1 00:00:00,000 --> 00:00:01,600 Welcome to the deep dive. 2 00:00:01,600 --> 00:00:03,360 Today, we're gonna be looking 3 00:00:03,360 --> 00:00:05,880 at this really interesting concept. 4 00:00:05,880 --> 00:00:08,480 It's called use-inspired research. 5 00:00:08,480 --> 00:00:10,700 And it's a way to think about tackling problems 6 00:00:10,700 --> 00:00:13,080 in research in a really different way. 7 00:00:13,080 --> 00:00:14,120 Cool. 8 00:00:14,120 --> 00:00:16,520 So the source material we're looking at today 9 00:00:16,520 --> 00:00:18,280 is an excerpt from a book. 10 00:00:18,280 --> 00:00:21,280 The book is Efficacious Technology Management, 11 00:00:21,280 --> 00:00:25,120 a guide for school leaders, which was published back in 2018. 12 00:00:25,120 --> 00:00:29,360 And this excerpt really zooms in on this concept 13 00:00:29,360 --> 00:00:31,560 of use-inspired research. 14 00:00:31,560 --> 00:00:33,800 Now you might be thinking, well, I'm not a school leader, 15 00:00:33,800 --> 00:00:34,920 but trust me, stick with us, 16 00:00:34,920 --> 00:00:37,000 because the ideas that are presented here 17 00:00:37,000 --> 00:00:39,000 really apply way beyond the classroom. 18 00:00:39,000 --> 00:00:39,840 Yeah, definitely. 19 00:00:39,840 --> 00:00:40,800 This is about looking at systems 20 00:00:40,800 --> 00:00:42,600 and trying to understand them and improve them. 21 00:00:42,600 --> 00:00:45,280 And that can be in technology or healthcare 22 00:00:45,280 --> 00:00:47,280 or even your own personal productivity systems. 23 00:00:47,280 --> 00:00:48,120 Absolutely. 24 00:00:48,120 --> 00:00:49,440 So the excerpt kind of starts off 25 00:00:49,440 --> 00:00:53,000 by challenging the traditional view of research. 26 00:00:53,000 --> 00:00:55,960 You know, that idea that research is either pure 27 00:00:55,960 --> 00:00:58,600 or it's applied, pure research. 28 00:00:58,600 --> 00:01:00,840 Of course, being the kind that just seeks knowledge, 29 00:01:00,840 --> 00:01:02,480 you know, knowledge for knowledge is sake. 30 00:01:02,480 --> 00:01:04,840 While applied research really aims to solve, 31 00:01:04,840 --> 00:01:06,240 you know, immediate problems. 32 00:01:06,240 --> 00:01:07,080 Yeah. 33 00:01:07,080 --> 00:01:08,400 But is it really that simple? 34 00:01:08,400 --> 00:01:09,320 Well, not really. 35 00:01:09,320 --> 00:01:11,000 I mean, it's kind of an oversimplification 36 00:01:11,000 --> 00:01:12,520 and it can limit our understanding 37 00:01:12,520 --> 00:01:14,840 of how research actually works in the real world. 38 00:01:14,840 --> 00:01:15,680 Right. 39 00:01:15,680 --> 00:01:17,920 So back in 1997, Donald Stokes, 40 00:01:17,920 --> 00:01:21,280 he actually proposed a more nuanced model. 41 00:01:21,280 --> 00:01:22,120 Okay. 42 00:01:22,120 --> 00:01:24,480 And he used this two by two matrix 43 00:01:24,480 --> 00:01:27,080 to really map out all these different approaches to research. 44 00:01:27,080 --> 00:01:28,360 Okay, I'm intrigued. 45 00:01:28,360 --> 00:01:29,520 Tell me more about this matrix. 46 00:01:29,520 --> 00:01:31,240 All right, so you got this two by two matrix, right? 47 00:01:31,240 --> 00:01:32,080 Yeah. 48 00:01:32,080 --> 00:01:34,240 And it considers basically two things. 49 00:01:35,200 --> 00:01:39,320 Does the research seek to create new understanding? 50 00:01:39,320 --> 00:01:40,160 Okay. 51 00:01:40,160 --> 00:01:44,360 And does it also aim at applying the discoveries that it makes? 52 00:01:44,360 --> 00:01:45,760 All right, so you've got these two axes 53 00:01:45,760 --> 00:01:47,600 seeking new understanding, yes or no. 54 00:01:47,600 --> 00:01:48,440 Right. 55 00:01:48,440 --> 00:01:49,680 And applying discoveries, yes or no. 56 00:01:49,680 --> 00:01:51,160 And that creates four different boxes. 57 00:01:51,160 --> 00:01:52,000 Exactly. 58 00:01:52,000 --> 00:01:53,640 Four different quadrants representing 59 00:01:53,640 --> 00:01:55,000 different approaches to research. 60 00:01:55,000 --> 00:01:57,040 Okay, let's kind of dive into those quadrants. 61 00:01:57,040 --> 00:02:00,480 So one of these quadrants is what we would call pure research. 62 00:02:00,480 --> 00:02:02,200 And the example that comes to mind 63 00:02:02,200 --> 00:02:05,720 is those cognitive scientists who map the brain. 