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Goal/objective:

Description:

Team members:
Materials:

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Mapping the elements of the non-formal education system and exploring how they influence the impact.
Goal/objective:

Develop an understanding of what is a system and its main characteristics. (WHAT?)

Exercise the ability to map the system of a learning process. (HOW?)

Explore systems mapping as useful tool for impactful learning processes. (WHAT FOR?)

Description:

Team members:
Materials:

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Objectives of A3 "Evaluation & Impact" - Proposal

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Objectives of A3 "Evaluation & Impact" - Proposal

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- to (re-)connect & onboard participants in order to create a space of trustful co-planning, co-facilitating and learning
- to provide space for needs expression and collaborative programme planning
- to understand impact in the context of learning and how to ensure impact on the target group, the community or a system
- to explore different approaches and methods on how to assess and evaluate impact
- to identify, collect & explore impact evaluation tools & techniques
- to reflect and analyse collected impact evaluation tolls & techniques
- to experiment with given/known parameter of learning settings/environments in order to achieve the greatest possible and/or planned impact
- to be able to apply (and eventually adapt) impact evaluation methods, tools & techniques
- to provide time to for self-awareness and self-reflection as well as exploring and connecting to the intuition to one self

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Goal/objective: Get to know each other/self awareness

Description: Starting with a names energyzer. Then a short reflection and write a letter to your furute self

Team members: Viki and...
Materials: A4 paper, pens, envelops, stamps*

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How to transform spaces to be kinder and safer?
How can we design physical and not physical spaces to "provoke" kindness?
Goal/objective:

Description:

Team members:
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Goal/objective:

Description:

Team members:
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Design  of the learning program for youth with fewer opportunities (3,5h) Sonia, Nigar

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Design  of the learning program for youth with fewer opportunities (3,5h) Sonia, Nigar

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Team members: Nigar, Sonia
Materials: pens/pencils/markers, flip charts (one per group; there will be approx. 4-5 groups)

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How to make learning more effective?
How could digital tools promote democratisation?
What could be the possible ways to measure it?

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Goal/objective: create the space for self reflection and vision; to create an action plan for 1 to 3 changes; to monitor the sucess of the plan

Description: open questions to reflect on; SMART plan; pair up for duscussion and plan meetings

Team members: Viki and...
Materials: Blankets and pacefull place, speaker, paper and pens

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Goal/objective:

Description:

Team members:
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Cooking+cultural reflections
Country activities (childhood, city)
Singing activities (groups)
Meditation

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Constitution of a party plan comitee (Igor)

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Constitution of a party plan comitee (Igor)

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to communicate, collaborate, follow-up, where we can share resources and manage being more organised

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Emotional health check as a daily process (Tamara)

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Emotional health check as a daily process (Tamara)

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A way to have an impact on how to become a leader using Goleman's leadership styles.

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Presenting success stories, sharing real examples for achieving Impact form the communities (Tamara)

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Presenting success stories, sharing real examples for achieving Impact form the communities (Tamara)

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The objectives are (to be modified according to the needs of those involved):

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The objectives are (to be modified according to the needs of those involved):

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- collect impact measurement tools
- reflect and explore broadly used impact measurement tools
- increase knowledge of impact measurement mechanics
- increase the quality of impact measurement thus professionalizing it
- increase capacity to apply chosen measurements in own activities

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Impact-oriented approaches: Theory of change

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Impact-oriented approaches: Theory of change

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How to plan and accompany meaningful interventions throughout a learning project?

The Theory of Change is essentially a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. It is focused in particular on mapping what a program or change initiative does (its activities or interventions) and how these lead to desired goals being achieved.
With the Theory of change approach a learning opportunity is shifting its focus from 'activity and output oriented' to 'outcome and impact oriented' with a strategic focus!

Comment on what to do with it:
Rather theoretically, but could be one more module in understand impact and how to work with and/or on it.
It can also be used as a tool to build learning interventions on desired impact.
Not sure what kind of session could it be, since it would be usually used when the planning starts.
Still it could be relevant when it comes to theory-based impact evaluation.

Sabrina

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...In the context of learning processes:
- Have an understanding  of what "Impact" is;
- Exploring different ways of measurement and how they function;
- Being able to apply (and eventually adapt) such measurement.

