Tear and share (explaining LCT to practitioners)
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As researchers, we investigate thorny problems in our field, from reviewing the structure of feedback to multiple-choice questions in computer science to developing dance and dancers in ballet. Within these studies, we will likely want to share our findings with practitioners, from teachers to dancers, for our research to inform and influence. But how do we take research to practice? How do we support the transfer, translation, and transformation of activity beyond our academic context? In this presentation, we will explore with LCT researchers how they explain the theory of the LCT dimensions beyond their academic work in their research to practice activities. We aim to develop a set of research-to-practice examples with commentary and guidance. This will be a practical presentation with potential follow-up tasks to develop our collective understanding of how we explain the theory that we ourselves are continually learning about. To support this, we will highlight a number of knowledge appropriation models and present how we have shared the Semantic dimension of LCT with computing education teachers and researchers as starter examples. Examples of our research to practice include blogs explaining semantic waves, two-page quick reads for teachers to learn about theory, chapters in computing education publications, large-scale online presentations explaining how to profile computing teaching activities using virtual sticky notes and interactive Google slides, face-to-face training with IT industry professionals supporting them to develop a shared vocabulary to talk about training, and mentoring activities (this list is not exhaustive). As we develop and share our understanding of LCT, we would like to discuss with our LCT colleagues whether we are simplifying too much or not enough and if there are ways to explain LCT in ways that we have not considered and to be creative and playful as reflective practitioners. We wonder whether the different dimensions of LCT require different ways to explain the theory. We also wonder if there are different barriers or amplifiers to the receptivity and adoption of LCT in different domains and cultural contexts. Together, we will use knowledge appropriation models and our collective experience of LCT to develop a shared understanding of our research to practice efforts, learn together, and record this so others can build on our new understanding.