64 00:02:05,720 --> 00:02:06,960 Yeah. 65 00:02:06,960 --> 00:02:08,160 They're seeking knowledge. 66 00:02:08,160 --> 00:02:08,980 Right. 67 00:02:08,980 --> 00:02:10,360 They want to understand how the brain works. 68 00:02:10,360 --> 00:02:11,200 Right. 69 00:02:11,200 --> 00:02:12,280 But they're not necessarily focused 70 00:02:12,280 --> 00:02:15,360 on any kind of immediate application of that knowledge. 71 00:02:15,360 --> 00:02:18,680 Yeah, you can contrast that then with technology development. 72 00:02:18,680 --> 00:02:20,160 So that would be like programmers 73 00:02:20,160 --> 00:02:22,920 who design those educational games. 74 00:02:22,920 --> 00:02:25,040 They are applying knowledge. 75 00:02:25,040 --> 00:02:25,880 Right. 76 00:02:25,880 --> 00:02:28,400 And they may not be directly contributing 77 00:02:28,400 --> 00:02:30,320 any new scientific understanding. 78 00:02:30,320 --> 00:02:31,800 Right, they're taking existing knowledge 79 00:02:31,800 --> 00:02:33,080 and putting it into practice. 80 00:02:33,080 --> 00:02:33,840 Exactly. 81 00:02:33,840 --> 00:02:36,520 And that's where this distinction really becomes important. 82 00:02:36,520 --> 00:02:39,120 Because then you have what we call use-inspired research. 83 00:02:39,120 --> 00:02:39,560 Okay. 84 00:02:39,560 --> 00:02:41,680 And this seeks to kind of do both. 85 00:02:41,680 --> 00:02:42,560 You know? 86 00:02:42,560 --> 00:02:44,560 It wants to discover new knowledge. 87 00:02:44,560 --> 00:02:45,000 Okay. 88 00:02:45,000 --> 00:02:47,080 But it also wants to apply that knowledge 89 00:02:47,080 --> 00:02:49,000 to solve real-world problems. 90 00:02:49,000 --> 00:02:49,680 Oh, that's interesting. 91 00:02:49,680 --> 00:02:51,440 So it's kind of like having your cake and eating it too. 92 00:02:51,440 --> 00:02:52,360 Exactly. 93 00:02:52,360 --> 00:02:54,200 And this quadrant is actually named 94 00:02:54,200 --> 00:02:56,640 Pasteur's Quadrant after Louis Pasteur. 95 00:02:56,640 --> 00:02:57,880 Right. 96 00:02:57,880 --> 00:02:59,920 You know, the guy who studied diseases 97 00:02:59,920 --> 00:03:02,760 to both understand them and to prevent them. 98 00:03:02,760 --> 00:03:03,680 Yeah, so he was doing both. 99 00:03:03,680 --> 00:03:05,320 He was trying to understand the mechanisms. 100 00:03:05,320 --> 00:03:05,800 Exactly. 101 00:03:05,800 --> 00:03:07,120 And come up with ways to prevent them. 102 00:03:07,120 --> 00:03:07,880 Precisely. 103 00:03:07,880 --> 00:03:11,400 And that ties in directly with this idea of IT management. 104 00:03:11,400 --> 00:03:11,960 Okay. 105 00:03:11,960 --> 00:03:14,720 So effective IT managers, they're kind of like Pasteur. 106 00:03:14,720 --> 00:03:17,760 You know, they want to create systems that work. 107 00:03:17,760 --> 00:03:20,400 But they also want to understand why they work. 108 00:03:20,400 --> 00:03:20,880 Uh-huh. 109 00:03:20,880 --> 00:03:22,640 So they can continually improve them. 110 00:03:22,640 --> 00:03:23,440 Exactly. 111 00:03:23,440 --> 00:03:25,400 And that really embodies the spirit 112 00:03:25,400 --> 00:03:26,880 of use-inspired research. 113 00:03:26,880 --> 00:03:27,160 I see. 114 00:03:27,160 --> 00:03:28,440 That's a great analogy. 115 00:03:28,440 --> 00:03:31,120 So how does this then translate into action? 116 00:03:31,120 --> 00:03:31,320 Okay. 117 00:03:31,320 --> 00:03:33,040 Well, the excerpt highlights these things called 118 00:03:33,040 --> 00:03:36,240 interventions, which are basically actions 119 00:03:36,240 --> 00:03:39,040 that are meant to address a specific problem. 120 00:03:39,040 --> 00:03:39,520 Wow. 121 00:03:39,520 --> 00:03:42,400 And in IT, these could be new pieces of software, 122 00:03:42,400 --> 00:03:45,840 new procedures, or even methods for actually using technology. 123 00:03:45,840 --> 00:03:46,600 Gotcha. 124 00:03:46,600 --> 00:03:48,880 So it's about taking action, not just thinking about it. 125 00:03:48,880 --> 00:03:49,240 Right. 126 00:03:49,240 --> 00:03:52,000 And those interventions should be grounded in theory. 127 00:03:52,000 --> 00:03:52,480 Theory. 128 00:03:52,480 --> 00:03:52,880 Okay. 129 00:03:52,880 --> 00:03:53,200 Yeah. 130 00:03:53,200 --> 00:03:56,040 Because theory helps to explain what we're observing. 131 00:03:56,040 --> 00:04:00,120 And it helps to predict what might happen when things change. 