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 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 in this area, 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

• 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

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
• Policy & Public-Sector Knowledge Design — Implementation · 1 shared source
• Co-Production & Participatory Design — Learner research · 1 shared source
• Communities of Practice Design for KMb — Implementation · 1 shared source
• Digital & AI-Enabled KMb — 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

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
• Research-to-Practice Learning Systems — 1 shared source
• Evidence Brief & Knowledge Product Design — Learner research · 1 shared source
• Digital & AI-Enabled KMb — 1 shared source
• KMb Evaluation Design — 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

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
• 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

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

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

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.

This contribution is developed in consultation and relationship, not authored in isolation.

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

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

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
• Implementation Science Learning Design — Implementation

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