Why evaluate?
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Learning & evaluation Learning & evaluation in informal science environments Jen DeWitt Little Event January 2014 1 Learning & evaluation Models of Learning? • Contextual Model of Learning (Falk & Dierking, 1992, 2000) • Learning Science in Informal Environments (NRC, 2009) • Generic Learning Outcomes (Inspiring Learning for All) Jen DeWitt Little Event January 2014 2 Learning & evaluation Contextual Model of Learning Jen DeWitt Little Event January 2014 3 Learning & evaluation Learning Science in Informal Environments Learners in informal environments will: • Develop interest in science (excitement, interest, motivation) • Come to understand scientific knowledge • Engage in scientific reasoning (manipulate, test, explore, predict, question, observe) Jen DeWitt Little Event January 2014 4 Learning & evaluation Learning Science in Informal Environments Learners in informal environments will (cont’d): • Reflect on science as a way of knowing • Engage in scientific practices (use talk, tools, collaboration) • Think about themselves as science learners and develop an identity as someone who knows about, uses and sometimes contributes to science. Jen DeWitt Little Event January 2014 5 Learning & evaluation Inspiring Learning for All • Learning is a process of active engagement with experience • It is what people do when they want to make sense of the world • It may involve the development or deepening of skills, knowledge, understanding, values, ideas and feelings • Effective learning leads to change, development and the desire to learn more Jen DeWitt Little Event January 2014 6 Learning & evaluation Generic Learning Outcomes Jen DeWitt Little Event January 2014 7 Learning & evaluation Generic Learning Outcomes • Knowledge & understanding Knowing about; facts, information • Skills Knowing how; intellectual, social, emotional, physical • Attitudes & values Feelings, perceptions, opinions, attitudes • Enjoyment, inspiration & creativity Having fun, being surprised, creativity, exploration, being inspired • Activity, behaviour, progression What people do or intend to do, actions (observed, reported), change in behaviour Jen DeWitt Little Event January 2014 8 Learning & evaluation Generic Learning Outcomes Jen DeWitt Little Event January 2014 9 Learning & evaluation Generic Learning Outcomes Activity Goals/objectives GLO or GLOs Science show Visitors will learn about Newton’s Third Law. Knowledge & Understanding Visitors will enjoy themselves. Enjoyment, Inspiration, Creativity Jen DeWitt Little Event January 2014 Evaluation Tool/Evidence 10 Learning & evaluation Why evaluate? • To provide information for project improvement • To determine the worth or merit of some procedure, project, process or product Jen DeWitt Little Event January 2014 11 Learning & evaluation Evaluation Methods (Tools) • Questionnaires (self-completion, facilitated) • Interviews (formal/structured; informal/casual; snapshot) • Comment cards, comment books, comment boards (post-it notes) • Observations (counting heads, observing behaviour) • Mind-mapping • Drawing • Video • Stickers • Graffiti walls • Self-reflection Jen DeWitt Little Event January 2014 12 Learning & evaluation Things to keep in mind • Begin by defining goals of activity/event • Match evaluation to goals • KISS, SMART Jen DeWitt Little Event January 2014 13 Learning & evaluation Evaluation overview Activity Goals/objectives GLO or GLOs Evaluation Tool/Evidence Science show Visitors will learn about Newton’s Third Law. Knowledge & Understanding Interview – will be able to state Newton’s Third Law Visitors will enjoy themselves. Enjoyment, Inspiration, Creativity Interview – visitors will agree with a statement they enjoyed themselves Observation – visitors smiling and laughing during the show Jen DeWitt Little Event January 2014 14 Learning & evaluation Evaluation Methods (Tools) • Questionnaires (self-completion, facilitated) • Interviews (formal/structured; informal/casual; snapshot) • Comment cards, comment books, comment boards (post-it notes) • Observations (counting heads, observing behaviour) • Mind-mapping • Drawing • Video/Photography • Stickers • Graffiti walls • Self-reflection Jen DeWitt Little Event January 2014 15 Learning & evaluation Websites Inspiring Learning The site formerly known as ‘Inspiring Learning for All’, it provides a framework for supporting learning in museums, libraries and archives. It is also the ‘home’ of the Generic Learning Outcomes framework. http://www.inspiringlearningforall.gov.uk/ http://www.inspiringlearningforall.gov.uk/toolstemplates/genericlearning/index.html InformalScience This website, hosted by the CAISE (the US-based Center for the Advancement of Informal Science Education), contains research and evaluation reports as well as other related resources about learning science in informal settings. http://informalscience.org/ Evaluation Springboard While the documents on this website do not focus on science, they do provide a user friendly introduction to evaluation http://www.evaluationspringboard.org/ Jen DeWitt Little Event January 2014 16 Learning & evaluation Reading Barriault, C. & Pearson, D. (2010). Assessing exhibits for learning in science centers: A practical tool. Visitor Studies, 13(1), 90-106. Bell, P. Lewenstein, B., Shouse, A.W., & Feder, M.A. (2009). Learning science in informal settings: People, places, and pursuits. Committee on Learning Science in Informal Environments. Washington, DC: National Academies Press. Hein, G. E. (1998). Learning in the museum. London: Routledge Falk, J. & Dierking, L. (2013). The museum experience revisited. Walnut Creek, CA: Altamira Press. [Previous version: Falk, J. & Dierking, L. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Altamira Press.] Jen DeWitt Little Event January 2014 17
