Block 4 Activity 19: Reflecting on the ROMA framework

RAPID (Research and Policy in Development) developed the RAPID Outcome Mapping Approach known as ROMA (Young and Mendizabal, 2009).  The creators intended this as a tool for use in complex contexts by policy entrepreneurs who want to make the most of research on policy.

There are 7 steps within the ROMA model which focus on evidence-based policy change.  Use this iteratively, allowing refinement and adaptation of policy goals and strategic plans over time, and as context changes.

ROMA
From SlideShare – Scaling up Learning Analytics

 

Adapting this model for learning analytics:

  1. Define a clear set of overarching policy objectives.
  2. Map of context.
  3. Identify the key stakeholders
  4. Identify the learning analytics purposes.
  5. Develop a strategy.
  6. Analyse capacity; develop human resources.
  7. Develop a monitoring and learning system (evaluation).

As I with this framework in conjunction with activity 17 and 18 I noticed that there were several of the issues raised in activity 17 which actually fitted in two of the framework points.  My understanding of activity 18 was close to the framework points which was encouraging for me.  Self-evaluation is an important aspect of school improvement and the points above fit in nicely with How Good is Our School (HGIOS) which schools in Scotland use.

The framework did make me look at issues in a different way, especially point 2 where I focused in on the political aspect and the need for more links to be made across all levels in institutions.

Looking back over activity 17 and 18 I found that within activity 17 my focus was more in points 1-3.  Within Activity 18 my main focus fell within all points apart from 2.  I think I have written my reflections from a point 2 perspective which would result in that point being realised.

Here is my PowerPoint which visualises the links between steps and the issues raised by these three activities.   ROMA presentation

References:

Ferguson, R., Macfadyen, L.P., Clow, D., Tynan, B., Alexander, S. and Dawson, S. (2015) ‘Setting leanring analytics in context; overcoming the barriers to large-scale adoption’, Journal of Learning Analytics, vol. 1, no. 3, pp. 120-44; also available online at http://oro.open.ac.uk/42115/ (accessed 27 July 2016).

Young, J and Mendizabal, E. (2009) ‘Helping researchers become policy entrepreneurs: how to develop engagement strategies for evidence-based policymaking’, ODI Briefing Paper, no. 53, London, ODI; also available online at http://www.odi.org/publications/1127-become-policy-entrepreneur-roma (accessed 27 July 2016).

 

Image from SlideShare presentation and available at http://www.slideshare.net/R3beccaF/scaling-up-learning-analytics

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