132 00:04:00,120 --> 00:04:02,040 So it's not just randomly trying things? 133 00:04:02,040 --> 00:04:02,560 No. 134 00:04:02,560 --> 00:04:04,440 It's about making informed decisions. 135 00:04:04,440 --> 00:04:04,800 Yeah. 136 00:04:04,800 --> 00:04:06,040 Based on a framework. 137 00:04:06,040 --> 00:04:07,160 Exactly. 138 00:04:07,160 --> 00:04:09,960 So it's like having a roadmap for your actions. 139 00:04:09,960 --> 00:04:10,640 Right. 140 00:04:10,640 --> 00:04:13,520 But how do you know if those interventions are actually 141 00:04:13,520 --> 00:04:14,240 working? 142 00:04:14,240 --> 00:04:17,800 Well, that's where this idea of multiple measures comes in. 143 00:04:17,800 --> 00:04:20,160 So you want to use a bunch of different data points 144 00:04:20,160 --> 00:04:22,560 to get a more complete picture of what's happening. 145 00:04:22,560 --> 00:04:22,960 Thanks. 146 00:04:22,960 --> 00:04:24,600 So for example, if you're implementing 147 00:04:24,600 --> 00:04:27,640 a new learning platform, you wouldn't just look at test scores. 148 00:04:27,640 --> 00:04:27,840 Sure. 149 00:04:27,840 --> 00:04:30,360 You would also look at how engaged the students are. 150 00:04:30,360 --> 00:04:30,840 Uh-huh. 151 00:04:30,840 --> 00:04:32,640 You'd get feedback from the teachers. 152 00:04:32,640 --> 00:04:32,960 OK. 153 00:04:32,960 --> 00:04:35,720 You'd look at how the system is actually being used. 154 00:04:35,720 --> 00:04:35,920 OK. 155 00:04:35,920 --> 00:04:38,600 So it's about looking beyond just one single metric. 156 00:04:38,600 --> 00:04:39,040 Right. 157 00:04:39,040 --> 00:04:41,680 To really understand the nuances of the impact. 158 00:04:41,680 --> 00:04:42,600 Exactly. 159 00:04:42,600 --> 00:04:42,920 Wow. 160 00:04:42,920 --> 00:04:44,760 This is already giving me a whole new perspective 161 00:04:44,760 --> 00:04:45,720 on approaching problems. 162 00:04:45,720 --> 00:04:46,400 Yeah. 163 00:04:46,400 --> 00:04:51,720 But I'm curious, how does this use-inspired research really 164 00:04:51,720 --> 00:04:55,320 play out specifically in IT management? 165 00:04:55,320 --> 00:04:56,680 Let's delve into that next. 166 00:04:56,680 --> 00:04:58,520 That's where things get really interesting. 167 00:04:58,520 --> 00:04:58,720 Right. 168 00:04:58,720 --> 00:04:59,200 I'm ready. 169 00:04:59,200 --> 00:04:59,480 All right. 170 00:04:59,480 --> 00:05:00,280 Let's go. 171 00:05:00,280 --> 00:05:00,600 OK. 172 00:05:00,600 --> 00:05:05,280 So we've established this idea of use-inspired research. 173 00:05:05,280 --> 00:05:05,720 Yeah. 174 00:05:05,720 --> 00:05:09,120 You know, it's about blending knowledge with problem solving. 175 00:05:09,120 --> 00:05:11,920 But what makes it so powerful, especially when 176 00:05:11,920 --> 00:05:14,440 we're talking about IT management? 177 00:05:14,440 --> 00:05:17,000 We got to think about the landscape of technology, right? 178 00:05:17,000 --> 00:05:20,360 It's always changing new software, new devices, 179 00:05:20,360 --> 00:05:22,400 new security threats. 180 00:05:22,400 --> 00:05:24,000 It's a whirlwind out there. 181 00:05:24,000 --> 00:05:24,680 It really is. 182 00:05:24,680 --> 00:05:25,000 Yeah. 183 00:05:25,000 --> 00:05:26,960 And so IT managers, they can't just 184 00:05:26,960 --> 00:05:29,560 be reacting to every single trend that comes along. 185 00:05:29,560 --> 00:05:29,840 Right. 186 00:05:29,840 --> 00:05:31,080 They need some sort of framework. 187 00:05:31,080 --> 00:05:31,560 Exactly. 188 00:05:31,560 --> 00:05:33,760 They need a framework for making decisions. 189 00:05:33,760 --> 00:05:36,680 And use-inspired research can provide that framework. 190 00:05:36,680 --> 00:05:36,840 OK. 191 00:05:36,840 --> 00:05:40,360 So it's about having a deeper understanding of the principles 192 00:05:40,360 --> 00:05:41,960 behind technology management. 193 00:05:41,960 --> 00:05:42,400 Exactly. 194 00:05:42,400 --> 00:05:44,880 Rather than just chasing the latest shiny object. 195 00:05:44,880 --> 00:05:45,360 Right. 196 00:05:45,360 --> 00:05:46,920 You don't just want to jump on the bandwagon. 197 00:05:46,920 --> 00:05:48,480 You want to know why you're doing something. 198 00:05:48,480 --> 00:05:48,720 Right. 199 00:05:48,720 --> 00:05:50,040 It's got to be grounded in something. 200 00:05:50,040 --> 00:05:50,560 Precisely. 