1. Learning & evaluation Jen DeWitt Little Event January 2014 1 Learning & evaluation in informal science environments

2. Learning & evaluation Jen DeWitt Little Event January 2014 2 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)

3. Learning & evaluation Jen DeWitt Little Event January 2014 3 Contextual Model of Learning

4. Learning & evaluation Jen DeWitt Little Event January 2014 4 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:

5. Learning & evaluation Jen DeWitt Little Event January 2014 5 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):

6. Learning & evaluation Jen DeWitt Little Event January 2014 6 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

7. Learning & evaluation Jen DeWitt Little Event January 2014 7 Generic Learning Outcomes

8. Learning & evaluation Jen DeWitt Little Event January 2014 8 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

9. Learning & evaluation Jen DeWitt Little Event January 2014 9 Generic Learning Outcomes

10. Learning & evaluation Jen DeWitt Little Event January 2014 10 Generic Learning Outcomes ActivityGoals/objectivesGLO or GLOsEvaluation Tool/Evidence Science showVisitors will learn about Newton’s Third Law. Visitors will enjoy themselves. Knowledge & Understanding Enjoyment, Inspiration, Creativity

11. Learning & evaluation Jen DeWitt Little Event January 2014 11 Why evaluate? To provide information for project improvement To determine the worth or merit of some procedure, project, process or product

12. 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

13. 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

14. Learning & evaluation Jen DeWitt Little Event January 2014 14 Evaluation overview ActivityGoals/objectivesGLO or GLOsEvaluation Tool/Evidence Science showVisitors 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 themselves Observation – visitors smiling and laughing during the show

15. Learning & evaluation Jen DeWitt Little Event January 2014 15 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

16. Learning & evaluation Jen DeWitt Little Event January 2014 16 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/

17. Learning & evaluation Jen DeWitt Little Event January 2014 17 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.]