Yet more on Evaluating Non-Formal Learning
The non-formal methodology I’m describing is a generalized account of the type work I carry out when developing and implementing non-formal learning initiatives in organizations. I invite you to argue, discuss, praise etc. as appropriate.
Typically, I consult for small- to mid-sized enterprises in Ireland. The type of learning interventions being discussed here are what I call Information Sessions. Information Sessions are learning events designed to disseminate a broad range of knowledge and information about an organization and its products. The term ‘Information Session’ is carefully chosen: these events are not formal training, nor are they informal learning; they are informational by definition and design, though they are developed according to a strong instructional design process: click here to find out more.
- The Info Session events are hosted as synchronous, SME-led presentations.
- The content is repurposed post-event for asynchronous distribution on-demand over the Web.
- They are also distributed to learners via learning channels including CD, DVD-ROM, podcast, screencast, and iTunes.
Information Sessions are distributed in the following formats:
Table 1 Information Sessions format
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In the first phase of data collection, quantitative data are collected on every attendee participating in both the live in situ and the synchronous and asynchronous distribution of the events. An E-learning Readiness Survey in the second phase of research is distributed to internal experts who fall under the aegis of what William Horton (2006, p.107) describes as “those who should know” – managers, learning and knowledge professionals, and key stakeholders in the organization.
A representative sample (proportionate to staff numbers) of employees participate in Phase III of the research design. Informed consent is obtained from each contributor by asking them to complete a sign-off statement form in the questionnaire (we’ll get back to the questionnaire) and asking their assent to use their responses before follow-up interviews are conducted.
Note: My research design follows a case study approach and is based on learning initiatives in a number of organizations. I am cognizant of the fact that the potential exists for “individuals’ interests to be affected” (Robson, 2002, p.501) by participating in the research, particularly if their opinion deviates from the corporate policy.
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References:
Horton, W. (2006) So how is elearning different? IN: Kirkpatrick, P. & Kirkpatrick, J. Evaluating Training Programs. 3rd ed. San Francisco, CA: Berrett-Koehler Publishers, Inc.
Robson, C. (2002) Real World Research. 2nd ed. Oxford: Blackwell Publishing.
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June 18 2010 12:54 pm | e-learning
3 Responses to “Yet more on Evaluating Non-Formal Learning”
Allison Rossett on 18 Jun 2010 at 4:17 pm #
New methods and technologies demand new ways of being inquisitive.
Been noodling on the topic for awhile now and thought this podcast, done by SD ASTD chapter might useful. http://www.astdsandiego.org/storage/podcasts/astdsd_podcast_jan09_final.mp3
You can find an even more recent article on the subject in March 2010 T&D. Rossett, A. (March, 2010). Metrics matters. Training & Development. http://www.astd.org/TD/Archives/2010/Mar/1003_MetricsMatter.htm
What do you think?
Using readiness surveys when evaluating e-learning | E-Learning Curve Blog on 26 Jul 2010 at 3:31 pm #
[...] about evaluating non-formal learning programs using qualitative methods, I have already mentioned carrying out an e-learning readiness survey; but I did not characterize or discuss how to implement such a research [...]
Evaluating Non-Formal Learning Programs - Table of Links | E-Learning Curve Blog on 05 Aug 2010 at 3:31 pm #
[...] Yet more on Evaluating Non-Formal Learning [...]