Evaluating Non-Formal Learning Programs – Table of Links

Here at the E-Learning Curve Blog, all my posts end with a double em-dash or ——.

I don’t know how or why I got into the habit of including the punctuation mark in this way, but it’s pretty ingrained at this point, so get used to it: it’s going to be around for a while…

…except for today.

Today is one of those occasions when I finally conclude a topic series, so something different happens today.

More on this anon.

As you’ll know if you’ve been following my blog for the last two months, I have been discussing – at great length and in some detail – the subject of evaluating non-formal learning programs. I haven’t said every I want to say on the topic, but this blog is about all aspects of e-learning, and it’s time to discuss some other areas of the discipline. Over the next few months I’ll be looking at

  • m-learning
  • some interesting approaches to instructional design
  • content development approaches
  • the state of e-learning industry
  • and a whole bunch of other, interesting material.

That’s for the future: back to the present.

To wrap up this series of posts in a neat little package, here is the complete table of links to each post in the series Evaluating Non-Formal Learning.

  1. Non-Formal Learning – Evaluation Considerations
  2. Measuring the Learning Effect of Non-Formal Learning
  3. Evaluating Non-Formal Learning in the Context of Kirkpatrick’s Four-Level Model
  4. Evaluating Non-Formal Learning using Kirkpatrick’s Four-level model: More…
  5. Yet more on Evaluating Non-Formal Learning
  6. Approaches to Evaluating Non-Formal Learning: the Case Study
  7. Evaluating Non-formal Learning: Using ‘tests of rigor’ for validation
  8. Evaluating Non-formal Learning: Validity in Research
  9. Using the Program Logic Model to evaluate e-learning
  10. More on the Program Logic Model and E-Learning
  11. A Research Design to Evaluate E-Learning Projects
  12. Case Study Techniques for Evaluating E-Learning Initiatives
  13. Using a Retrospective Pretest Design in Elearning Evaluation
  14. Pros and Cons of the Retrospective Pre-Test Design
  15. Kirkpatrick’s Guidelines for Evaluating Training Programs
  16. Can We Align Kirkpatrick’s Guidelines & Non-Formal Learning?
  17. Using Quantitative Data when Evaluating Non-Formal Learning
  18. Using readiness surveys when evaluating e-learning
  19. Is your Organization Ready for E-Learning?

Use them wisely, my friends; it’s powerful medicine.

“So,” I hear you ask, “how are you signing off this blog post, Michael?”

Patience, impetuous youth!

If you’ve ever watched the HBO program The Wire you’ll know that each season of The Wire focuses on a different facet of the city of Baltimore, MD. They are: the illegal drug trade, the port system, the city government and bureaucracy, the school system, and the print news media.

‘–30–’ has been traditionally used by print journalists to indicate the end of a story: it’s also the title of the final episode of The Wire.

There are many theories about how the usage originated. In my view, the strongest candidate theory is that back in the day when newspaper stories were written in longhand and transmitted to the newsroom via telegraphy, ‘X’ marked the end of a sentence, ‘XX’ the end of a paragraph, and ‘XXX’ meant the end of a story. The Roman numerals XXX translate to 30.

So, today my em-dashes are bifurcated.

They’ll be back again next time.

—30—