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Civic engagement evaluation
The document discusses the importance of logic models and program evaluation, emphasizing the need for clear communication and understanding among stakeholders. It highlights potential limitations of logic models, such as their inability to capture the complexities of human relationships and actual outcomes. Additionally, it stresses the evolving role of educators in a digital age and the significance of creativity and civic engagement in education.
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Civic engagement evaluation
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- 3. We are notusing all of the tools available to us.
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- 5. time sequences |locations | ideas | events
- 6. * Comfort of interviewee *Be sincere * Be conversational * Open-ended questions * Listen (The phone just records; it doesn’t listen.) Video Or Audio first person voice document process & outcomes Useful Resource: "16 tips for making video interviews come alive" by Lindsay Oberst http://www.socialbrite.org/2011/08/09/tips-for-telling-stories-on-camera/
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- 12. LOGIC MODEL the graphicdepiction of the relationship between your activities and their intended effects.
- 13. Headache (SITUATION) Get Pills (INPUT) Take Pills (OUTPUT) FeelBetter (OUTCOME)
- 15. Get Everybody on theSame 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 . . .
- 16. EVALUATION HINGES ONASSUMPTIONS 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?
- 17. WHO is goingto do WHAT, WHEN, WHY, and TO WHAT STANDARD?
- 18. Reactions Learning Actions Participation Social, Economic, & Environmental Improvements Hierarchyof 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
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- 20. They represent reality,but are not reality (Human relationships formulas).
- 21. Programs/projects are notlinear (Nothing ever goes exactly as planned).
- 22. They focus onexpected outcomes, not on actual outcomes. (positive or negative unintended consequences)
- 23. They have atendency to assess what is easiest to measure rather than what is most valuable.
- 24. There can becausal attribution issues (Variables may not be isolated and many factors are influencing outcomes).
- 25. They don’t addresswhether you are doing the right thing, only what you did.
- 26. Theory of Change IF> THEN, IF >THEN, IF > THEN, IF > THEN
- 27. "I think youshould be more explicit here in step two." Cartoon by Sidney Harris
- 28. We measure whatwe value and value what we measure.
- 29. Quality of Lifevs. Standard of Living
- 30. Never a number without a story; nevera story without a number
- 31. Skills Incentives Resources Action Plan Confusion= VisionIncentives Resources Action Plan Anxiety= Vision Skills Resources Action Plan Resistance= Vision Skills Incentives Action Plan 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 Resources Action Plan Change= Handout
- 32. Know where tofocus your efforts
- 33. Some Things toRemember
- 34. Do no harm,and protect each other from making mistakes.
- 35. Don’t take yourpartners for granted.
- 36. There are incredibly smart people whowill help you if you ask. You just need to ask.
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- 41. Don Novello “Father GuidoSarducci's Five Minute University” http://youtu.be/kO8x8eoU3L4
- 43. "Virtually every featureof traditional formal education was created between 1850 and 1919 to support the Industrial Age." - Cathy Davidson, Duke University
- 44. Alice Loher demonstrateshow 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
- 45. “About 500 yearsago, 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
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- 47. Higher Education Social Media Membership in intellectualand 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
- 48. “Educators are nolonger the gatekeepers of knowledge.” - Dr. Sarah Smith-Robbins Higher Education and Social Media Higher 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
- 49. 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
- 50. Education vs Everyday Analog Digital Tethered Mobile Isolated Connected Generic Personal Consumption Creating Closed Open Civic Engagement
- 52. CONNECTIVISM Stephen Downes George Siemens KNOWLEDGEAND LEARNING CAN BE DESCRIBED AND EXPLAINED USING NETWORK PRINCIPLES
- 53. To ‘teach’ is tomodel and demonstrate To ‘learn’ is to practice and reflect ‘an authentic community of practice’ What does this remind you of? Connectivist Pedagogy (Downes)
- 54. Role of theTeacher • 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)
- 55. Image licensed underCreative Commons by Nongbri Family Pix: http://www.flickr.com/photos/aznongbri/3349618967/ Retrieved from http://dangerouslyirrelevant.org
- 56. Image licensed underCreative Commons by craigCloutier: http://www.flickr.com/photos/craigcloutier/3045377851/ Quote source: Learning and Understanding (2002) Principle 2
- 58. HOW DO YOULEARN NEW THINGS? HOW DID YOU LEARN NEW THINGS 20 YEARS AGO? WHAT IS DIFFERENT?
- 59. Each of us hasour own “Personal Message Shield” http://www.slideshare.net/socialogilvy/the-insidious-plot-to-socialize-the-enterprise
- 61. “My contention isthat 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
- 63. “Creativity comes fromlooking for the unexpected and stepping outside your own experience.” - Masaru Ibuka, co-founder of Sony
- 66. "In the timesof rapid change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists." - Eric Hoffer washingtonrebel.typepad.com ccSteveWheeler,UniversityofPlymouth,2010
- 67. Institutional Civic Engagement StudentCommunity Service or Service-Learning
- 69. Institutions shouldn’t say one thing anddo another.
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- 72. No Vision ImposedVision
- 73. No Vision ImposedVision Shared Vision
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