Post on 04-Jul-2015
description
LOGIC MODELS,
PROGRAM
EVALUATION,
AND OTHER
FRIGHTENING
TOPICS
EVALUATION?
We are not using all of
the tools available to us.
THINK DIFFERENTLY
ABOUT EVALUATION
time sequences | locations | ideas | events
* Comfort of
interviewee
* Be sincere
* Be conversational
* Open-ended
questions
* Listen
(The phone just
records;
it doesn’t listen.)
Video
Or
Audio
first personvoice
document process
& outcomes
Useful Resource:
"16 tips for making video interviews come alive" by Lindsay Obersthttp://www.socialbrite.org/2011/08/09/tips-for-telling-stories-on-camera/
LOGIC MODELthe graphic depiction
of the relationship between your activities
and theirintended effects.
Headache(SITUATION)
Get Pills(INPUT)
Take Pills(OUTPUT)
Feel Better(OUTCOME)
Get Everybody on the Same
Page
Build understanding &promote consensus about what the program is, and how it will work.
Make your underlying beliefs explicit.
Summarize complex programs to communicate with stakeholders and funders.
A logic model can . . .
EVALUATION HINGES ON ASSUMPTIONS
WHY IS IT IMPORTANT THAT WE THINK ABOUT ASSUMPTIONS?
As you left the house today and came to this training, what were some of your assumptions about the day?
WHO is going to do WHAT, WHEN, WHY, and
TO WHAT STANDARD?
Reactions
Learning
Actions
Participation
Social, Economic,
& Environmental
Improvements
Hierarchy of Effects
Bennett and Rockwell, 1995,
“Targeting Outcomes of Programs”
Number and characteristics of people reached;
frequency and intensity of contact
Degree of satisfaction with program; level of interest;
feelings toward activities, educational methods
Changes in knowledge,
attitudes, skills, aspirations
Changes in behaviors
and practices
University of Wisconsin Extension
Limitations of Logic Models
They represent reality, but are not reality(Human relationships formulas).
Programs/projects are not linear(Nothing ever goes exactly as planned).
They focus on expected outcomes,not on actual outcomes. (positive or negative
unintended consequences)
They have a tendency to assess what is easiest to measure rather than what is most valuable.
There can be causal attribution issues (Variables may not be isolated and many
factors are influencing outcomes).
They don’t address whether you are doing the right thing, only what you did.
Theory of Change
IF > THEN, IF >THEN, IF > THEN, IF > THEN
"I think you should be more explicit here in step two."
Cartoon by Sidney Harris
We measure what we value and value what we measure.
Quality of Life vs. Standard of Living
Never a number withouta story; never a
story without a number
Skills Incentives ResourcesActionPlan
Confusion=
Vision Incentives ResourcesActionPlan
Anxiety=
Vision Skills ResourcesActionPlan
Resistance=
Vision Skills IncentivesActionPlan
Frustration=
Vision Skills Incentives Resources Treadmill=
Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC(Adapted by Knoster from Enterprise Group Ltd.)
Vision Skills Incentives ResourcesActionPlan
Change=
Handout
Know where to focus your efforts
Some Things to Remember
Do no harm, and protect
each other from making mistakes.
Don’t take your partners for granted.
There are incrediblysmart peoplewho will help youif you ask.
You just need to ask.
NEED FIVE MINUTES?
Thinking About the Fundamental Nature of Higher Education
0.0000000000000000000000000000000001
Don Novello“Father Guido Sarducci'sFive Minute University”
http://youtu.be/kO8x8eoU3L4
"Virtually every feature of traditional formal education was created between 1850 and 1919 to support the Industrial Age."
- Cathy Davidson, Duke University
Alice Loher demonstrates how to load film onto a projector to a Library School class, 1948 (University of Illinois Archives)
“. . . educational technology has moved from being something that supported classroom teaching and later distance education, to a force for radical change in our educational systems. . ."
- Tony Bates, distance education guru
“About 500 years ago, the primary mode of teaching in the university was to come in with blank sheets of paper and listen to the professor recite from a manuscript so you could make your own copy of the book."
