WEBVTT 00:00:00.000 --> 00:00:02.540 OK, let's unpack this. Welcome to the deep dive. 00:00:02.839 --> 00:00:04.940 You're here because you want to get well informed 00:00:04.940 --> 00:00:07.900 quickly and deeply. And that's exactly what we 00:00:07.900 --> 00:00:11.800 do today. We're diving into a topic that really 00:00:11.800 --> 00:00:14.419 touches everyone who's ever been involved in 00:00:14.419 --> 00:00:16.539 education, whether you're a student, a teacher, 00:00:17.160 --> 00:00:20.339 anyone. It's this often unspoken divide between 00:00:20.339 --> 00:00:22.820 the educational researchers. We'll call them 00:00:22.820 --> 00:00:25.820 scholars for this and well. the people on the 00:00:25.820 --> 00:00:28.359 front lines, the educators. We've got a really 00:00:28.359 --> 00:00:30.859 insightful source today. It looks at not just 00:00:30.859 --> 00:00:33.340 why this gap exists, but maybe more importantly 00:00:33.340 --> 00:00:36.759 why bridging it isn't just a nice to have. It's 00:00:36.759 --> 00:00:38.920 actually essential for where education needs 00:00:38.920 --> 00:00:40.979 to go in the 21st century. Absolutely essential. 00:00:41.240 --> 00:00:44.119 So our mission here is to really understand the 00:00:44.119 --> 00:00:46.340 very different worlds these professionals live 00:00:46.340 --> 00:00:49.259 in and what that separation or maybe the potential 00:00:49.259 --> 00:00:51.899 for connection, what it all means for how we 00:00:51.899 --> 00:00:53.939 learn and how we teach. It's about getting to 00:00:53.939 --> 00:00:56.460 the heart of Well, educational progress, really. 00:00:56.619 --> 00:00:58.399 And what's fascinating here, right from the start 00:00:58.399 --> 00:01:00.159 of our source material, is that this isn't actually 00:01:00.159 --> 00:01:03.020 unique to education at all. Yeah, this disconnect 00:01:03.020 --> 00:01:06.040 between, let's say, the thinkers and the doers, 00:01:06.519 --> 00:01:09.159 it's a characteristic of what the source calls 00:01:09.159 --> 00:01:12.180 soft technologies. And that's a helpful way to 00:01:12.180 --> 00:01:14.099 think about it, I think, because it shows this 00:01:14.099 --> 00:01:17.340 isn't some weird educational quirk. It's a broader 00:01:17.340 --> 00:01:20.549 pattern you see elsewhere. OK, like where? What 00:01:20.549 --> 00:01:22.670 are some examples? Well, think about agriculture. 00:01:23.049 --> 00:01:25.510 You've got your botanists, your agronomists. 00:01:25.549 --> 00:01:27.670 They're the scholars in this analogy. And then 00:01:27.670 --> 00:01:29.569 you have the farmers, right, the practitioners 00:01:29.569 --> 00:01:32.030 out in the field. All right, thanks, Anne. Or 00:01:32.030 --> 00:01:35.030 look at medicine. You have medical researchers 00:01:35.030 --> 00:01:37.390 finding new cures, understanding diseases deep 00:01:37.390 --> 00:01:40.109 down. And then you have your GPs, your general 00:01:40.109 --> 00:01:42.109 practitioners, applying that science day to day 00:01:42.109 --> 00:01:44.750 with patients. Education fits right into that 00:01:44.750 --> 00:01:46.950 same kind of structure. You have the scholars, 00:01:46.950 --> 00:01:49.069 and you have the educators in these distinct 00:01:49.069 --> 00:01:52.180 but, you know, fundamentally linked roles. That 00:01:52.180 --> 00:01:54.719 framing really does help. But it makes me wonder 00:01:54.719 --> 00:01:57.519 then, if this structure is sort of inherent in 00:01:57.519 --> 00:02:00.219 these fields, how much of this communication 00:02:00.219 --> 00:02:03.439 gap can we actually fix? Or is it just something 00:02:03.439 --> 00:02:06.180 we manage? That's a great question. Let's maybe 00:02:06.180 --> 00:02:09.000 peel back the layers then. These two distinct 00:02:09.000 --> 00:02:11.520 worlds, starting with the educational scholar. 