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Session Title: Using Online Learning Circles as a Strategy for Professional Development Among Practicing Evaluators
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Panel Session 283 to be held in Wekiwa 10 on Thursday, Nov 12, 10:55 AM to 12:25 PM
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Sponsored by the AEA Conference Committee
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| Chair(s): |
| Anna Ah Sam, University of Hawaii at Manoa, annaf@hawaii.edu
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| Abstract:
The use of online learning circles is an emerging strategy for enabling participants from diverse locales, cultures, experiences, and perspectives to work together using their diversity as a resource to achieve deeper understandings. Recently, the American Evaluation Association piloted a one-year project employing online learning circles as an avenue for professional development among mid-career evaluation professionals. Fourteen evaluation professionals from across the United States and Vietnam participated in the learning circle, representing a dynamic, engaged set of learners. The degree to which participants were satisfied with the strategy varied, although the majority of learning circle members identified benefits to participating. The papers presented as part of this panel illustrate the challenges, benefits, and lessons learned on behalf of the participating evaluators.
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The Learning Circle Model for Collaborative Project Work
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| Margaret Riel, Pepperdine University, margaret.riel@sri.com
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| Deborah Loesch-Griffin, Turning Point Inc, trnpt@aol.com
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The Learning Circle model is described by (1) a set of defining dimensions (diversity, knowledge-building dialogue, project-based work, distributed responsibility, phase structure, and end product); (2) by norms that direct circle interaction (trust, respect, flexible thinking, individual responsibility, group reciprocity); and (3) by the phase structure that guides the process from getting ready to closing the circle. The presentation of the learning circle model will set the stage for a discussion of the process of implementing this model in many different contexts. The purpose will be to illustrate how the learning circle model is similar and different form other strategies for group work. This introduction will also show the website where materials, resources, and examples for supporting learning circles have been collected. It will end with a short description of the the way in which the model has been used in different settings.
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Is the Challenge of Participating in a Learning Circle High Tech or High Touch?
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| Bob Pawloski, University of Nebraska, rwpawloski@unmc.edu
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The AEA Learning Circles Fellows project likely appealed to mid-career AEA members for diverse reasons. In one particular case, a part-time practitioner in program evaluation was suddenly hired to a position which was wholly devoted to program evaluation. The Learning Circle was intended to be a convenient means to quickly come up to speed on current trends in practice, as well as explore the possibilities of creating a regional affiliate of AEA. The high tech aspect of participating in online communities did not appear daunting to this AEA Learning Circle fellow, who had considerable experience in cyber environments. However, it was the learning that came from the high "touch" aspect of learning in the social milieu - both face-to-face and online - that posed a larger unintended challenge to at least this participant. The experience appears to align somewhat with Vygotsky's notion that learning is largely a social activity.
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Lessons Learned in Planning, Delivering and Improving Learning Circles
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| Jennifer Dewey, ICF Macro, jennifer.dewey@macrointernational.com
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Learning circles are a facilitation skill applicable in multiple contexts. Their flexibility, while a benefit to adult educators seeking to engage learners in non-traditional ways, can be challenging when it comes to planning them. Several AEA Mid-Career Learning Circles initiative evaluators have experienced challenges with participant recruitment, technology, and their own time to design and implement an LC. The LC model has distinguishing characteristics and phases, but less guidance on specific steps for development, execution, and assessment. Getting to Outcomes TM (GTO) is a ten-step process that LC developers can use to plan, implement, and evaluate an LC by assessing needs, defining goals and objectives, identifying best practices and fitting them to meet needs, assessing capability and capacity, making a plan, evaluating process and outcomes, and promoting learning after the conclusion of the LC. An example of a GTO-based LC, and links to empowerment evaluation, will be provided.
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