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Time for designing the sessions & flow & preparation

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Time for designing the sessions & flow & preparation

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Open mic. Some sort of an "elevator pitch" (short 3 min presentations) for people to voice their ideas in case they haven't found it possible to join in planning any workshops or they have something to share with the audience. (Maybe it could even be used in sharing our research in T1) (Igor)

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Open mic. Some sort of an "elevator pitch" (short 3 min presentations) for people to voice their ideas in case they haven't found it possible to join in planning any workshops or they have something to share with the audience. (Maybe it could even be used in sharing our research in T1) (Igor)

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Facilitator Handbook #2 HOLISTIC LEARNING PLANNING EXPERIENTIAL, INSPIRATIONAL AND PARTICIPATORY LEARNING PROCESSE

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Facilitator Handbook #2 HOLISTIC LEARNING PLANNING EXPERIENTIAL, INSPIRATIONAL AND PARTICIPATORY LEARNING PROCESSE

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Competendo - Digital Toolbox

IDENTIFICATION AND RECOGNITION OF LEARNING OUTCOME: https://competendo.net/en/Identification_and_Recognition_of_Learning_Outcome

EVALUATION:

https://competendo.net/en/Evaluation

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Evaluation is the structured interpretation and giving of meaning to predicted or actual impacts of proposals or results. It looks at original objectives, and at what is either predicted or what was accomplished and how it was accomplished. Evaluation can be formative - that is, taking place during the development of a concept or during a workshop - or summative, drawing lessons from a completed action or process.

Evaluation

Systematic collection, review, and use, of information and evidence to represent, evaluate and report learning, in different ways, for different purposes.

Focuses of Reflection

Already during Planning facilitators were considering goals, contents, methods, topic, needs and the environment.

During a process or training it is necessary to check if the process is still inline with the plans or if priorities have changed or needs are different, or a process should take a general different direction.

Formative Assessment

Serves learning progression, supporting development over time, integral and repeating part of a learning process.

At the end of a phase or learning process, other reasons for evaluation may also come into play. You may want to demonstrate a person's learning progress or performance, or you may want to check whether the different goals have been achieved.

Summative Assessment

Conducted at the end of a learning process.

These examples make clear that several purposes for evaluation exist and these might also shift during time.

Why are we assessing?

Assessment for measurement requiring a stable metric to identify starting points and distance travelled.

Assessment for selection requiring rank order or criterion-referenced

Assessment to diagnose next learning steps

Assessment to evidence impact or competence

Assessment to evaluate the learning approaches taken, educator or organisational performance.

What are we assessing?

In process-oriented and non-formal learning processes we very often reflect how successful we facilitated a learning unit or to what extend the element of the process contributed to the intended goals. The aspects in assessment are similar to the criteria for planning. For instance, one could follow this logics:

Gaining Evidence

To make a reasoned judgment, one needs a data base in addition to predetermined focus and purpose. Therefore, assessment is always dependent on good evaluation material.

In more traditional academic assessment, educational purposes have tended to focus on testing knowledge and understanding in one hit, examination-style papers, which are dominated by written evidence.

However, increasing awareness of the limitations, potential bias and 'wash back' of formal examinations has strengthened calls for more purposeful and meaningful assessment methods, drawing from richer and more diverse evidence, over time.

The Method Mix

The quality of results depends on the methodology of data collection for reflection. In particular, a range of different ways to assess and interpret the needed data should be included, according to the principle of method mix.

Anonymous, half-public, or public

Quantitative or qualitative?

How deep should or must your evaluation go? When you want to know how your participants feel, you ask them to show you "thumb up/down". Afterwards you know that ten persons feel well and three of them not so well.

Or you ask detailed qualitative questions, with which you find out why they feel such a way or what they need to feel better. You use a quantitative and a qualitative method - both of them are effective based on the situation, and often complement each other.

Cooperative assessment or individually?

An example for cooperative evaluation in a training: Each participant marks his or her fish. Near the surface="+", at the bottom="-"

Participants place balls in different bowls, symbolising different aspects. They can also put liquid in one of the bowls or jars.

However, would all come to the front when participants would need to make their issues public? What can better be assessed individually or more discretely, should be addresses by individual methods.