00:02:12.240 --> 00:02:14.849 Where are they working? what's driving them. 00:02:15.289 --> 00:02:17.030 So typically you find them in universities, right? 00:02:17.409 --> 00:02:20.250 And their funding is, well, it's varied. It comes 00:02:20.250 --> 00:02:24.150 from grants, endowments, maybe tuition, and taxes 00:02:24.150 --> 00:02:27.810 for public institutions. And these places, they're 00:02:27.810 --> 00:02:30.310 usually governed by a board of trustees. And 00:02:30.310 --> 00:02:32.889 those trustees, they have expectations. Scholars 00:02:32.889 --> 00:02:36.050 need to do rigorous research. Publishing. Exactly. 00:02:36.449 --> 00:02:38.569 Often getting grants to pay for it. But they 00:02:38.569 --> 00:02:41.500 also teach, you know, training the next generation, 00:02:41.840 --> 00:02:43.560 and they have to contribute to the whole academic 00:02:43.560 --> 00:02:46.400 culture. Committees, developing courses, that 00:02:46.400 --> 00:02:48.780 kind of thing. Right. So fundamentally, their 00:02:48.780 --> 00:02:52.159 domain is educational theory. Theory, yes. And 00:02:52.159 --> 00:02:54.419 their methods reflect that. They're systematic. 00:02:54.840 --> 00:02:57.080 Collecting data, generating theories, testing 00:02:57.080 --> 00:02:59.159 theories. And it's not just one way, is that 00:02:59.159 --> 00:03:01.780 the source mentions quite a range. No, not at 00:03:01.780 --> 00:03:04.580 all. You see a lot of qualitative work, inductive 00:03:04.580 --> 00:03:06.819 analysis maybe more than in some other sciences, 00:03:07.199 --> 00:03:09.240 but quantitative studies are definitely common 00:03:09.240 --> 00:03:12.740 too. The main goal is trying to predict and explain 00:03:12.740 --> 00:03:15.000 what they observe, whether it's in a controlled 00:03:15.000 --> 00:03:17.659 setting or, you know, a real classroom. And how 00:03:17.659 --> 00:03:20.500 do they know if their work is good? How's it 00:03:20.500 --> 00:03:23.219 validated? Ah, that's key. It's peer review. 00:03:23.639 --> 00:03:25.500 Their research gets judged by other scholars 00:03:25.500 --> 00:03:28.080 around the world. before it gets published. So 00:03:28.080 --> 00:03:31.159 a global academic community sets the standard. 00:03:31.560 --> 00:03:33.699 Precisely. And this leads to a really important 00:03:33.699 --> 00:03:35.939 point the source makes about the nature of the 00:03:35.939 --> 00:03:38.560 problems scholars tackle. They call them tame 00:03:38.560 --> 00:03:41.419 problems. Tame. What does that mean? Sounds a 00:03:41.419 --> 00:03:43.680 bit dismissive. Well, it doesn't mean easy. It 00:03:43.680 --> 00:03:46.340 means that while there can be big disagreements, 00:03:46.759 --> 00:03:49.500 serious debates involving careers and funding, 00:03:50.300 --> 00:03:52.800 ultimately these disputes within their field, 00:03:52.800 --> 00:03:56.090 they get resolved. Oh. Through evidence, through 00:03:56.090 --> 00:03:58.509 empirical observation and logic. It's about finding 00:03:58.509 --> 00:04:01.389 answers that can be verified following that scientific 00:04:01.389 --> 00:04:03.969 method. OK, I see. Verifiable truths, even if 00:04:03.969 --> 00:04:07.250 they're hard to find. Exactly. Now, contrast 00:04:07.250 --> 00:04:09.729 that sharply with the world of the educator. 