Today I had to give a group presentation about decision-oriented evaluation approaches in my IPT 661 course (Evaluation), taught by Dr. Randy Davies.  I was responsible for covering the CIPP model, proposed by Daniel Stufflebeam.  I'll share CIPP Evaluation Model here. In class, we discussed what the big decision might be at each of the … Continue reading Decision-Oriented Evaluation Approaches: CIPP

Patricia Cranton is a professor of adult education who adheres to the ideas of "transformative learning" first proposed by Jack Mezirow.  In this article she gives pretty straightforward suggestions about teaching strategies for transformative learning, although she concedes there is no one right solution and much transformation is dependent upon the learner.  I appreciated the … Continue reading Teaching for Transformation

This article is a commentary or review of another article in the same issue, by Deci & Ryan. Deci & Ryan make an argument about autonomy, stating that in addition to self-determination and freedom, autonomy involves integration within the self. They say that internalization (becoming?) involves giving child: a rationale for why a value is … Continue reading Internalization

As I mentioned in my previous blog, in our discussion today Dr. Graham asked this question: "How is interacting with a machine different from interacting with a human?”  It is important for us to think through this as we formulate ideas about blended learning (BL).  In BL, some learning is done face-to-face, and some is … Continue reading Human vs Machine Interaction: A few more thoughts

Today I had a really good discussion with Dr. Graham.  One of his first questions, which we still need to answer better, was: "How is interacting with a machine different from interacting with a human?"  As we spoke, I repeatedly referenced an article by Parrish, Wilson, & Dunlap which I had just read last night, … Continue reading Human vs Machine Interaction (& Parrish et al on Experience)

George Veletsianos, the author of this article, states that online and blended learning research and practice has thus far focused primarily on efficiency, reduced costs, expanded course offerings, and reaching more learners. He argues that technology also may enable transformation, "learning that changes the ways a learner acts in the world" (p. 44). I think … Continue reading Veletsianos on Transformation in Online/Blended Settings

In this article, Laurance Splitter argues that the debate in education over dispositions boils down to a choice between focusing on measurable behavior versus "life of the mind" (p. 206).  He feels that we must discuss dispositions in education, because "descriptions of our desires, beliefs, attitudes, values, and—ultimately—our inclinations and dispositions may be all that … Continue reading Splitter on Dispositions in Education

I have read a couple of Margaret Carr's articles on dispositions, including one she co-authored with Guy Claxton.  She borrows the Perkins, Jay & Tishman definition of dispositions as inclinations + sensitivity to occasion + ability, and she also draws on Lilian Karr.  Here are some of the ideas from these articles which seemed most … Continue reading Carr & Claxton on Dispositions

I've read several articles about "transformative learning," a theory of adult learning proposed by Jack Mezirow more than three decades ago. Mezirow defines transformative learning as "learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to … Continue reading Transformative Learning: Mezirow & Taylor

Chapter 14 Question 3: Not surprisingly, some methodological choices prompt much discussion and debate among evaluators. For example, Mark and Henry (2006) argue that policymakers are most interested in and most likely to use evaluation results that establish the causal connections between a program or policy and an outcome.  Others argue that policymakers don’t really … Continue reading Causal vs Descriptive Evaluations