201 00:05:50,560 --> 00:05:53,040 And so let's say, for example, a school district 202 00:05:53,040 --> 00:05:56,200 is implementing a new online learning platform. 203 00:05:56,200 --> 00:05:57,520 A traditional approach, you know, 204 00:05:57,520 --> 00:06:00,240 that might just focus on the cost or the features 205 00:06:00,240 --> 00:06:01,560 of that platform. 206 00:06:01,560 --> 00:06:02,800 Like what's the cheapest option? 207 00:06:02,800 --> 00:06:04,440 Or what has the coolest bells and whistles? 208 00:06:04,440 --> 00:06:05,720 Exactly. 209 00:06:05,720 --> 00:06:09,800 But a use-inspired approach would go deeper. 210 00:06:09,800 --> 00:06:10,040 OK. 211 00:06:10,040 --> 00:06:11,920 So it's not just about the superficial stuff. 212 00:06:11,920 --> 00:06:12,240 No. 213 00:06:12,240 --> 00:06:15,400 It's about really understanding the needs of the users. 214 00:06:15,400 --> 00:06:15,640 OK. 215 00:06:15,640 --> 00:06:17,240 So in this case, students and teachers. 216 00:06:17,240 --> 00:06:17,440 Right. 217 00:06:17,440 --> 00:06:19,360 So what are their learning goals? 218 00:06:19,360 --> 00:06:22,480 What challenges do they face when using technology? 219 00:06:22,480 --> 00:06:24,440 What kind of support do they need? 220 00:06:24,440 --> 00:06:26,160 So you're understanding the context 221 00:06:26,160 --> 00:06:27,960 before you jump into solutions. 222 00:06:27,960 --> 00:06:28,480 Exactly. 223 00:06:28,480 --> 00:06:31,360 And then you would research different learning theories 224 00:06:31,360 --> 00:06:33,600 and best practices for online instruction. 225 00:06:33,600 --> 00:06:33,800 OK. 226 00:06:33,800 --> 00:06:35,480 So you're actually bringing in the research. 227 00:06:35,480 --> 00:06:35,760 Right. 228 00:06:35,760 --> 00:06:39,280 You look at how students learn best in digital environments. 229 00:06:39,280 --> 00:06:41,560 How to design effective assessments. 230 00:06:41,560 --> 00:06:42,120 Yeah. 231 00:06:42,120 --> 00:06:43,640 All grounded in research. 232 00:06:43,640 --> 00:06:46,480 So the platform isn't just chosen because it looks cool 233 00:06:46,480 --> 00:06:47,760 or it's cheap. 234 00:06:47,760 --> 00:06:51,640 It's chosen because it aligns with solid educational 235 00:06:51,640 --> 00:06:52,240 principles. 236 00:06:52,240 --> 00:06:52,960 Exactly. 237 00:06:52,960 --> 00:06:54,840 It's a much more thoughtful approach. 238 00:06:54,840 --> 00:06:55,160 I like it. 239 00:06:55,160 --> 00:06:55,960 That makes a lot of sense. 240 00:06:55,960 --> 00:06:57,840 But then once the platform is in place, 241 00:06:57,840 --> 00:06:59,240 how do you know if it's actually working? 242 00:06:59,240 --> 00:07:01,000 Well, that's where those multiple measures come in 243 00:07:01,000 --> 00:07:02,000 that we talked about earlier. 244 00:07:02,000 --> 00:07:02,240 OK. 245 00:07:02,240 --> 00:07:02,760 Right. 246 00:07:02,760 --> 00:07:06,680 So you wouldn't just rely on test scores, for example. 247 00:07:06,680 --> 00:07:06,880 Right. 248 00:07:06,880 --> 00:07:08,120 You need a more holistic view. 249 00:07:08,120 --> 00:07:08,640 Exactly. 250 00:07:08,640 --> 00:07:10,920 You'd gather data from a bunch of different sources. 251 00:07:10,920 --> 00:07:13,040 You'd look at student engagement. 252 00:07:13,040 --> 00:07:15,080 You'd get feedback from teachers. 253 00:07:15,080 --> 00:07:17,320 You'd even look at system usage patterns. 254 00:07:17,320 --> 00:07:17,800 OK. 255 00:07:17,800 --> 00:07:18,800 System usage patterns. 256 00:07:18,800 --> 00:07:19,200 Yeah. 257 00:07:19,200 --> 00:07:21,800 So is that where these feedback loops come in? 258 00:07:21,800 --> 00:07:22,440 You got it. 259 00:07:22,440 --> 00:07:24,640 That's another crucial concept here. 260 00:07:24,640 --> 00:07:25,200 OK. 261 00:07:25,200 --> 00:07:26,600 I was sensing there was more to this. 262 00:07:26,600 --> 00:07:26,880 Yeah. 263 00:07:26,880 --> 00:07:30,800 So feedback loops, it's basically about collecting data, 264 00:07:30,800 --> 00:07:34,720 then analyzing it to see what's working, what's not working, 265 00:07:34,720 --> 00:07:37,600 and then using those insights to improve the system. 266 00:07:37,600 --> 00:07:39,720 So it's kind of like a cycle you observe, you reflect, 267 00:07:39,720 --> 00:07:40,400 and then you adjust. 268 00:07:40,400 --> 00:07:40,960 Exactly. 