00:04:09.810 --> 00:04:11.949 Right, the front lines. Your typical educator 00:04:11.949 --> 00:04:15.210 is in a school funded mainly by taxpayers governed 00:04:15.210 --> 00:04:17.509 usually by an elected board, which is already 00:04:17.509 --> 00:04:19.569 different. Yeah, elected boards, that brings 00:04:19.569 --> 00:04:21.889 politics into it immediately. Right. And their 00:04:21.889 --> 00:04:25.470 main job, it's very direct. delivering instruction 00:04:25.470 --> 00:04:29.490 to students, day in, day out. And what's also 00:04:29.490 --> 00:04:31.769 really crucial and quite different from the scholar 00:04:31.769 --> 00:04:34.750 is that many big decisions about what they teach 00:04:34.750 --> 00:04:36.670 and how they teach a curriculum, instruction 00:04:36.670 --> 00:04:38.490 methods, they're often made by other people. 00:04:38.550 --> 00:04:40.750 Not the educators themselves. They might be on 00:04:40.750 --> 00:04:43.730 committees, sure, advisory roles, but the people 00:04:43.730 --> 00:04:46.290 making the final call often don't have to follow 00:04:46.290 --> 00:04:50.939 their advice. So scholars are, in theory, Educators 00:04:50.939 --> 00:04:53.680 are squarely in the domain of instruction. They're 00:04:53.680 --> 00:04:55.879 implementing practices, often prescribed ones, 00:04:56.199 --> 00:04:58.699 but also dealing with all those informal interactions 00:04:58.699 --> 00:05:01.779 that are so vital to teaching. And how is their 00:05:01.779 --> 00:05:04.600 work judged if it's not peer -reviewed papers? 00:05:05.160 --> 00:05:07.660 It's based on a whole range of locally defined 00:05:07.660 --> 00:05:10.879 criteria. It can vary massively from school to 00:05:10.879 --> 00:05:13.779 school, district to district, much less standardized 00:05:13.779 --> 00:05:16.800 than academic validation. Wow, that sounds... 00:05:16.750 --> 00:05:18.730 Yeah, much more complex, much more localized 00:05:18.730 --> 00:05:20.370 than the university environment you described. 00:05:20.610 --> 00:05:22.990 Exactly. And that leads to the other term our 00:05:22.990 --> 00:05:26.589 source uses. If scholars deal with tame problems, 00:05:26.870 --> 00:05:29.670 educators deal with wicked problems. Wicked problems. 00:05:29.790 --> 00:05:31.990 OK, that definitely sounds more intense than 00:05:31.990 --> 00:05:34.750 tame. What makes them wicked? Well, think about 00:05:34.750 --> 00:05:37.449 that school environment. It's often highly politicized, 00:05:37.470 --> 00:05:40.589 as you said. Educators face pressures, arguments 00:05:40.589 --> 00:05:43.329 from outside the profession. Decisions about 00:05:43.329 --> 00:05:45.569 what schools should even be doing involve so 00:05:45.569 --> 00:05:48.009 many different groups. Parents, politicians, 00:05:48.329 --> 00:05:50.810 community leaders, administrators, the teachers 00:05:50.810 --> 00:05:52.490 themselves. And they probably all want different 00:05:52.490 --> 00:05:55.610 things. Precisely. Satisfying one group might 00:05:55.610 --> 00:05:57.850 directly contradict what another group wants 00:05:57.850 --> 00:06:00.269 or what was decided last year. Especially somewhere 00:06:00.269 --> 00:06:03.170 like the U .S., educators are constantly juggling 00:06:03.279 --> 00:06:05.759 conflicting goals, political goals, teaching 00:06:05.759 --> 00:06:08.379 goals, sometimes even personal goals or pressures. 