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A Learning Platform for early detection of tree pests and pathogens: excellent theory, challenging in practice?

Research output: Contribution to conferencePaper

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A Learning Platform for early detection of tree pests and pathogens : excellent theory, challenging in practice? / Marzano, M; White, Rehema Mary; Jones, Glyn.

2016. Paper presented at RGS-IBG Annual International Conference 2016, London, United Kingdom.

Research output: Contribution to conferencePaper

Harvard

Marzano, M, White, RM & Jones, G 2016, 'A Learning Platform for early detection of tree pests and pathogens: excellent theory, challenging in practice?' Paper presented at RGS-IBG Annual International Conference 2016, London, United Kingdom, 30/08/16 - 2/09/16, .

APA

Marzano, M., White, R. M., & Jones, G. (2016). A Learning Platform for early detection of tree pests and pathogens: excellent theory, challenging in practice?. Paper presented at RGS-IBG Annual International Conference 2016, London, United Kingdom.

Vancouver

Marzano M, White RM, Jones G. A Learning Platform for early detection of tree pests and pathogens: excellent theory, challenging in practice?. 2016. Paper presented at RGS-IBG Annual International Conference 2016, London, United Kingdom.

Author

Marzano, M ; White, Rehema Mary ; Jones, Glyn. / A Learning Platform for early detection of tree pests and pathogens : excellent theory, challenging in practice?. Paper presented at RGS-IBG Annual International Conference 2016, London, United Kingdom.

Bibtex - Download

@conference{4282369189a140b39cc31ecdf0781846,
title = "A Learning Platform for early detection of tree pests and pathogens: excellent theory, challenging in practice?",
abstract = "Robust science is required to develop new and emerging technologies. However, evidence suggests that socio-technological innovation also demands interactions across academics, end users and those involved in commercial development and marketing. Theoretically, stakeholder engagement can enhance science impacts, the efficacy of new technologies, increase buy in and improve relationships and understanding between groups. This was the premise of our involvement, as social scientists, in a large, complex research project developing five cutting edge technologies for early detection of tree pests and pathogens. Our role included development of a Learning Platform to facilitate a 'participatory interdisciplinarity' approach to technology implementation. We supported large, interactive annual workshops using novel approaches (e.g. a Dragon's Den, Pecha Kucha, caf{\'e} sessions, technology markets) and Socio-technological Learning Labs (e.g. at Heathrow, Southampton docks). A series of interviews and focus group discussions with scientists and others have allowed us to understand barriers and opportunities for promoting scientific and social aspects of technological development. We tracked 'scientific progress' against adapted Diagnostic Technology Readiness Levels. It appears that whilst project participants are changing their thinking, they are struggling to change their practices due to limitations of time, confidence and opportunity. Targeted, time sensitive stakeholder engagement is preferred but this will vary depending on the technology readiness level (TRL), whilst the more diffuse benefits of broader social learning remain difficult to defend. We employ nexus thinking to discuss our results within theoretical frameworks appropriate to socio-technological innovation and innovation theory.",
author = "M Marzano and White, {Rehema Mary} and Glyn Jones",
year = "2016",
month = "8",
day = "31",
language = "English",
note = "RGS-IBG Annual International Conference 2016 ; Conference date: 30-08-2016 Through 02-09-2016",

}

RIS (suitable for import to EndNote) - Download

TY - CONF

T1 - A Learning Platform for early detection of tree pests and pathogens

T2 - excellent theory, challenging in practice?

AU - Marzano, M

AU - White, Rehema Mary

AU - Jones, Glyn

PY - 2016/8/31

Y1 - 2016/8/31

N2 - Robust science is required to develop new and emerging technologies. However, evidence suggests that socio-technological innovation also demands interactions across academics, end users and those involved in commercial development and marketing. Theoretically, stakeholder engagement can enhance science impacts, the efficacy of new technologies, increase buy in and improve relationships and understanding between groups. This was the premise of our involvement, as social scientists, in a large, complex research project developing five cutting edge technologies for early detection of tree pests and pathogens. Our role included development of a Learning Platform to facilitate a 'participatory interdisciplinarity' approach to technology implementation. We supported large, interactive annual workshops using novel approaches (e.g. a Dragon's Den, Pecha Kucha, café sessions, technology markets) and Socio-technological Learning Labs (e.g. at Heathrow, Southampton docks). A series of interviews and focus group discussions with scientists and others have allowed us to understand barriers and opportunities for promoting scientific and social aspects of technological development. We tracked 'scientific progress' against adapted Diagnostic Technology Readiness Levels. It appears that whilst project participants are changing their thinking, they are struggling to change their practices due to limitations of time, confidence and opportunity. Targeted, time sensitive stakeholder engagement is preferred but this will vary depending on the technology readiness level (TRL), whilst the more diffuse benefits of broader social learning remain difficult to defend. We employ nexus thinking to discuss our results within theoretical frameworks appropriate to socio-technological innovation and innovation theory.

AB - Robust science is required to develop new and emerging technologies. However, evidence suggests that socio-technological innovation also demands interactions across academics, end users and those involved in commercial development and marketing. Theoretically, stakeholder engagement can enhance science impacts, the efficacy of new technologies, increase buy in and improve relationships and understanding between groups. This was the premise of our involvement, as social scientists, in a large, complex research project developing five cutting edge technologies for early detection of tree pests and pathogens. Our role included development of a Learning Platform to facilitate a 'participatory interdisciplinarity' approach to technology implementation. We supported large, interactive annual workshops using novel approaches (e.g. a Dragon's Den, Pecha Kucha, café sessions, technology markets) and Socio-technological Learning Labs (e.g. at Heathrow, Southampton docks). A series of interviews and focus group discussions with scientists and others have allowed us to understand barriers and opportunities for promoting scientific and social aspects of technological development. We tracked 'scientific progress' against adapted Diagnostic Technology Readiness Levels. It appears that whilst project participants are changing their thinking, they are struggling to change their practices due to limitations of time, confidence and opportunity. Targeted, time sensitive stakeholder engagement is preferred but this will vary depending on the technology readiness level (TRL), whilst the more diffuse benefits of broader social learning remain difficult to defend. We employ nexus thinking to discuss our results within theoretical frameworks appropriate to socio-technological innovation and innovation theory.

UR - http://www.rgs.org/WhatsOn/ConferencesAndSeminars/Annual+International+Conference/Annual+international+conference.htm

M3 - Paper

ER -

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