- David Wiley, Brigham Young University
image: http://d.lib.ncsu.edu/collections/catalog/0020104
Higher Education
Social Media
Membership in intellectual and social affinity groups X X
Access to resources and experts X X
Engaging in intellectual discussions X X
Accumulate and develop skills for employment X X
Association with professional community X X
Establish social and professional network X X
Enhance personal and professional reputation X X
Share enthusiasm for common interests X X
Build skills X X
“Educators are no longer the gatekeepers of knowledge.”- Dr. Sarah Smith-Robbins
Higher Education and Social Media
“Educators are no longer the gatekeepers of knowledge.”- Dr. Sarah Smith-Robbins
Higher Education and Social MediaHigher Education Social Media
Indicator of Success Official endorsement of completion via diploma
Evidence of work completed and place in community
Navigation Guidance through experiences and thought processes
Self-directed exploration of ideas, discussions, and sources
Investment Money Time
Priority Priority set by Institution Priority set by Individual
Rules Rigid Flexible
Education vs Everyday
Analog Digital
Tethered Mobile
Isolated Connected
Generic Personal
Consumption Creating
Closed Open
Then vs Now
Analog Digital
Tethered Mobile
Isolated Connected
Generic Personal
Consumption Creating
Closed Open
Licensed under Creative Commons By-SA
David Wiley
Education vs Everyday
Analog Digital
Tethered Mobile
Isolated Connected
Generic Personal
Consumption Creating
Closed Open
Civic Engagement
CONNECTIVISMStephen DownesGeorge Siemens
KNOWLEDGE AND LEARNING CAN BE DESCRIBED AND EXPLAINED
USING NETWORK PRINCIPLES
To ‘teach’ is to model
and demonstrate
To ‘learn’ is to practice and reflect
‘an authentic community of practice’
What does this remind you of?
Connectivist Pedagogy (Downes)
Role of the Teacher
• To practice one’s
work in an open
manner; to work
transparently
• To ‘work’ is to
engage in a
community
• To be openly
reflective, eg., to write
about the work
Role of the Learner
• To attach oneself to
an authentic
environment
• To observe and
emulate successful
practice
• To be ‘reflective’, ie.,
to engage in
conversation about the
practice
Connectivist Pedagogy (Downes)
Image licensed under Creative Commons by Nongbri Family Pix: http://www.flickr.com/photos/aznongbri/3349618967/ Retrieved from http://dangerouslyirrelevant.org
Image licensed under Creative Commons by craigCloutier: http://www.flickr.com/photos/craigcloutier/3045377851/Quote source: Learning and Understanding (2002) Principle 2
HOW DO YOU LEARNNEW THINGS?
HOW DID YOU LEARN NEW THINGS 20 YEARS AGO?
WHAT IS DIFFERENT?
Each of us
has our own
“Personal
Message
Shield”
http://www.slideshare.net/socialogilvy/the-insidious-plot-to-socialize-the-enterprise
“My contention is that creativity now is as important in education as literacy, and we should treat it with the same status… we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities.”
- Sir Ken Robinson
Photo: http://www.flickr.com/photos/ter-burg/3569194255/ Thanks to: http://www.slideshare.net/trib
“Creativity comes from looking for the unexpected and stepping outside your own experience.”
- Masaru Ibuka, co-founder of Sony
"In the times of rapid change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists."
- Eric Hofferwashingtonrebel.typepad.com
cc S
teve
Wh
eele
r, U
niv
ersi
ty o
f P
lym
ou
th, 2
01
0
Institutional Civic EngagementStudent Community Service or Service-Learning
Institutions shouldn’t
say one thingand do another.
No Vision
No Vision Imposed Vision
No Vision Imposed Vision Shared Vision
Teaching&
Learning
HumanResources
Material Resources
Financial Resources
http://energy.caeds.eng.uml.edu/peru-07/index2.htm
http://energy.caeds.eng.uml.edu/peru-07/index2.htm
http://energy.caeds.eng.uml.edu/peru-07/index2.htm