00:06:08.720 --> 00:06:11.259 So there's no single right answer that makes 00:06:11.259 --> 00:06:14.300 everyone happy. Exactly. That constant negotiation, 00:06:14.600 --> 00:06:16.819 the lack of clear -cut solutions that satisfy 00:06:16.819 --> 00:06:19.379 everyone, that's the core of a wicked problem. 00:06:19.839 --> 00:06:23.079 They're tangled, interconnected, messy, and they 00:06:23.079 --> 00:06:26.899 resist simple fixes. Totally unlike the tame, 00:06:27.220 --> 00:06:30.000 verifiable problems of scholarly research. Wow. 00:06:30.120 --> 00:06:32.379 Okay, that distinction between tame and wicked 00:06:32.490 --> 00:06:35.670 That really brings the difference into sharp 00:06:35.670 --> 00:06:38.750 focus. It explains a lot about why these worlds 00:06:38.750 --> 00:06:41.430 feel so separate. It really does. So let's dig 00:06:41.430 --> 00:06:44.209 into that communication gap then. Beyond the 00:06:44.209 --> 00:06:46.449 different kinds of problems they face, what are 00:06:46.449 --> 00:06:48.970 the specific barriers that keep this gap going? 00:06:49.240 --> 00:06:51.379 Well, some of it is quite practical, as the source 00:06:51.379 --> 00:06:53.899 points out. Like what? Just physical separation, 00:06:54.160 --> 00:06:56.540 for one. Universities and schools are usually 00:06:56.540 --> 00:06:58.779 different places, different institutions. Right, 00:06:58.980 --> 00:07:00.860 separate buildings, separate organizations. And 00:07:00.860 --> 00:07:03.100 there are those fundamentally different job expectations 00:07:03.100 --> 00:07:05.860 we just talked about. Their daily work is just 00:07:05.860 --> 00:07:08.199 worlds apart. Yeah. Research versus teaching 00:07:08.199 --> 00:07:10.040 kids, very different rhythm. But here's where 00:07:10.040 --> 00:07:12.279 the source makes a really interesting, almost 00:07:12.279 --> 00:07:15.160 paradoxical point. Oh. It's not just that they 00:07:15.160 --> 00:07:17.420 are separate, there's actually a sense in which 00:07:17.420 --> 00:07:20.000 they need to be separate, to some degree, to 00:07:20.000 --> 00:07:22.459 do their jobs well. Wait, they need separation? 00:07:22.839 --> 00:07:25.199 How does that work? Think about the scholar. 00:07:26.360 --> 00:07:29.720 To make objective observations to collect unbiased 00:07:29.720 --> 00:07:32.620 data, they often need a certain detachment from 00:07:32.620 --> 00:07:36.000 their subjects. If a researcher gets too close, 00:07:36.240 --> 00:07:39.160 Too involved, personally. It could skew the results. 00:07:39.500 --> 00:07:42.319 Exactly. It threatens the objectivity that's 00:07:42.319 --> 00:07:45.360 crucial for that tame, problem -solving approach. 00:07:45.540 --> 00:07:49.079 Okay. But what about the educator? Well, for 00:07:49.079 --> 00:07:52.160 an educator, that close, empathetic relationship 00:07:52.160 --> 00:07:54.439 with students is absolutely vital, isn't it? 00:07:54.579 --> 00:07:56.740 You need that connection for effective teaching. 00:07:56.839 --> 00:07:58.459 Definitely. You need to understand your students, 00:07:58.560 --> 00:08:00.899 connect with them. Right. But that very connection, 00:08:00.980 --> 00:08:03.000 the thing that makes them a good teacher, makes 00:08:03.000 --> 00:08:05.019 it incredibly difficult for them to then step 00:08:05.019 --> 00:08:07.439 back and objectively gather data about their 00:08:07.439 --> 00:08:10.560 own students' learning or behavior without that 00:08:10.560 --> 00:08:12.959 relationship influencing what they see or collect. 