GOOD BEGINNINGS ARE NOT THE MEASURE OF SUCCESS: USING AN OUTCOMES LOGIC MODEL TO TRACK THE PROGRESS OF THE IRISH INTEGRATIVE LEARNING PROJECT

Ryan, C. Anthony and Higgs, Bettie and Kilcommins, Shane (2010) GOOD BEGINNINGS ARE NOT THE MEASURE OF SUCCESS: USING AN OUTCOMES LOGIC MODEL TO TRACK THE PROGRESS OF THE IRISH INTEGRATIVE LEARNING PROJECT. [Conference Proceedings]

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Abstract

Background: The resources, needs and implementation activities of educational projects are often straightforward to document, especially if objectives are clear. However, developing appropriate metrics and indicators of outcomes and performance is not only challenging but is often overlooked in the excitement of project design and implementation. The authors will show how this problem can been addressed using the Irish Integrative Learning Project (IILP) as an example. The goals of this NAIRTL-funded project are to help students become integrative thinkers and learners. Educational capacity is being addressed through fourteen multi-institutional and multi-disciplinary teaching initiatives to act as stimuli for furthering Integrative Learning in Ireland. Aims: The purpose of this paper is to demonstrate how Outcomes Logic Model (OLM) can help develop clarity of thinking and targets in educational projects. Method: OLM is a systematic visual way to present a planned programme with its underlying assumptions and theoretical framework. OLM allows us to describe, share, discuss and improve programme theory, in words and pictures. It can be used at any stage, during design, planning, implementation, evaluation and reporting. It can strengthen the case for programme investment (grants). It can also reflect group processes and change over time. Results: We will present our completed OLM for the IILP using the OLM framework. While outputs are relatively easy to develop, measurable short and long-term outcomes pose significant challenges.

Item Type: Conference Proceedings
Depositing User: National Forum
Date Deposited: 06 Dec 2015 17:07
Last Modified: 09 Dec 2015 09:04
URI: http://eprints.teachingandlearning.ie/id/eprint/3637

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