning page

Communities of Practice Design for KMb

Peer structures that sustain evidence use

Practised · resource in development

Designing the peer-learning structures — communities of practice — that keep evidence in use over time rather than letting it fade after a single push. It is the knowledge-mobilization application of community design and facilitation.

Grounding. Communities of practice (Wenger)

Sources

• Reference 7: Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
• Reference 1: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.

Most related, by shared theory and theme

• Co-Production & Participatory Design — Community · 2 shared sources
• Research-to-Practice Learning Systems — Implementation · 1 shared source
• Evidence Brief & Knowledge Product Design — Implementation · 1 shared source
• Digital & AI-Enabled KMb — 1 shared source
• Creative Practice as Inquiry with Knowledge Users — Community · 1 shared source

Connected contributions

• Research-to-Practice Learning Systems

Where this work leads

• Knowledge Mobilization, on the Knowledge Mobilization page
• Learning Community Design & Facilitation, on the Learning Experience Design page

Arts-Based Knowledge Products

Creative form as a route for evidence

Practised · resource not yet written

Exhibitions, performance, illustration, film and printed objects reach audiences that reports do not, and can hold complexity that a summary compresses. Designing them as knowledge products means keeping the underlying evidence traceable, stating what the work does and does not claim, and evaluating reach and use as with any other output.

Grounding. Arts-based research practice (Leavy); arts and health evidence (Fancourt & Finn); knowledge product design

Sources

• Reference 11: Leavy, P. (2020). Method Meets Art: Arts-Based Research Practice (3rd ed.). Guilford Press.
• Reference 12: Fancourt, D., & Finn, S. (2019). What Is the Evidence on the Role of the Arts in Improving Health and Well-Being? WHO Regional Office for Europe, Health Evidence Network synthesis report 67.
• Reference 6: Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using Evidence: How Research Can Inform Public Services. Policy Press.

Most related, by shared theory and theme

• Evidence Brief & Knowledge Product Design — Learner research, Implementation · 1 shared source
• Co-Production & Participatory Design — Learner research
• Policy & Public-Sector Knowledge Design — Implementation · 1 shared source
• Evidence Synthesis as a Design Input — Learner research, Implementation
• Creative Practice as Inquiry with Knowledge Users — Learner research · 1 shared source

Connected contributions

• Evidence Brief & Knowledge Product Design
• Co-Production & Participatory Design

Where this work leads

• Knowledge Mobilization, on the Knowledge Mobilization page
• Information and Data Visualization for Learning, on the Learning Design page
• Interpretation Bound to an Object and Its Provenance, on the Public Learning page

Creative Practice as Inquiry with Knowledge Users

Making together as a method of finding out

Practised · resource not yet written

Structured making — mapping, model-building, drawing, object work — allows groups to express understanding that interviews reach less readily, and gives participants a shared artefact to reason from. Used within co-production it produces analysable material alongside the relationship, provided consent, authorship and the destination of the work are settled in advance.

Grounding. Arts-based research (Leavy); participatory design (Ehn); integrated knowledge translation; research ethics (TCPS 2)

Sources

• Reference 11: Leavy, P. (2020). Method Meets Art: Arts-Based Research Practice (3rd ed.). Guilford Press.
• Reference 13: Ehn, P. (1988). Work-Oriented Design of Computer Artifacts. Arbetslivscentrum.
• Reference 1: Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.
• Reference 14: Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council, & Social Sciences and Humanities Research Council (2022). Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans — TCPS 2 (2022).

