1. 21
Perspectives on Assessment of Educational Technologies for Informal Learning
Wilhelmina C. Savenye

2. Introduction complex area of practice and research
many factors operating in varied ways, numerous complex issues, a diversity of views and approaches, few easy answers, and even some possibly political and controversial concerns.
More freedom
This freedom does come with considerable professional responsibility.

3. Introduction two critical fields 1）museum/free-choice learning
2）informal science education
Informal learning = nonschool learning?
museums,
after-school clubs,
botanical gardens,
zoos,
science centers
community centers
....

4. What Is Learning?
“… learning is common but definitely not straight forward…” ——Falk and Dierking ( 2000 )
school learning “achievement”
Workplace learning ”competence”and ”performance”
“a change in an individual that is persistent and that results, not just from growth, but from that person’s interaction with his or her environment” (Gagne, 1984).
expanded our view of learning
“master”

5. Definition and Dimensions of informal learning
Two dimensions related to informal learning are the degree of formality/informality of the “organization” of learning compares with “setting” in which the learning occurs.
—— Sefton-Green (2004)
learning activities may be “intentional” or “incidental”. Formal or informal learning rests in who is directing the development of the learning materials or programs
—— Clark (2010)

6. Definition and Dimensions of informal learning
typically take place out of school university, or formal training settings.
—— National Science Teachers Association,2012
Can take place in formal/school settings and informal settings
—— Hofstein and Rosenfeld (1996)
There is little general agreement about the definitions

7. Dimensions of IL Location Timing Structure Control Pacing Regulation
Content
Not tied to space

8. A Framework for Informal Learning
The US National Research Council (NRC) report ( 2009 ) on learning science in informal environments presents an “ecological framework for understanding learning across places and pursuits”.adds place and culture to the mix.
informal learning hard to measure
experiences: short and spontaneous.
goal: Pleasure and fun
outcomes:“unexpected” and “emergent”

9. Developing Outcomes, Goals and Objectives
What is success? broader view of indicators
a learner’s increased interest and excitement about a topic, desire to learn more, change in conceptions, surprise about new learning, and even change in an individual’s per- ceptions of identity with regard to a topic or field.
Example: The NRC report oultlines six “Strands of Science Learning”

10. Why Assess for Informal Learning?
What is assessment? Assessment is typically defined as measuring learning.
How does assessment relate to evaluation?
Two aspects to be examined:
learner’s performance (assessment)
learning environment (evaluation) usually focus on a program , course or organizational level
Formative evalutation / summative evaluation
Critical appraisal / remedial evaluation

11. Purposes of Assessment for Informal Learning
provide formative feedback to participants
provide evaluation data to improve the organization’s learning goals.
——Falk and Dierking ( 2000 )

12. Methods for assessment
traditional tests and measures
surveys
group and individual interviews
Observations
artifact and product analysis
ethnographic or case studies
...

13. A Few Examples of Methodologies for Assessing IL and ET
1.Traditional and Informal Learning Measures
Tests and quizzes
Concept mapping
Classroom assessment techniques（CATs）
self and peer reviews
Embedded assessment
performance assessment

14. A Few Examples of Methodologies for Assessing IL and ET
2.Reflective Writing, Discussion and Media Creation
(consrtuct /share/examine)
Blogs, vlogs, micrologs, and other types of journaling and reflective writing .
Wikis.
Discussions and online discussions.
Learner-created media for formative assessment.
Use of rubrics (criteria)
(subject-based rubrics, rubrics for web 2.0 tools...)

15. A Few Examples of Methodologies for Assessing IL and ET
3.Survey (quetionnaires)—— affective variables
closed-ended questions/open-ended questions
(data analyze) / ( broader or unanticipated view)
design and test
increased "motivation" in IL
Elements of motivation: Attention, Relevance, Confidence and Satisfaction (ARCS)
—— John Keller，2006

16. A Few Examples of Methodologies for Assessing IL and ET
4. Interviews
Interviews
not necessarily tied to questions with rating scales
be conducted individually or in groups
may be structured or unstructured
Read, think-aloud protoxcols .

17. A Few Examples of Methodologies for Assessing IL and ET
5. Obervations
Learners who participate in informal experiences for learning are particularly “free.” What we learn about learners in these free-choice settings may in the future be applied in Web-based open learning communities and with free-choice technologies, such as Web 2.0 tools. Participation, for instance, can be tallied....
When conducting formative evaluations in settings such as these, it is often important to observe learners to determine: how many use what, where they go, and what they do when experiencing learning programs or materials...

18. Conclusions
examined the issues and approaches involved in effectively assessing for informal learning.
introduced a few methodologies that have proven useful in free-choice and informal learning settings.
briefly toured a few ways that new educationaltechnologies may impact informal learning and approaches to measuring learning.

19. Recommendations
educators use an informal learning, free-choice perspective to develop their own goals and outcomes for the learner’s experience.
assessment should consider goals of both learners and organizations.
Develop assessment plan —— Select and build assessment approaches / instruments creatively —— Use them efficiently —— Report using strategies —— engage in a continuous iterative cycle of improvement

20. Thanks for listening,waiting for suggestions!21
Thanks for listening,waiting for suggestions!
Xie Xun Sep. 21