Higher Level Learning – a learning company in Manchester
Evaluating Microlearning
The field of evaluation is well established and as a result, there are a number of different approaches and theories, but evaluate microlearning as you would any other learning. In order to develop a practical, non-labour intensive and therefore cost-effective tool for evaluating microlearning, opt for a goal-based approach (see 2. below) whilst making certain assumptions regarding environmental variables.
Evaluation Theories
Robinson (2002) lists the five main approaches developed by different evaluation theorists, below. ‘While the different approaches are all attempting to answer similar questions (about the worth of programmes and elements of them), the emphasis on various aspects (purpose, focus and evaluator’s role) varies, as does the underpinning theory. However, all
share at least one feature: a concern for rigor in the conduct of the evaluation and a concern for reliable and systematic evidence to support any conclusions.’
Approach | Emphasis | Focusing issues | Evaluator’s role | Specific information needs |
1. Experimental | Research design | What effects result from programme activities and can they be generalized? |
Expert/ scientist | Outcome measures. Learner characteristics. Variation in treatment. Other influences on learners. Availability of a control group. |
2. Goal oriented | Goals and objectives |
What are the programme’s goals and objectives, and how can they be measured? |
Measurement specialist |
Specific programme objectives. Criterion-referenced outcome measures. |
3. Decision focused [CIPP] |
Decision making |
Which decisions need to be made and what information will be relevant? |
Decision support person, provider of information. |
Stage of programme development. Cycle of decision making. Data gathering and reporting. |
4. User-oriented | Information users or clients |
Who are the intended information users and what information will be most useful? |
Collaborator | Personal and organizational dynamics. Group information needs. Programme history. Intended uses of information. |
5. Responsive | Personal understanding |
Which people have a stake in the programme and what are their points of view? |
Counsellor/ facilitator/ collaborator |
Variation in individual and group perspectives. Stakeholder concerns and participation in determining and framing the data. Programme history. Variation in measures and sites. |