269 00:07:40,960 --> 00:07:43,400 It's all about continuous learning and improvement. 270 00:07:43,400 --> 00:07:44,000 I like that. 271 00:07:44,000 --> 00:07:48,080 And the IT manager is kind of like a detective, 272 00:07:48,080 --> 00:07:49,720 searching for clues in all this data. 273 00:07:49,720 --> 00:07:50,000 Right. 274 00:07:50,000 --> 00:07:50,480 Exactly. 275 00:07:50,480 --> 00:07:51,560 They're looking at usage data. 276 00:07:51,560 --> 00:07:52,880 They're looking at surveys. 277 00:07:52,880 --> 00:07:55,280 They're even doing real-time observations 278 00:07:55,280 --> 00:07:57,920 of how people are interacting with the technology. 279 00:07:57,920 --> 00:07:59,680 So it's not just about collecting data. 280 00:07:59,680 --> 00:08:01,640 It's knowing what data to collect, 281 00:08:01,640 --> 00:08:04,600 and then how to interpret it, and how to use it to make decisions. 282 00:08:04,600 --> 00:08:05,360 Precisely. 283 00:08:05,360 --> 00:08:07,680 And this connects back to what we were saying about theory. 284 00:08:07,680 --> 00:08:07,920 Right. 285 00:08:07,920 --> 00:08:11,320 Theory provides the framework for interpreting that data 286 00:08:11,320 --> 00:08:12,560 and making those adjustments. 287 00:08:12,560 --> 00:08:15,320 OK, I'm starting to see how all these pieces fit together. 288 00:08:15,320 --> 00:08:15,920 Yeah. 289 00:08:15,920 --> 00:08:17,720 You've got the research, you've got the theory, 290 00:08:17,720 --> 00:08:20,200 you've got the data analysis and the feedback loops. 291 00:08:20,200 --> 00:08:22,120 It's like a whole system. 292 00:08:22,120 --> 00:08:23,120 It all works together. 293 00:08:23,120 --> 00:08:26,560 And the cool thing is that this approach, 294 00:08:26,560 --> 00:08:28,400 it's not just limited to IT. 295 00:08:28,400 --> 00:08:28,880 Right. 296 00:08:28,880 --> 00:08:30,960 Think about your own life. 297 00:08:30,960 --> 00:08:32,720 Think about learning a new skill, 298 00:08:32,720 --> 00:08:35,080 or improving your productivity at work, 299 00:08:35,080 --> 00:08:36,920 or even choosing a recipe. 300 00:08:36,920 --> 00:08:37,440 You know? 301 00:08:37,440 --> 00:08:39,200 Yeah, you're gathering information. 302 00:08:39,200 --> 00:08:39,720 Right. 303 00:08:39,720 --> 00:08:41,480 You're considering your options. 304 00:08:41,480 --> 00:08:42,560 You're experimenting. 305 00:08:42,560 --> 00:08:44,040 You're evaluating the results. 306 00:08:44,040 --> 00:08:46,400 It's like we're all engaging in use-inspired research 307 00:08:46,400 --> 00:08:47,720 without even realizing it. 308 00:08:47,720 --> 00:08:48,160 Exactly. 309 00:08:48,160 --> 00:08:50,920 It's a very natural way of thinking about problem solving. 310 00:08:50,920 --> 00:08:54,040 And in this world where we have so much information 311 00:08:54,040 --> 00:08:57,960 coming at us, this framework is more valuable than ever. 312 00:08:57,960 --> 00:08:58,760 Absolutely. 313 00:08:58,760 --> 00:09:00,360 It helps us to cut through the noise 314 00:09:00,360 --> 00:09:01,800 and focus on what's important. 315 00:09:01,800 --> 00:09:03,920 I'm starting to feel like I have a whole new toolbox 316 00:09:03,920 --> 00:09:07,280 for approaching problems, both professionally and personally. 317 00:09:07,280 --> 00:09:07,960 That's great. 318 00:09:07,960 --> 00:09:10,680 But before we stray too far from our source material, 319 00:09:10,680 --> 00:09:12,600 let's bring it back to IT management. 320 00:09:12,600 --> 00:09:13,360 OK. 321 00:09:13,360 --> 00:09:15,600 What other insights does the excerpt offer 322 00:09:15,600 --> 00:09:18,880 about use-inspired research in this context? 323 00:09:18,880 --> 00:09:21,720 Well, one key takeaway is they really emphasize 324 00:09:21,720 --> 00:09:23,520 the iterative nature of this approach. 325 00:09:23,520 --> 00:09:23,920 You know? 326 00:09:23,920 --> 00:09:25,960 It's not like you do it once and you're done. 327 00:09:25,960 --> 00:09:26,280 Right. 328 00:09:26,280 --> 00:09:29,640 It's about constantly evaluating and refining 329 00:09:29,640 --> 00:09:33,360 those interventions based on the data that you're collecting. 330 00:09:33,360 --> 00:09:35,160 So it's a continuous cycle of improvement. 331 00:09:35,160 --> 00:09:35,760 Exactly. 332 00:09:35,760 --> 00:09:38,240 And that's where those feedback loops are so essential. 