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Empowerment Evaluation Principles

Empowerment Evaluation Principles. Empowerment Evaluation Principles - an example from PBL Claus Monrad Spliid Aalborg University. Lecture focus and aim.

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Empowerment Evaluation Principles

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  1. Empowerment Evaluation Principles Empowerment Evaluation Principles - an example from PBL Claus Monrad Spliid Aalborg University

  2. Lecture focus and aim This lecture will focus on how Empowerment Evaluation Principles (EEP) can guide the development of student groups working on projects in a PBL context The aim is • to provide examples of the connections between ongoing, well defined evaluation and the development of student groups into sustainable learning organizations • to present tools that highlights the usefulness and appropriateness of the Empowerment Evaluation Principles

  3. The meaning of empowerment Empowering (~ enabling) implies • to promote the self-actualization or influence of • to provide with the means or opportunity • to make possible, practical, or easy • to cause to operate Source: http://m-w.com/dictionary/ In this lecture Empowerment Evaluation (EE) is viewed as a process which learning groups on basis of guidance (lectures and supervision) adopt for self direction

  4. Why connect EEP with PBL? • The improvement principle adds to enhance and expand students’ learning • Increase transparency in decisions • Secure participation and ownership • Develop autonomous learners • Develop skills relating to life-long learning • Increase and systematize communication flow

  5. 1. Improvement Growing complexity throughout education • Learning problems • Learning objectives • Group dynamics Validation of decisions and practices

  6. 2. Community Ownership Begin with the beginning Sharing rounds • Experiences and expectations • Values and motivation • Dreams and aims, goals and success-criteria • Roles and fuctions Outcomes • Mission, vision and goals • Success- and failure-criteria • Strengths and weaknesses, roles • Norms and procedures for work and social atmosphere

  7. 3. Inclusion In general a matter of greater efficiency and effectiveness Internally • Knowledge diversity and transparency • Ensuring knowledge coherence • Enhancing learning Externally • Knowledge diversity and validation • Sustaining learning

  8. 4. Democratic Participation Ensuring group coherence Ensuring quality in the interplay of • Reflections (depth; breadth) • Decisions (informed; transparency) • Actions

  9. 5. Social Justice Individual strengths and weaknesses • Openness to desired changes Group roles and functions • Fairness rather than equality Group norms and procedures • Mutual trust, respect, care and support

  10. 6. Community Knowledge Inter-group sharing of materials, skills and knowledge Intra-group dynamics regarding roles and functions Openness to new members when forming groups

  11. 7. Evidence-based Strategies Let us build on available knowledge – what works for others is worth considering • procedures • strategies • methodologies Constructive criticism should be employed to secure necessary adjustments – adaption rather than blind adoption

  12. 8. Capacity Building Establish evaluation/assessment culture regarding • General project aims and goals • Specific learning objectives • Project management • Group dynamics Expected learning needs • Evaluation/assessment logic and design • Data collection, analysis, interpretation and judgement • Communication and reporting • Ethics

  13. 9. Organizational learning Making it possible • Making the process simple, transparent and trustworthy • Creating an environment conducive to taking calculated risks, experimenting, evaluating, and using data to inform decision making Being responsive and proactive • Forecasting phases, processes and problems • Adjusting management • Formulating the potent questions

  14. 10. Accountability Internally • Individuals and group • Learning objectives, project plans and other agreements • Follow-up, self assessment and peer pressure • Diary and evaluation log Externally • Individuals and group • Curricular requirements, learning objectives and other agreements • Follow-up, assessment and feedback • Reports

  15. The three steps of EE Step one • Establishing a mission and/or vision statement (alternatively desired results) Step two • Identifying and prioritizing the most significant activities • Rating performance – strengths and weaknesses Step three • Charting a course for the future – goals and strategies • Determining type of evidence required to document and validate the progress

  16. Concluding points We must acknowledge, respect and support • people’s capacity to create knowledge about and solutions to their own experiences • self-determination as a vital factor in learning in general and specifically in PBL • risk-taking in exploring new and better ways to enhance and expand learning

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