Principles Focused Evaluation

Change is inevitable and sometimes a shifting terrain can leave uncertainty about where we are headed. Often times this change is outside of our control. For example an educational program may have to deal with the uncertainty of a promised curriculum review or new dean. A non-profit continues to work towards its mission even if there is funding uncertainty because of an unexpected change in funding models. Government ministries must carry-on working after each election even if that means a new elected government shifts priorities.

Traditional forms of assessment are better suited for closed-systems like projects with set timelines and parameters. It can be difficult to build an assessment framework in a situation that is constantly in flux. Typically evaluators might ask did you reach your final destination? Well how do you evaluate something that is venturing into the unknown?

Patton (2017) argues that our principles act as rudders that guide our choices and principles-focused evaluation (PFE) can examine whether our principles are meaningful and clear, if they are actually being followed, and whether they are leading to desired results. The strength of PFE lies in how it can work within uncertainty while still providing formative, accountability, knowledge-generating, summative, and developmental evaluation. This makes it ideal for complex and dynamic situations.

Patton defines and categorizes principles and provides examples of how each can be evaluated.  Instead of SMART (smart, measurable, achievable, realistic, and timely) goals this type of evaluation use the GUIDE (guiding, useful, inspiring, developmental, evaluable) criteria for clarifying effective principles. The book provides pracitcal examples of the application of GUIDE framework and implementing PFE. For example Patton walks the reader through a case study of Minnesota Youth Homeless agencies that differed in approaches but shared common principles that were used to create an evidence-based framework.

As the world becomes more connects and complex this approach to assessment might become more common. Beyond local changes there are a number of growing global uncertainties. Climate change for example could be a significant source of uncertainty across all aspects of life.

As of this writing I have begun my first assessment project using PFE and will update my blog with future reflections on my experiences.

Patton, M. Q., & EBSCOhost. (2017). Principles-focused evaluation: The guide. New York: Guilford Press.

Problematic Smartphone Use – Video Essay

For my final project in ETEC 531: Curriculum Issues in Cultural and New Media Studies I created a video essay on problematic cell phone use. It was an opportunity to further develop my video editing skills and to explore a topic that interests me. At the time it seemed like articles warning of the risks of cell phone addiction were constantly finding their way into my news feed. I wanted to find out if there was any actual research to back up these claims.

What I discovered was that there was a growing body of research on the problematic use off mobile phones. This has serious implications for education. As we move more of our learning to mobile friendly formats we also are also starting to create content and activities that require the use of mobile phones. Learners are being bombarded with a constant flurry of distracting notifications that break their concentration and make it difficult to focus.

Ultimately my exploration of the topic left me a bit worried and with the resolution to use my own mobile phone less. I’m not quite ready to abandon mobile technology in design but helping learners find balance is more important than ever to me. I do this in my designs by respecting the learner/users time.

Super Mario and Vygotskian Theory

One of the first courses I took in my MET program was ETEC 512. The major assignment for this course was a group presentation on Vygotskian learning theory. The task was a bit of a challenge to reconcile the different backgrounds of our group members. Two members were elementary teachers and I was working in higher education with adults. We ended up creating a solid presentation that incorporated our unique viewpoints.

I was responsible for the technology section of the presentation website. I chose to illustrate Vygotskian learning theory through video games. I had learners use the program Super Mario Run for the mobile phone as an introduction activity. The presentation started with a video I created explaining how to get started:

I wrapped up the lesson by creating a concluding video that connected the theoretical background of our presentation with the video game activity they participated in.

You can view the full presentation website here: http://etec512vygotsky2017.weebly.com/