00:08:13.620 --> 00:08:15.920 Huh. So the condition for success in one role 00:08:15.920 --> 00:08:17.800 kind of gets in the way of bridging the gap. 00:08:18.040 --> 00:08:21.139 It's a fascinating kind of catch -22, yeah. The 00:08:21.139 --> 00:08:23.639 detachment needed for research versus the connection 00:08:23.639 --> 00:08:26.439 needed for teaching creates this inherent tension. 00:08:26.800 --> 00:08:29.720 That is a really profound point. It makes me 00:08:29.720 --> 00:08:32.860 think, beyond the functional differences, are 00:08:32.860 --> 00:08:34.799 their whole information worlds different too? 00:08:34.879 --> 00:08:37.309 Is there like a... A language barrier, almost? 00:08:37.389 --> 00:08:39.549 That's another huge factor. Their information 00:08:39.549 --> 00:08:42.149 landscapes are vastly different. How so? Think 00:08:42.149 --> 00:08:44.309 about the scholar's world again. Information 00:08:44.309 --> 00:08:47.049 is exploding, right? Research papers published 00:08:47.049 --> 00:08:49.549 constantly. The professional knowledge they deal 00:08:49.549 --> 00:08:52.250 with is incredibly dynamic. It's always being 00:08:52.250 --> 00:08:55.149 revised, updated. So they need to constantly 00:08:55.149 --> 00:08:58.309 read, analyze complex studies. Yes. They need 00:08:58.309 --> 00:09:01.190 access to sophisticated literature, complex analysis. 00:09:01.669 --> 00:09:03.830 It's a nonstop process of refining knowledge 00:09:03.830 --> 00:09:06.350 where today's big idea might be challenged tomorrow. 00:09:06.509 --> 00:09:09.250 OK, and educator. For educators, the source suggests 00:09:09.250 --> 00:09:11.710 their professional knowledge often feels more 00:09:11.710 --> 00:09:14.450 cyclical. Cyclical, like repeating. Yeah, maybe 00:09:14.450 --> 00:09:17.370 skills or knowledge for teaching, say, fractions. 00:09:17.820 --> 00:09:20.320 you use it intensely for that unit, then it might 00:09:20.320 --> 00:09:22.440 lie dormant until you teach fractions again next 00:09:22.440 --> 00:09:25.419 year. Now obviously educators learn and grow 00:09:25.419 --> 00:09:28.320 continuously, but the perception can be that 00:09:28.320 --> 00:09:31.600 the core work repeats, often limited by the age 00:09:31.600 --> 00:09:34.240 of the students or the specific curriculum content. 00:09:34.700 --> 00:09:37.740 So one group sees knowledge as this ever -expanding 00:09:37.899 --> 00:09:40.720 rapidly changing thing, and the other sees it 00:09:40.720 --> 00:09:44.019 more as a toolkit you revisit. In a way, yes. 00:09:44.179 --> 00:09:46.000 And these fundamentally different ways of engaging 00:09:46.000 --> 00:09:48.240 with knowledge make it really hard to even know 00:09:48.240 --> 00:09:50.620 what to talk about with each other, let alone 00:09:50.620 --> 00:09:53.100 find common ground or language. Yeah, make total 00:09:53.100 --> 00:09:55.659 sense. If your daily information reality is so 00:09:55.659 --> 00:09:57.580 different, communication is bound to be tough. 00:09:57.860 --> 00:10:01.100 Absolutely. But are there any ways people try 00:10:01.100 --> 00:10:03.809 to bridge this? Or is it just, you know, accepted 00:10:03.809 --> 00:10:05.649 as divided? Is anyone trying to connect these 00:10:05.649 --> 00:10:07.870 worlds? Well, yes, our source does highlight 00:10:07.870 --> 00:10:09.909 one specific approach, something called action 00:10:09.909 --> 00:10:12.149 research. Action research, what's that? It's 00:10:12.149 --> 00:10:15.149 basically where educators themselves become researchers 00:10:15.149 --> 00:10:18.009 within their own school, their classrooms. They 00:10:18.009 --> 00:10:20.029 systematically look at things happening locally, 00:10:20.409 --> 00:10:23.629 maybe a new teaching initiative, or just understanding 00:10:23.629 --> 00:10:26.029 the unique challenges of their specific students. 