Most related, by shared theory and theme

• Co-Production & Participatory Design — Community, Learner research · 1 shared source
• Evidence Brief & Knowledge Product Design — Learner research · 1 shared source
• Communities of Practice Design for KMb — Community · 1 shared source
• Arts-Based Knowledge Products — Learner research · 1 shared source
• Research-to-Practice Learning Systems — 1 shared source

Connected contributions

• Co-Production & Participatory Design

Where this work leads

• Knowledge Mobilization, on the Knowledge Mobilization page
• Designing For and Within Practice-Based Research, on the Learning Experience Design page
• Making as Knowing, on the Epistemology page
• Ethics and Consent in Learner Research, on the Learning Design page

Evidence Synthesis as a Design Input

Reading, commissioning or conducting the review a design rests on

Practised · resource not yet written

Where a design rests on a body of evidence, the quality of that reading sets the limit on what the design can claim. Systematic review method — a stated question, a documented search, applied inclusion criteria, appraisal, and transparent reporting — is what distinguishes a synthesis from a selection. Registering the protocol before the search begins, and reporting to an established standard, lets an independent reader follow the same path and reach the same set of studies.

Grounding. Cochrane Handbook (Higgins et al.); PRISMA 2020 (Page et al.); introduction to systematic reviews (Gough, Oliver & Thomas)

Sources

• Reference 15: Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (Eds.). (2019). Cochrane Handbook for Systematic Reviews of Interventions (2nd ed.). Wiley-Blackwell.
• Reference 16: Page, M. J., McKenzie, J. E., Bossuyt, P. M., et al. (2021). “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews.” BMJ, 372, n71.
• Reference 17: Gough, D., Oliver, S., & Thomas, J. (2017). An Introduction to Systematic Reviews (2nd ed.). SAGE Publications.

Most related, by shared theory and theme

• Evidence Brief & Knowledge Product Design — Learner research, Implementation
• Arts-Based Knowledge Products — Learner research, Implementation
• Implementation Science Learning Design — Implementation
• Research-to-Practice Learning Systems — Implementation
• Co-Production & Participatory Design — Learner research

Connected contributions

• Evidence Brief & Knowledge Product Design

Where this work leads

• Knowledge Mobilization, on the Knowledge Mobilization page
• Reading Learning Science Without Neuromyths, on the Learning Design page
• Source Discipline in Knowledge Products, on the Learning Design page
• Designing Under Disagreement, on the Epistemology page

Spread Beyond the Pilot, and De-implementation

What institutionalizing asks for, and what stopping asks for

Practised · resource not yet written

Moving from a successful pilot into routine practice is its own piece of design work: the innovation is specified, the organizations that will hold it are identified, and the budget, policy and training arrangements that sustain it are put in place. The same discipline applies to withdrawal — where a practice has been superseded, an explicit process for removing it, with its own communication and support, keeps the old and the new from running side by side.

Grounding. Scaling-up strategy (WHO & ExpandNet); de-implementation (Prasad & Ioannidis); implementation frameworks (CFIR); exploration and exploitation (March)

Sources

• Reference 18: World Health Organization & ExpandNet (2010). Nine Steps for Developing a Scaling-Up Strategy. Geneva: World Health Organization.
• Reference 19: Prasad, V., & Ioannidis, J. P. A. (2014). “Evidence-Based De-Implementation for Contradicted, Unproven, and Aspiring Healthcare Practices.” Implementation Science, 9, 1.
• Reference 3: Damschroder, L. J., et al. (2009). “Fostering Implementation of Health Services Research Findings into Practice: A Consolidated Framework for Advancing Implementation Science (CFIR).” Implementation Science, 4:50.
• Reference 20: March, J. G. (1991). “Exploration and Exploitation in Organizational Learning.” Organization Science, 2(1), 71–87.

Most related, by shared theory and theme

• Implementation Science Learning Design — Implementation · 1 shared source
• Research-to-Practice Learning Systems — Implementation, Systems
• Evidence Brief & Knowledge Product Design — Implementation
• Policy & Public-Sector Knowledge Design — Implementation
• Digital & AI-Enabled KMb — Scale

Connected contributions

• Implementation Science Learning Design

Where this work leads

• Knowledge Mobilization, on the Knowledge Mobilization page
• Designing for the Update Cycle, on the Learning Design page
• Organizational Learning Design, on the Learning Systems Design page
• Scaling Personalization Without Scaling Cost, on the Universal Design for Learning page