Evaluation Practices for Informal Adult Learning Wiki


Evaluation Practices for Informal Adult Learning

April 13-May 1, 2009 | SCoPE Discussion


Informal learning is a key part of our personal development. It is also becoming a larger part of our working lives. But in an era of increasing accountability, we begin to question the role of evaluation for informal / self-paced adult learning...

What are existing rationales for evaluation of informal / self-paced adult learning (for the learner and the provider/developer)? What accountability do we have to learners / providers/ funders? What's different about evaluating informal learning vis a vis formal learning? What are emerging practices for evaluation informal / self-paced adult learning? What are some challenges in the field? What are the opportunities in the field?

  • Week 1: Issues. How do we acknowledge and recognize informal learning?
  • Week 2: Cases (eg. e-passport system)
  • Week 3: Challenges and Opportunities

Live Sessions

Question Summary [edit]

Publications and Reports [edit]

Events [edit]

Evaluation Tools [edit]

Summary of Issues [edit]

Week One: Emerging Themes and Issues

  • Impact of blended learning in corporate and academic settings
  • Evaluating lifelong learning opportunities
  • Impact of social media on elearning
  • 3D (virtual worlds) learning and evaluation
  • Shifts in thinking about the relationships between formal and informal learning
  • Opportunities to rethink evaluation in learning
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Week Two: Webinar Themes and Issues

  • How do we “recognize” learning?
  • How do we celebrate learning?
  • Do learners distinguish between formal, informal, and nonformal learning?
  • What is the role of portfolios for evaluating and recognizing informal learning?
  • Is informal learning about self-evaluation?
  • Are formal learning assessment tools transferable to the assessment of informal learning?
  • What role do educators play in helping learners assess their own (informal) learning?
  • What are implications for accreditation?
  • What is the relationship between learning and the (self) assessment of that learning?
  • What is measured when assessing informal learning?
  • How is informal learning valued, especially by institutions?
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