00:10:26.779 --> 00:10:29.960 The goal is to evaluate practices, deepen their 00:10:29.960 --> 00:10:32.779 own understanding of teaching in their context. 00:10:33.059 --> 00:10:34.860 So the teachers are doing the research. That 00:10:34.860 --> 00:10:37.340 sounds like a direct bridge. It is, in a way. 00:10:37.360 --> 00:10:39.659 It's powerful because it's directly relevant 00:10:39.659 --> 00:10:42.460 to their daily work. But there's a big catch. 00:10:42.600 --> 00:10:45.440 Ah, OK. What's the limitation? Because it's done 00:10:45.440 --> 00:10:48.139 by individuals or small groups focused on their 00:10:48.139 --> 00:10:50.879 specific situation in the school, these kids, 00:10:51.279 --> 00:10:53.860 the findings usually cannot be generalized. Meaning 00:10:53.860 --> 00:10:55.820 what works in one classroom might not work in 00:10:55.820 --> 00:10:58.230 another. Exactly. It's context -specific knowledge, 00:10:58.629 --> 00:11:01.610 which is valuable locally, but you can't necessarily 00:11:01.610 --> 00:11:03.830 take an action research finding from one school 00:11:03.830 --> 00:11:05.909 and apply it everywhere else. Right. So this 00:11:05.909 --> 00:11:08.389 doesn't build that broader systemic knowledge 00:11:08.389 --> 00:11:12.190 that academic research aims for. Precisely. And 00:11:12.190 --> 00:11:14.840 because of that... Action research often gets 00:11:14.840 --> 00:11:16.940 published in different places, like specialized 00:11:16.940 --> 00:11:19.080 journals, reaching a different audience than 00:11:19.080 --> 00:11:21.899 the big academic journals. It's a vital tool 00:11:21.899 --> 00:11:24.879 for local improvement, but it doesn't fully solve 00:11:24.879 --> 00:11:27.679 that large -scale communication gap between the 00:11:27.679 --> 00:11:30.460 two main groups. OK, so it helps, but it's not 00:11:30.460 --> 00:11:32.440 the whole answer. Not the whole answer, no. Which 00:11:32.440 --> 00:11:35.059 brings us back to why the source argues so strongly 00:11:35.059 --> 00:11:38.100 for more communication and collaboration despite 00:11:38.100 --> 00:11:41.039 all these understandable, maybe even necessary, 00:11:41.299 --> 00:11:43.169 separations. It says it's essential. right for 00:11:43.169 --> 00:11:45.029 the 21st century? Essential, yes. The source 00:11:45.029 --> 00:11:47.950 is very clear. Greater communication, greater 00:11:47.950 --> 00:11:50.730 collaboration is, quote, essential to the development 00:11:50.730 --> 00:11:53.730 of the 21st century education paradigm. We need 00:11:53.730 --> 00:11:56.190 these groups talking more effectively. Why is 00:11:56.190 --> 00:11:58.110 it so critical now? What happens if they don't 00:11:58.110 --> 00:12:00.629 connect more? Well, the source points to some 00:12:00.629 --> 00:12:03.070 pretty serious consequences, drawing on work 00:12:03.070 --> 00:12:06.809 by Buchanan back in 1991. What did Buchanan find? 00:12:07.039 --> 00:12:09.580 He looked at the breakdown between scholars and 00:12:09.580 --> 00:12:11.740 designers, people trying to solve those wicked 00:12:11.740 --> 00:12:14.980 problems we talked about. He noticed their discussions 00:12:14.980 --> 00:12:17.139 often didn't leave room