background preloader

How to Evaluate Learning: Kirkpatrick Model for the 21st Century—A Revision

How to Evaluate Learning: Kirkpatrick Model for the 21st Century—A Revision

http://www.dashe.com/blog/training-development/how-to-evaluate-learning-kirkpatrick-model-for-the-21st-century-a-revision/

Related:  Creativity & Service Design

A Comprehensive Framework For Student Motivation A Comprehensive Framework For Student Motivation by Terry Heick When researching student motivation and gamification late last year, I came across the most comprehensive gamification framework I’ve ever seen. Developed by gamification expert Yu-kai Chou, it was an ambitious effort that distinguished black hat gamification (which is “bad”–think Farmville and Candy Crush) from white hat gamification (which is “good”–think Minecraft or even an ACT score). (It’s also copyrighted, but they graciously allowed us to use it.) While it is designed not as an educational framework, but rather as a way to demonstrate gamification and its many strands, gamification is about human encouragement and motivation.

Training Toolkit - Evaluation - Forms and Questionnaires These resources are sample evaluation forms and guides to adapt for your own use. Course summary evaluations, focus group questions, and expert observation tools are included. There is a trainer’s competency checklist and trainer attributes competency self-assessment. These forms can encourage trainers to strengthen their training and communication skills and strive for improvement.

The Montessori Method: An Education For Creating Innovators Imagine an education system that trained students to be creative innovators and leaders without the use of grades, tests or homework. It actually exists and it’s called the Montessori Method. The Montessori Method focuses on fostering a hands-on, self-paced, collaborative and enjoyable learning experience. It teaches students to start small with their ideas, to build them through experimentation and to solve the problems that come up along the way with a sense of stimulating curiosity. One of the most striking aspects of Montessori education is its similarities with the “fail fast, fail forward” do-it-yourself hacker mentality that has built many of the most innovative companies in Silicon Valley.

Evaluating Instructional Design (ISD) Evaluation is the systematic determination of merit, worth, and significance of a learning or training process by comparing criteria against a set of standards. While the evaluation phase is often listed last in the ISD process, it is actually ongoing throughout the entire process. This is what partially makes ISD or ADDIE a dynamic process rather than just a waterfall or linear process. This dynamic process of evaluation can best be shown with this model (Department of the Army, 2011): The primary purpose is to ensure that the stated goals of the learning process will actually meet the required business need.

Evaluating Training and Results (ROI of Training) © Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Sections of This Topic Include Preparation for Evaluating Training Activities and Results Perspective on Evaluating Training Suggestions for Evaluating Training One Approach to Calculate Return on Investment (ROI) of Training Additional Resources to Guide Evaluation of Your Training

Sensory Systems that Make up the Learning Hierarchy of a Strong Academic Foundation - Integrated Learning Strategies This article contains information regarding important sensory systems and the learning hierarchy that comes from developing each one. Affiliate links are included for your convenience. Whether a child is using his or her hands to write, ears to listen, eyes to read, or their entire body to play sports, they can execute and learn best when they are active and using all of their senses to the fullest. When a child’s brain directs the body to sequence and perform motor tasks this is called motor planning.

Training Toolkit - Evaluation Evaluating the Process Training evaluation should take place throughout each phase of the training process, not as a last step. We've noted this important point at the end of each section's description. For example, after conducting a needs assessment, ask an experienced clinician if the needs identified are accurate based on the clinician's experience. Have other trainers review written materials before finalising and printing them for training. Approaches to Evaluation of Training: Theory & Practice Approaches to Evaluation of Training: Theory & Practice Deniz Eseryel Syracuse University, IDD&E, 330 Huntington Hall Syracuse, New York 13244 USA Tel: +1 315 443 3703 Fax: +1 315 443 9218 deseryel@mailbox.syr.edu Introduction

Related: