Water Outreach Self-Assessment Worksheet

In PDF Format , 65 KB, 3 pp.

1. Is the learning experience specifically designed to maximize one type of outreach or education effort?

Which one did you select?

• Information (one-way communication)
• Communication (two-way communication)
• Education (formalized learning process)
• Capacity building (enhance group or community skills)

See "Accomplish What?"

2. Did you use the Nine Steps for Planning to develop your learning experience?

1. Identify the type of outreach or education effort that you will emphasize .
2. Familiarize yourself with the " community of interest ". Link your effort to local issues and activities.
3. Assess and define the target audience (s).
4. Define clear goals and objectives , in cooperation with stakeholders and target audience.
5. Inventory resources and constraints , and adapt your initiative to capitalize on results.
6. Design your initiative with a focus on your goals, audience characteristics, and resources.
7. Pilot test and modify.
8. Implement , deliver, or disseminate.
9. Evaluate and revise.

See "Plan" and the Plan subtopics pages.

3. Is the learning experience designed to meet one or more learning goals?

Which ones?

• Knowledge — the development of intellectual skills, such as recall of data, comprehension, application, analysis, synthesis and evaluation
• Attitudes — the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and ways of thinking
• Skills — physical movement, coordination, and use of motor-skill areas

See "Learning Theory".

4. Have you made specific choices for how to address the learning needs of your audience as individuals?

For example, does the learning experience:

• Center on learner abilities, interests, needs?
• Promote active engagement?
• Build thinking and reasoning skills?
• Provide a nurturing context?

See "Essential BEPs, For The Individual ".

5. If you will be working with a group , have you made specific choices in designing your learning experience to guarantee that each member of the group will get the most out of their involvement?

For example, does the learning experience:

• Reflect use of a planning model?
• Build on content and delivery recommendations from the target audience?
• Engage quality instructors who have been trained in effective teaching methods?
• Build environmental literacy?

See "Essential BEPs, For The Group".

6. If you are preparing resources for a web site or for web-based learning , have you adopted recommendations specific to designing successful materials for that medium?

For example, does the learning module:

• Provide clear and concise directions?
• Chunk the content into manageable bites?
• Provide a demonstration of the concept?
• Follow recommendations for meeting learning needs of the individual ?

See "Essential BEPs, Web-based Learning".

7. If you working to reach members of a community , have you adopted strategies useful in building community capacity and effectiveness of community focused learning?

For example, does the learning experience:

• Evolve from work with a coalition or group?
• Build on locally existing skills and resources?
• Reflect flexibility in planning and delivery?
• Provide participants with feedback about the results of their actions?

See "Essential BEPs, For The Community".

8. If you working with multiple communities or regions, does your involvement provide learning experiences that build skills and competencies at multiple levels — from the citizen to policy makers, leaders, and supervisors of natural resource professionals? Does your leadership result in effective public participation?

For example, does the learning experience:

• Build value for education?
• Facilitate learning at multiple levels of responsibility?
• Build skills for flexibility and responsiveness by policy makers and leaders?
• Offer avenues for participation that are competent, fair, and enhance involvement?

See "Essential BEPs, Beyond The Community".