Measuring learning pre-conference workshop detailed programme- day 1 & 2

Day 1	REV 2019, Measuring learning while visitors play, explore and make	by
9.00	Welcome and introduction to these 2 days	Ilona
9.10	Keynote: What do we mean by “measuring learning?” What kind of learning happens in science centres and museums and how can this be measured? brief introduction to the meaning of learning in informal learning contexts brief outline of two main approaches to learning and how these shape different frameworks for measuring learning examples of frameworks for measuring learning outcomes and processes how do the above shape the development of designed spaces and, more generally, professional practice? (links to Day 2 Discussions)	Dr. Theano Moussouri, University College London
10.00	Court: Accusation: Visitors don’t learn anything meaningful at all. Judge: Introducing importance of the raised issue Evidence: four videos Prosecutor: argumentation for accusation Defence counsel: provide contra-arguments Witnesses: commenting the videos Judge: summarizes the most evidence of differences. Participants: Voting: “Are they learning something or are they just having fun”?	Roy Ilona Nils Petter Witnesses: -Maartje Raijmakers -Jakub Rozenbaum
11.00	Coffee break
11.30	Group discussions Four groups discussing one learning situation each: What are positive and important aspects (and why can you tell)? What are negative and weak aspects, and how can you tell? First ideas about possible indicators to “measure learning” Wrap up discussion: What are the most important arguments about learning? Participants: make the final judgement by voting.	Roy
12.50	Wrap Up morning Day #1 Different approaches to roles (teachers, visitors), structures, goals and gains of actions that take place in science centres.	Ilona
1.15	Lunch break
2.30	Presenting theory of learning Theoretical approaches to learning and their relevance for science centres and museums. Presenting work by e.g. Piaget, Roth, Wells, and Vygotsky.	Nils Petter
3.15	Group discussions Discussion in small groups: Set a theoretical baseline of your own institution in order to define an upcoming evaluation about on learning. Which approach is the most relevant for your place? Why?	Nils Petter
3.45	Coffee break
4.30	Group excursion #1: Check out learning situations in the exhibition area of Experimentarium. Take pictures and prepare a short documentation for day 2.	Ilona
5.45	End of Day 1

Day 2	REV 2019, Measuring learning while visitors play, explore and make	by
9.00	Welcome note and quick summary day 1.	Roy
9.10	Group discussions Select the two best findings from excursion #1 “Where” is the learning? Theoretical background: why do we consider this evaluation as meaningful? What could be possibly measured by using which indicators? Comments after each presentation What definition of learning stands behind each example? What is the learning moment? List of indicators is the product of the group process	Ilona Theano
11.00	Coffee break
11.30	Introduction to learning in maker and tinkering spaces Gather familiarity levels in the group wrt making/tinkering. A brief overview of making/tinkering: history, etymology, pedagogy. Introduce some connected areas of learning STEM, Equity, Growth Mindset Invitation to participate in making/tinkering Excursion	Elizabeth McGregor Jacobides, PhD- Candidate
12.00	Excursion #2: Check out learning situations in the Experimentarium's creative area Idea Company	Cambridge University
1.15	Lunch break
2.30	Debriefing excursion #2: Reflection on Participation in a Tinkering Activity. Where was the learning for you? Gather immediate reflections related to possible learning dimensions experienced in Excursion #2 activity and share group thinking by using posters. Introducing Tinkering Studio Learning Dimensions Framework. Group reports if/how they experienced learning in that dimension. Consider reflections with and without Learning Dimensions framework	Elizabeth
3.30	Frameworks for Identifying Learning In Making/Tinkering Present research-based frameworks applicable to identifying STEM and social learning in making/tinkering. the Nature of Science Royal Engineering Society’s ‘Engineeering habits of mind’ MakeEval Present performance-based assessment methods Encourage institutions/individuals to conduct research into evaluation	Elizabeth Peter Wardrip, University of Wisconsin
	Coffee break
4.10	Indicators of learning We aim to set up a matrix of observable behaviours that indicate that learning has taken place. The matrix will be for the following situations: guided vs. free choice & exhibition vs. maker space	Nils Petter
5.10	Wrap Up. Would you join the REV-group?	all