Higher Level Learning – a learning company in Manchester
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.
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
can they be
|Expert/ scientist||Outcome measures.
Variation in treatment.
Other influences on learners.
Availability of a control group.
|2. Goal oriented||Goals and
|What are the
how can they be measured?
|3. Decision focused
need to be
made and what
|Stage of programme
Cycle of decision making.
Data gathering and reporting.
users or clients
|Who are the
users and what
be most useful?
Intended uses of information.
have a stake in
and what are
their points of
|Variation in individual and group perspectives.
Stakeholder concerns and participation in
determining and framing the data.
Variation in measures and sites.