Learning & evaluation

Jen DeWitt Little Event January 2014

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Learning & evaluation in informal science environments

Learning & evaluation

Jen DeWitt Little Event January 2014

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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)

Learning & evaluation

Jen DeWitt Little Event January 2014

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Contextual Model of Learning

Learning & evaluation

Jen DeWitt Little Event January 2014

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Learning Science in Informal Environments

• Develop interest in science (excitement, interest, motivation)

• Come to understand scientific knowledge

• Engage in scientific reasoning (manipulate, test, explore, predict, question, observe)

Learners in informal environments will:

Learning & evaluation

Jen DeWitt Little Event January 2014

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Learning Science in Informal Environments

• 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.

Learners in informal environments will (cont’d):

Learning & evaluation

Jen DeWitt Little Event January 2014

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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

Learning & evaluation

Jen DeWitt Little Event January 2014

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Generic Learning Outcomes

Learning & evaluation

Jen DeWitt Little Event January 2014

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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

Learning & evaluation

Jen DeWitt Little Event January 2014

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Generic Learning Outcomes

Learning & evaluation

Jen DeWitt Little Event January 2014

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Generic Learning Outcomes

Activity Goals/objectives GLO or GLOs Evaluation Tool/Evidence

Science show Visitors will learn about Newton’s Third Law.

Visitors will enjoy themselves.

Knowledge & Understanding

Enjoyment, Inspiration, Creativity

Learning & evaluation

Jen DeWitt Little Event January 2014

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Why evaluate?

• To provide information for project improvement

• To determine the worth or merit of some procedure, project, process or product

Learning & evaluation

Jen DeWitt Little Event January 2014

12

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

Learning & evaluation

Jen DeWitt Little Event January 2014

13

Things to keep in mind

• Begin by defining goals of activity/event

• Match evaluation to goals

• KISS, SMART

Learning & evaluation

Jen DeWitt Little Event January 2014

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Evaluation overview

Activity Goals/objectives GLO or GLOs Evaluation Tool/Evidence

Science show Visitors will learn about Newton’s Third Law.

Visitors will enjoy themselves.

Knowledge & Understanding

Enjoyment, Inspiration, Creativity

Interview – will be able to state Newton’s Third Law

Interview – visitors will agree with a statement they enjoyed themselvesObservation – visitors smiling and laughing during the show

Learning & evaluation

Jen DeWitt Little Event January 2014

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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

Learning & evaluation

Jen DeWitt Little Event January 2014

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WebsitesInspiring 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/

Learning & evaluation

Jen DeWitt Little Event January 2014

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ReadingBarriault, 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.]