My, how time flies..
The “introduction to learning design” ” presentation in week one made a distinction between craft and design: craft = making good stuff, design = making stuff better. We also proposed a definition of learning design as “the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation”. Week 2 explored ways of characterising that “given situation”. Weeks 3, 4 and 5 introduced various practices, tools and representations for the “devising” part. Week 6 looked at curating resources to “put flesh on the bones” of your learning design. The guiding idea was that when the focus shifts to the design of the learning experiences, the content is no longer king - and found content can be as good as “made here”. This week we return to the idea of “making stuff better”, and in our case “achieving particular educational aims”. How do we know that the “stuff” we made is better? How do we know that our designs achieve their aims?
That, in a nutshell is what evaluation is all about.
Just like assessment, evaluation can be summative or formative. Summative evaluation tells you how good (or bad) you’re doing, but not what to do about it. Formative evaluation moves you forward: it shows you your gaps, and tells you how to to bridge them. We will focus on the latter.
Today we’re asking you to view / read some introductory materials, and share an evaluation experience from your past.
Tom and Yishay