Transcript
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LOGIC MODELS,

PROGRAM

EVALUATION,

AND OTHER

FRIGHTENING

TOPICS

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EVALUATION?

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We are not using all of

the tools available to us.

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THINK DIFFERENTLY

ABOUT EVALUATION

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time sequences | locations | ideas | events

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* 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/

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www.storify.com

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www.placestories.com

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LOGIC MODELthe graphic depiction

of the relationship between your activities

and theirintended effects.

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Headache(SITUATION)

Get Pills(INPUT)

Take Pills(OUTPUT)

Feel Better(OUTCOME)

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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 . . .

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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?

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WHO is going to do WHAT, WHEN, WHY, and

TO WHAT STANDARD?

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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

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Limitations of Logic Models

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They represent reality, but are not reality(Human relationships formulas).

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Programs/projects are not linear(Nothing ever goes exactly as planned).

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They focus on expected outcomes,not on actual outcomes. (positive or negative

unintended consequences)

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They have a tendency to assess what is easiest to measure rather than what is most valuable.

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There can be causal attribution issues (Variables may not be isolated and many

factors are influencing outcomes).

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They don’t address whether you are doing the right thing, only what you did.

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Theory of Change

IF > THEN, IF >THEN, IF > THEN, IF > THEN

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"I think you should be more explicit here in step two."

Cartoon by Sidney Harris

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We measure what we value and value what we measure.

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Quality of Life vs. Standard of Living

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Never a number withouta story; never a

story without a number

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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

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Know where to focus your efforts

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Some Things to Remember

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Do no harm, and protect

each other from making mistakes.

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Don’t take your partners for granted.

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There are incrediblysmart peoplewho will help youif you ask.

You just need to ask.

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NEED FIVE MINUTES?

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Thinking About the Fundamental Nature of Higher Education

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0.0000000000000000000000000000000001

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Don Novello“Father Guido Sarducci'sFive Minute University”

http://youtu.be/kO8x8eoU3L4

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"Virtually every feature of traditional formal education was created between 1850 and 1919 to support the Industrial Age."

- Cathy Davidson, Duke University

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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

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“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

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Image: http://unlearningschool.tumblr.com

SCHOOL

LIFE

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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

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“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

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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

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Education vs Everyday

Analog Digital

Tethered Mobile

Isolated Connected

Generic Personal

Consumption Creating

Closed Open

Civic Engagement

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CONNECTIVISMStephen DownesGeorge Siemens

KNOWLEDGE AND LEARNING CAN BE DESCRIBED AND EXPLAINED

USING NETWORK PRINCIPLES

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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)

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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)

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Image licensed under Creative Commons by Nongbri Family Pix: http://www.flickr.com/photos/aznongbri/3349618967/ Retrieved from http://dangerouslyirrelevant.org

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Image licensed under Creative Commons by craigCloutier: http://www.flickr.com/photos/craigcloutier/3045377851/Quote source: Learning and Understanding (2002) Principle 2

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HOW DO YOU LEARNNEW THINGS?

HOW DID YOU LEARN NEW THINGS 20 YEARS AGO?

WHAT IS DIFFERENT?

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Each of us

has our own

“Personal

Message

Shield”

http://www.slideshare.net/socialogilvy/the-insidious-plot-to-socialize-the-enterprise

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“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

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“Creativity comes from looking for the unexpected and stepping outside your own experience.”

- Masaru Ibuka, co-founder of Sony

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"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

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Institutional Civic EngagementStudent Community Service or Service-Learning

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Institutions shouldn’t

say one thingand do another.

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No Vision

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No Vision Imposed Vision

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No Vision Imposed Vision Shared Vision

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Teaching&

Learning

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HumanResources

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Material Resources

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Financial Resources

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http://energy.caeds.eng.uml.edu/peru-07/index2.htm

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http://energy.caeds.eng.uml.edu/peru-07/index2.htm

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http://energy.caeds.eng.uml.edu/peru-07/index2.htm

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