333 00:09:38,240 --> 00:09:38,480 OK. 334 00:09:38,480 --> 00:09:40,360 So they really provide that mechanism. 335 00:09:40,360 --> 00:09:40,860 Right. 336 00:09:40,860 --> 00:09:43,520 They provide the mechanism for that continuous improvement. 337 00:09:43,520 --> 00:09:47,040 So how do IT managers actually create these feedback loops? 338 00:09:47,040 --> 00:09:49,480 What does that look like in practice? 339 00:09:49,480 --> 00:09:52,000 Well, it can involve a variety of different methods, 340 00:09:52,000 --> 00:09:53,880 depending on the context. 341 00:09:53,880 --> 00:09:57,360 You might use surveys to gather feedback from users. 342 00:09:57,360 --> 00:10:00,320 You might analyze system logs to see how people 343 00:10:00,320 --> 00:10:01,480 are using the system. 344 00:10:01,480 --> 00:10:01,960 OK. 345 00:10:01,960 --> 00:10:04,480 You might even do some real-time observation 346 00:10:04,480 --> 00:10:07,280 of how people are interacting with the technology. 347 00:10:07,280 --> 00:10:09,480 So it's like having multiple lenses 348 00:10:09,480 --> 00:10:11,360 to observe the system from different angles. 349 00:10:11,360 --> 00:10:11,840 Right. 350 00:10:11,840 --> 00:10:14,160 And it's important to remember that feedback loops aren't 351 00:10:14,160 --> 00:10:16,160 just about finding problems. 352 00:10:16,160 --> 00:10:16,560 OK. 353 00:10:16,560 --> 00:10:19,040 They're also about seeing what's working well. 354 00:10:19,040 --> 00:10:19,360 Right. 355 00:10:19,360 --> 00:10:21,640 And then amplifying those successes. 356 00:10:21,640 --> 00:10:22,680 So it's a balanced approach. 357 00:10:22,680 --> 00:10:22,880 Yeah. 358 00:10:22,880 --> 00:10:24,600 You learn from your mistakes, but you also 359 00:10:24,600 --> 00:10:25,560 learn from your successes. 360 00:10:25,560 --> 00:10:25,920 Exactly. 361 00:10:25,920 --> 00:10:27,480 You learn from everything. 362 00:10:27,480 --> 00:10:31,040 I can see how this iterative process driven by data 363 00:10:31,040 --> 00:10:33,360 and guided by theory could really 364 00:10:33,360 --> 00:10:35,880 lead to some significant improvements 365 00:10:35,880 --> 00:10:38,160 in the effectiveness of IT systems. 366 00:10:38,160 --> 00:10:38,800 Absolutely. 367 00:10:38,800 --> 00:10:40,760 And those improvements can have a ripple effect. 368 00:10:40,760 --> 00:10:44,080 It can empower people to be more productive, more creative, 369 00:10:44,080 --> 00:10:45,120 more connected. 370 00:10:45,120 --> 00:10:46,520 That's a great point. 371 00:10:46,520 --> 00:10:49,720 This deep dive has really taken us on a fascinating journey, 372 00:10:49,720 --> 00:10:52,880 from the theoretical underpinnings of use-inspired 373 00:10:52,880 --> 00:10:56,320 research to its practical applications in IT management, 374 00:10:56,320 --> 00:10:57,640 to even personal growth. 375 00:10:57,640 --> 00:10:58,360 Absolutely. 376 00:10:58,360 --> 00:11:00,720 But we are running a little short on time for this segment. 377 00:11:00,720 --> 00:11:01,520 Yeah, we are. 378 00:11:01,520 --> 00:11:02,520 But don't worry, listeners. 379 00:11:02,520 --> 00:11:03,720 We'll be back with part three. 380 00:11:03,720 --> 00:11:05,480 Yeah, we'll be back. 381 00:11:05,480 --> 00:11:08,520 To wrap up our exploration of use-inspired research 382 00:11:08,520 --> 00:11:12,760 and leave you with some final thought-provoking insights. 383 00:11:12,760 --> 00:11:16,040 Welcome back to the deep dive. 384 00:11:16,040 --> 00:11:18,400 You know, I've got to say, after the last two segments, 385 00:11:18,400 --> 00:11:21,160 I'm really starting to think about problems differently. 386 00:11:21,160 --> 00:11:23,840 Yeah, it's amazing, isn't it, how a new framework can 387 00:11:23,840 --> 00:11:25,440 kind of shift your perspective? 388 00:11:25,440 --> 00:11:26,040 It really is. 389 00:11:26,040 --> 00:11:30,040 So just to recap, we started off by kind of deconstructing 390 00:11:30,040 --> 00:11:34,080 that traditional view of research, pure versus applied. 391 00:11:34,080 --> 00:11:36,680 And we explored Stokes Matrix and discovered 392 00:11:36,680 --> 00:11:39,200 this idea of use-inspired research. 393 00:11:39,200 --> 00:11:41,920 That sweet spot where knowledge and problem-solving 394 00:11:41,920 --> 00:11:42,600 come together. 395 00:11:42,600 --> 00:11:44,360 Yeah, you're not sacrificing one for the other. 