--- "David T. Schaller" <[log in to unmask]> wrote:
> In light of recent research on free-choice learning outcomes, I'm trying to
> figure out how to craft learning goals that have some semblance to what
> people are actually likely to learn from an informal experience. Any
> thoughts on this matter, or even better, examples, would be very welcome!

While I haven't been keeping up on the latest in "free-choice" learning, my own
personal philosophy is that the only real difference between "traditional"
learning and "free-choice" is whether or not the student has an obligation to
learn the material presented. For example, school groups that come to a museum
are usually obligated to learn the material present. An adult that comes to a
museum lecture is not obligated to learn what is being taught.

Thus I write all my course goals the same for all programs. The only difference
is that the ones for the informal programs are usually a bit more vague than
the ones for the formal programs. For example, I wrote a ship's tour for a
small schooner that had two goals: Describe the life of a c. 1800 sailor and
Describe how schooners were used c. 1800. I don't expect people to remember
everything in my tour nor do I quiz them on it but these goals are mainly for
me to keep my programs focused. I do the same for exhibits and anything else
with educational content.

And now that I think about it, it seems to me that goals for informal programs
are used for the program developers to keep the content focused as opposed as a
means of determining what people must learn from a particular program.

Deb

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