for thinking about the 00:12:17.139 --> 00:12:20.000 bigger picture, how design relates to the underlying 00:12:20.000 --> 00:12:23.580 science. Okay. And the result? The result Buchanan 00:12:23.580 --> 00:12:27.179 said was often confusion and a breakdown in communication 00:12:27.179 --> 00:12:30.460 and critically a failure of intelligent practice 00:12:30.460 --> 00:12:33.340 to carry innovative ideas into objective and 00:12:33.340 --> 00:12:37.200 concrete embodiments. Wow. So Translating that 00:12:37.200 --> 00:12:39.940 to education, brilliant research ideas might 00:12:39.940 --> 00:12:41.759 just fizzle out. They don't actually make it 00:12:41.759 --> 00:12:44.019 into classrooms in a way that works. That's the 00:12:44.019 --> 00:12:46.460 risk. Groundbreaking insights into learning could 00:12:46.460 --> 00:12:49.580 just wither on the vine, basically, because the 00:12:49.580 --> 00:12:51.679 connection isn't there to translate them effectively 00:12:51.679 --> 00:12:54.659 into practice. The great ideas don't reach the 00:12:54.659 --> 00:12:57.740 front line in a usable form. That is. Yeah, that's 00:12:57.740 --> 00:12:59.940 a bit sobering, isn't it? That we could be missing 00:12:59.940 --> 00:13:02.159 out on real improvements because of this disconnect. 00:13:02.360 --> 00:13:05.200 It is. But the source doesn't just leave us there, 00:13:05.360 --> 00:13:07.919 right? It offers some hope, a path forward. It 00:13:07.919 --> 00:13:11.669 mentions frameworks. Yes, it suggests that through 00:13:11.669 --> 00:13:14.850 carefully designed frameworks, ways of structuring 00:13:14.850 --> 00:13:17.190 the conversation and collaboration, these gaps 00:13:17.190 --> 00:13:19.490 can be bridged more effectively. And what would 00:13:19.490 --> 00:13:21.409 that look like? What's the goal? The goal is 00:13:21.409 --> 00:13:23.929 really a two way street, a much stronger feedback 00:13:23.929 --> 00:13:27.610 loop. Scholars would conduct research, yes, but 00:13:27.610 --> 00:13:30.950 also communicate it in ways that more clearly 00:13:30.950 --> 00:13:33.730 illuminate how humans learn and how classrooms 00:13:33.730 --> 00:13:36.029 can be designed to really support that learning. 00:13:36.289 --> 00:13:38.429 Making the research more accessible, more applicable. 00:13:38.600 --> 00:13:42.340 Exactly. And crucially, the other way. Educators 00:13:42.340 --> 00:13:44.639 would get better at communicating back to researchers, 00:13:45.220 --> 00:13:47.360 highlighting those aspects of practice that are 00:13:47.360 --> 00:13:50.460 still uncertain, those real -world wicked problems 00:13:50.460 --> 00:13:53.299 that theory hasn't quite cracked yet. So practice 00:13:53.299 --> 00:13:56.120 informs theory, and theory informs practice more 00:13:56.120 --> 00:13:58.039 directly. That's the vision. This reciprocal 00:13:58.039 --> 00:14:00.539 flow, grounded in practical needs and informed 00:14:00.539 --> 00:14:03.100 by solid research. That's seen as the key. And 00:14:03.100 --> 00:14:05.220 the source suggests this becomes even more important 00:14:05.220 --> 00:14:08.620 soon. Because of a paradigm shift. Yeah, it argues 00:14:08.620 --> 00:14:11.279 that as a major paradigm shift in education, 00:14:11.480 --> 00:14:13.840 presumably towards more personalized, deeper 00:14:13.840 --> 00:14:16.659 learning, maybe tech -integrated approaches as 00:14:16.659 --> 00:14:19.480 that shift completes, this communication becomes 00:14:19.480 --> 00:14:22.419 absolutely vital. Why vital then? Because that 00:14:22.419 --> 00:14:25.019 shift will create whole new research questions, 00:14:25.399 --> 00:14:28.360 demand new methods, and identify new best practices. 