396 00:11:44,360 --> 00:11:45,200 Exactly. 397 00:11:45,200 --> 00:11:48,520 And we've seen how that can really guide IT management. 398 00:11:48,520 --> 00:11:50,240 Right, from the design of systems 399 00:11:50,240 --> 00:11:52,000 to evaluating how well they work. 400 00:11:52,000 --> 00:11:52,520 Uh-huh. 401 00:11:52,520 --> 00:11:53,640 And of course, we talked about the power 402 00:11:53,640 --> 00:11:54,640 of those feedback loops. 403 00:11:54,640 --> 00:11:56,560 Right, always going to have those feedback loops. 404 00:11:56,560 --> 00:11:58,360 Absolutely for continuous improvement. 405 00:11:58,360 --> 00:12:00,080 And you know what's been really exciting for me 406 00:12:00,080 --> 00:12:02,560 is realizing that these concepts aren't 407 00:12:02,560 --> 00:12:04,200 limited to just technology. 408 00:12:04,200 --> 00:12:06,120 Yeah, they really apply to life in general. 409 00:12:06,120 --> 00:12:06,960 They do. 410 00:12:06,960 --> 00:12:08,240 I mean, think about personal growth. 411 00:12:08,240 --> 00:12:09,600 Think about your work life. 412 00:12:09,600 --> 00:12:09,960 Yeah. 413 00:12:09,960 --> 00:12:11,200 Even everyday decisions. 414 00:12:11,200 --> 00:12:11,680 Absolutely. 415 00:12:11,680 --> 00:12:13,200 Use-inspired research. 416 00:12:13,200 --> 00:12:16,240 And you can apply these principles to any field. 417 00:12:16,240 --> 00:12:19,480 It's about understanding complex systems and driving change. 418 00:12:19,480 --> 00:12:20,160 Exactly. 419 00:12:20,160 --> 00:12:22,040 And that's what we're all trying to do. 420 00:12:22,040 --> 00:12:22,440 Right. 421 00:12:22,440 --> 00:12:24,040 So before we send you off on your own, 422 00:12:24,040 --> 00:12:27,160 use-inspired adventures, I want to touch on one more thing 423 00:12:27,160 --> 00:12:28,720 that's been kind of a recurring theme. 424 00:12:28,720 --> 00:12:29,040 OK. 425 00:12:29,040 --> 00:12:30,560 And that's the role of theory. 426 00:12:30,560 --> 00:12:31,560 Ah, yes. 427 00:12:31,560 --> 00:12:35,840 Theory, the often misunderstood and sometimes dreaded concept. 428 00:12:35,840 --> 00:12:36,680 It gets a bad rap. 429 00:12:36,680 --> 00:12:37,560 It does. 430 00:12:37,560 --> 00:12:37,800 Yeah. 431 00:12:37,800 --> 00:12:40,520 But our source text really emphasizes 432 00:12:40,520 --> 00:12:44,040 how important theory is in this whole process 433 00:12:44,040 --> 00:12:45,480 of use-inspired research. 434 00:12:45,480 --> 00:12:45,960 Yeah. 435 00:12:45,960 --> 00:12:47,760 They actually argue that it's the foundation. 436 00:12:47,760 --> 00:12:48,160 Right. 437 00:12:48,160 --> 00:12:50,040 For both building those interventions 438 00:12:50,040 --> 00:12:51,720 and interpreting the results. 439 00:12:51,720 --> 00:12:52,800 Exactly. 440 00:12:52,800 --> 00:12:55,360 Theory gives you a solid base to work from. 441 00:12:55,360 --> 00:12:56,560 It's like a blueprint. 442 00:12:56,560 --> 00:13:00,040 And they actually define theory in a really accessible way. 443 00:13:00,040 --> 00:13:00,960 Oh, how do they put it? 444 00:13:00,960 --> 00:13:03,680 They say, theory explains what is observed, 445 00:13:03,680 --> 00:13:06,000 and theory predicts what will be observed when 446 00:13:06,000 --> 00:13:07,560 systems are changed. 447 00:13:07,560 --> 00:13:08,120 OK. 448 00:13:08,120 --> 00:13:08,640 That makes sense. 449 00:13:08,640 --> 00:13:09,160 Yeah. 450 00:13:09,160 --> 00:13:10,600 It's a nice, concise way of putting it. 451 00:13:10,600 --> 00:13:12,720 So it's like a map for navigating 452 00:13:12,720 --> 00:13:14,120 the complexities of research. 453 00:13:14,120 --> 00:13:14,620 Right. 454 00:13:14,620 --> 00:13:18,600 It helps you understand why things are the way they are 455 00:13:18,600 --> 00:13:22,000 and what might happen if you change certain variables. 456 00:13:22,000 --> 00:13:23,960 So instead of just blindly experimenting. 457 00:13:23,960 --> 00:13:24,360 Right. 458 00:13:24,360 --> 00:13:26,640 Which can lead to a lot of wasted time and effort. 459 00:13:26,640 --> 00:13:28,120 You have a more reason to approach. 460 00:13:28,120 --> 00:13:28,620 Right. 461 00:13:28,620 --> 00:13:30,560 An approach that's informed by evidence. 462 00:13:30,560 --> 00:13:30,840 Right. 463 00:13:30,840 --> 00:13:31,640 By what we already know. 464 00:13:31,640 --> 00:13:32,240 Exactly. 