Documentation of the Results

When choosing your method, you should also consider the form in which you need results. Language, pictures, photos... Many things are possible and they can complete a particular situation or also contrast it. It is important with most methods to formulate a question as concretely as possible.

As self-evaluation is crucial for independent learning, we also include methods her that help individuals to document learning outcomes, inspirations, and insights in an individual way.

Assessment and recognition in formal and non-formal learning in entrepreneurship education

An introduction into competency-based assessment and evaluation not only for entrepreneurship education by the project EntreComp 360, by Hazel Israel ( Bantani Education) with Svanborg Rannveig Jónsdóttir and Ramón Martínez.

Learner-Led Assessment Approaches

In order to enable people to be proactive, autonomous and creative, they need to be trained to articulate and claim competence, referencing multimodal evidence, for wide ranging purposes to warrant their claims. In this sense, evaluation is also a training of "learner assessment literacy" and a process which ideally is involving the learners and addressing their personal abilities.

Of course, a democratic and participatory nonformal pedagogy must also proceed differently in judgment and evaluation than in school or university.

Recognition

One crucial aspect of assessment in education and training is the recognition of learners' gained competences. Or in other words - assessment and evaluation should lead to learners, and others, valuing their knowledge, skills, attitudes, values and learning progress.

Refer to Standards and Make Social Recognition Easier

Depending on where the learner needs recognition, it is worth to take care about words and aspects that can be helpful. A lot of social contexts use specific language and have specific expectations toward the learning outcome. Conscious language and choice might give a description or certificate more value.

Selected Methods

Individual Reflection and Assessment

An overview over different methods for evaluation in between and at the end of a learning process.

Selected Methods for Group Evaluation

These methods are facilitating a collective process of reasoning. Therefore, they are less confidential, allowing the group to exchange or discuss their observations or findings.

Self-Assessment of Facilitators

Checklists for a team of educators or for individual self-assessment.

Inspiring Handbooks and Sources from the Community

Apps and Tools: Evaluation

Apps and Tools: Recognition, Assessment, Validation

Download: Banner

Assessment & recognition in formal & non-formal learning in entrepreneurship education

An introduction not only for entrepreneurship education by the project EntreComp 360
Download

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Evaluation is the structured interpretation and giving of meaning to predicted or actual impacts of proposals or results. It looks at original objectives, and at what is either predicted or what was accomplished and how it was accomplished.

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From Learning to Impact: Kick off meeting - Experts session

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From Learning to Impact: Kick off meeting - Experts session

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From Learning to Impact: Kick off meeting - Experts session

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Please, collect tools & techniques for evaluation and measurement of the impact you use in your work. So, for example, if you use a questionnaire, please bring that. If you use other approaches, bring them. This material will be explored during A3.

Please upload your materials in the folder: https://drive.google.com/drive/folders/1NTmqFUEmQXof7cF0Dhs6JRsHPkV5T33I?usp=sharing

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Understanding different points of view with creativity,  in total silence.
Maximum 20 minutes.

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Intuition & Impact - Proposal of an experiment: Nature-based solo

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Intuition & Impact - Proposal of an experiment: Nature-based solo

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Nature-based solo - being intentionally solitary in nature - describes the specific body-based practice with the intentional goal of being in solitude.

It is receiving growing attention as a valuable outdoor education program component. Its practice and history have been researched in the context of experiential learning and also in the context of affecting dimensions of well-being.

We would use it as a tool to experiment with intuition and its impact on facilitating personal growth.

Comment on what to do with it:
If time allows us, we could use the given environment in Austria and one morning, afternoon or evening to find some connection to one self with the help of being in solitude and connected to nature. And commonly reflect on this experience.

Intro (30 min), time in solo (2 hours), reflection (1 hour) + transition time = 3,5-4 hours

Sabrina

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Create the space for the ones who feel like to share experiences, discuss topics, experiment with activities and methods... in a 24 hours non-stop style (like a very long open space... sleep is for the weak!)
Viki

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ReConnecting with Choice using Yoga and drama

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ReConnecting with Choice using Yoga and drama

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Set of yoga, drama , and storytelling exercises to help you reconnect with and ultimately expand your space of ‘choice’ in your like..to break free of actions and no ideas that are no longer serving us and connect with the life energy within each one of us