00:14:29.019 --> 00:14:31.899 Sharing those effectively across the entire profession, 00:14:32.440 --> 00:14:34.639 scholars and educators together will be critical 00:14:34.639 --> 00:14:36.799 for the shift to actually succeed and benefit 00:14:36.799 --> 00:14:39.919 students. So for you listening right now, what 00:14:39.919 --> 00:14:42.980 does this all mean? really points towards a future 00:14:42.980 --> 00:14:45.759 where the whole system is stronger, more informed, 00:14:46.320 --> 00:14:49.039 better connections benefit everyone, from policymakers 00:14:49.039 --> 00:14:50.899 right down to the individual student. That's 00:14:50.899 --> 00:14:52.899 the potential, yes. Okay, so as we wrap with 00:14:52.899 --> 00:14:55.279 this deep dive. Yeah. Wow, we've really journeyed 00:14:55.279 --> 00:14:57.659 through these two. quite separate worlds, haven't 00:14:57.659 --> 00:14:59.919 we? The scholars in their universities, the educators 00:14:59.919 --> 00:15:01.799 in their schools. Definitely distinct worlds. 00:15:01.980 --> 00:15:03.860 We've dug into the reasons for that gap, the 00:15:03.860 --> 00:15:06.220 physical distance, the different jobs, those 00:15:06.220 --> 00:15:08.700 tame versus wicked problems, and that really 00:15:08.700 --> 00:15:11.259 interesting paradox about researcher detachment 00:15:11.259 --> 00:15:14.700 versus educator connection. And most importantly, 00:15:14.700 --> 00:15:17.860 I think, we've seen why breaking this divide 00:15:17.860 --> 00:15:20.799 isn't just a nice idea. It's actually crucial 00:15:20.799 --> 00:15:23.600 if we want education to evolve and meet the needs 00:15:23.600 --> 00:15:26.500 of the 21st century. That path from theory to 00:15:26.500 --> 00:15:29.659 practice is complex, for sure, but it's just 00:15:29.659 --> 00:15:32.580 so vital. It really is. Which leads us, I think, 00:15:32.779 --> 00:15:34.679 to a final thought, a challenge for you to take 00:15:34.679 --> 00:15:37.159 away. OK. Think about your own life, maybe your 00:15:37.159 --> 00:15:39.919 learning, maybe your work. Do you see similar 00:15:39.919 --> 00:15:43.259 divides, places where the theoretical research 00:15:43.259 --> 00:15:45.480 feels disconnected from the practical application? 00:15:46.259 --> 00:15:48.879 What specific wicked problems are there in your 00:15:48.879 --> 00:15:51.139 world that could really benefit from bridging 00:15:51.139 --> 00:15:53.460 that kind of gap? That's a great question. And 00:15:53.460 --> 00:15:56.620 maybe more pointedly. How could you personally 00:15:56.620 --> 00:15:58.399 contribute to making that connection happen? 00:15:58.500 --> 00:16:00.419 How could you help bring the thinkers and the 00:16:00.419 --> 00:16:02.600 doers closer together in whatever field you're 00:16:02.600 --> 00:16:05.279 in? That's powerful. A challenge and definitely 00:16:05.279 --> 00:16:07.460 an opportunity for all of us to reflect on. How 00:16:07.460 --> 00:16:09.620 can we be bridge builders in our own domains? 00:16:09.879 --> 00:16:11.779 Worth thinking about. Absolutely. Well, thank 00:16:11.779 --> 00:16:13.700 you so much for joining us on this deep dive 00:16:13.700 --> 00:16:16.279 today. It's been fascinating. Until next time, 00:16:16.840 --> 00:16:19.460 keep learning, keep questioning, and yeah, keep 00:16:19.460 --> 00:16:20.100 connecting those dots.