465 00:13:32,240 --> 00:13:36,680 And while the excerpt focuses on IT management. 466 00:13:36,680 --> 00:13:37,000 Right. 467 00:13:37,000 --> 00:13:40,600 These principles really do apply across fields. 468 00:13:40,600 --> 00:13:44,240 I mean, think about a scientist designing an experiment. 469 00:13:44,240 --> 00:13:44,760 Yeah. 470 00:13:44,760 --> 00:13:46,640 Or a teacher developing a lesson plan. 471 00:13:46,640 --> 00:13:47,200 Uh-huh. 472 00:13:47,200 --> 00:13:49,120 Or an entrepreneur launching a product. 473 00:13:49,120 --> 00:13:52,320 In all those cases, having a solid theoretical grounding 474 00:13:52,320 --> 00:13:53,640 can make a world of difference. 475 00:13:53,640 --> 00:13:55,080 It helps you ask the right questions. 476 00:13:55,080 --> 00:13:55,840 Exactly. 477 00:13:55,840 --> 00:13:57,240 Analyze the data you collect. 478 00:13:57,240 --> 00:13:57,720 Yeah, huh? 479 00:13:57,720 --> 00:13:59,560 And ultimately make better decisions. 480 00:13:59,560 --> 00:14:01,480 Decisions that are aligned with your goals. 481 00:14:01,480 --> 00:14:02,200 Exactly. 482 00:14:02,200 --> 00:14:03,040 Huh? 483 00:14:03,040 --> 00:14:05,400 Well, I think this has been a really enlightening deep dive. 484 00:14:05,400 --> 00:14:06,000 I agree. 485 00:14:06,000 --> 00:14:09,320 We've uncovered the power of use-inspired research. 486 00:14:09,320 --> 00:14:09,760 Yeah. 487 00:14:09,760 --> 00:14:12,880 We've talked about the importance of feedback loops. 488 00:14:12,880 --> 00:14:13,760 Absolutely crucially. 489 00:14:13,760 --> 00:14:16,440 And we've highlighted the guiding role of theory. 490 00:14:16,440 --> 00:14:17,680 It all ties together. 491 00:14:17,680 --> 00:14:18,560 It really does. 492 00:14:18,560 --> 00:14:18,920 Yeah. 493 00:14:18,920 --> 00:14:24,520 And while we've used IT management as our lens 494 00:14:24,520 --> 00:14:26,720 for exploring these ideas. 495 00:14:26,720 --> 00:14:27,000 Right. 496 00:14:27,000 --> 00:14:28,080 It's been our case study. 497 00:14:28,080 --> 00:14:31,080 The insights we've gained really do have much broader 498 00:14:31,080 --> 00:14:31,600 implications. 499 00:14:31,600 --> 00:14:33,920 They apply to all aspects of life. 500 00:14:33,920 --> 00:14:35,400 So as you go about your day. 501 00:14:35,400 --> 00:14:35,920 Yeah. 502 00:14:35,920 --> 00:14:39,360 We challenge you to think about what examples of use-inspired 503 00:14:39,360 --> 00:14:40,760 research do you encounter. 504 00:14:40,760 --> 00:14:41,720 They're all around us. 505 00:14:41,720 --> 00:14:42,600 They are. 506 00:14:42,600 --> 00:14:45,280 I mean, maybe you use a fitness app that's 507 00:14:45,280 --> 00:14:47,240 designed to help you achieve your fitness goals. 508 00:14:47,240 --> 00:14:47,720 Right. 509 00:14:47,720 --> 00:14:50,520 Or maybe there's a program at your workplace that's 510 00:14:50,520 --> 00:14:53,400 aimed at boosting employee satisfaction. 511 00:14:53,400 --> 00:14:55,760 Or maybe it's as simple as trying a new recipe. 512 00:14:55,760 --> 00:14:56,040 Yeah. 513 00:14:56,040 --> 00:14:58,680 And using your own taste buds as feedback. 514 00:14:58,680 --> 00:15:02,080 The point is, use-inspired research is everywhere. 515 00:15:02,080 --> 00:15:02,800 It really is. 516 00:15:02,800 --> 00:15:04,640 And by recognizing its principles, 517 00:15:04,640 --> 00:15:06,480 we become better problem solvers. 518 00:15:06,480 --> 00:15:07,240 Absolutely. 519 00:15:07,240 --> 00:15:09,480 We become more critical thinkers. 520 00:15:09,480 --> 00:15:11,880 And we become more intentional in our actions. 521 00:15:11,880 --> 00:15:13,120 I like that more intentional. 522 00:15:13,120 --> 00:15:14,120 That's a great way to put it. 523 00:15:14,120 --> 00:15:16,400 So embrace your inner Louis Pasteur. 524 00:15:16,400 --> 00:15:17,000 Yes. 525 00:15:17,000 --> 00:15:19,000 Channel your inner Pasteur. 526 00:15:19,000 --> 00:15:22,960 Seek to both understand and improve the world around you. 527 00:15:22,960 --> 00:15:23,880 Make it a better place. 528 00:15:23,880 --> 00:15:26,560 And remember, the journey of discovery never ends. 529 00:15:26,560 --> 00:15:27,480 Keep learning. 530 00:15:27,480 --> 00:15:28,680 Keep exploring. 531 00:15:28,680 --> 00:15:30,560 Keep applying what you learn. 532 00:15:30,560 --> 00:15:57,520 Until next time, keep diving deep and stay curious.