Hello, I am Kerry Bruce, the Director of Results and Measurement at Pact.  I’m currently based in Madagascar and support Pact programs in Africa, Asia and Eastern Europe. I am part of Pact’s central technical team that provides monitoring and evaluation support to more than 20 country offices and more than 70 projects around the world.  In 2012 we started to roll out the use of mobile technology in our programs including evaluation.  This is the second post on mobile technology and focuses on choosing your platform. Check out my first post on this topic: Getting Started with Mobile Phones.

Hot Tips:

• Look at a wide range of available platforms and ask yourself:
  • What is my budget for phones?  Some platforms work better than others with entry level (vs. Android) smartphones.
  • What is my budget for the data collection?  Will my data collection reoccur frequently (on-going evaluation) or is this a one time event?  Each platform has a different pricing structure and each lends itself to different types of data collection.
  • Platform operators will promise you the moon – but will their platform deliver?  Test basic issues such as skip logic, ease of set-up and use, how data download and dashboards work before you buy.  Most platforms have a trial version that you can use and some allow small data collection projects for free.
  • Will I need help to set up my survey, or do I have the skill set to set it up in house?  Some platforms offer survey set up and technical support (useful for complicated data collection exercises) and some are all do-it-yourself.
  • What language will the survey be in and can the platform support it?  This is especially important for non-Latin alphabets.
  • Get a reference.  All these platforms should be able to provide you with a reference from someone who has used them before and can tell you what is good and what needs work.

Lesson Learned: Evaluate two or more platforms before you decide which one to use. 

• Some have recurrent or annual costs and others only charge for the data that you collect.  Others are free up to a certain level of data collection.
• Each platform has its strengths (and weaknesses) – you’ll need to understand what you need it to do and shop around until you find it.
• Just because a platform can not do something today does not mean they won’t be able to do it tomorrow, check back and give feedback.  This technology is rapidly adapting.

Rad Resources: Here is a list of some of the mobile technology platforms that are commercially available today.

*These are platforms I have used.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org . aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

technology

I am Susan Kistler, the American Evaluation Association’s Executive Director and aea365’s regular Saturday contributor.

Guess what just moved into the #1 spot for the most read aea365 article of all time? The April 6, 2013 post announcing the collaboration with BetterEvaluation to produce a series of publicly available Coffee Break Webinars! We’re well under way with the webinar series focusing on the RainbowFramework for planning, managing, and implementing an evaluation, and I want to share an update:

Hot Tip – Sign Up to Attend the Remaining Offerings Live: There are still six more webinars to go in the series, to be offered every Tuesday and Thursday through until the end of May. If you attend live, you have an opportunity to raise questions at the end, and to hear directly from the presenters. Register for the remaining free webinars here – note that you must register for each one separately.

Hot Tip – Subscribe to AEA’s YouTube Channel and Check Out the First Webinar in the Series: The recording of the first webinar in the series is already available online. Go to http://www.youtube.com/user/AmEvalAssn and click the Subscribe button just below the header to receive notices as each subsequent recording is posted.

Hot Tip – We’re having each of the videos in the series professional transcribed: The transcription is useful in at least four ways: (1) it enables reading the video content for those who may have hearing limitations, (2) it allows viewers to read along in case the video’s audio is not perfect or the viewer is more comfortable with written rather than spoken English, (3) it allows for easily extracting references and written quotes from the video, and (4) it serves as the basis for improved translation to other languages.

Cool Trick – Automated Translation Is Available and Human Translations Are Coming: You can select “Translate Captions” (see the screenshot below) and Google will create a machine translation of the captions and transcript. Working from a professional transcription improves the quality of the machine translation, but the quality is still quite variable. I am excited to announce that we are working with a team of volunteers to translate this video series into multiple languages.

Lessons Learned (Coming Soon): I’ll share a note once the human translations are available. And, in a future post I will also cover (a) how to contract for transcriptions, (b) how to work with colleagues to create video translations (it’s easier than you think), and (c) how to upload/incorporate transcriptions and translations into your videos since I know that increasingly we’re seeing evaluators sharing video on YouTube.

Hot Tip – Make the Most of YouTube:

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

BetterEvaluation

I’m Taj Carson, the President of Carson Research Consulting (CRC) in Baltimore, MD. CRC is a research and evaluation consulting firm and we’ve seen first-hand how neighborhood-level data is increasingly being used for tasks such as identifying community conditions and trends or measuring population-level outcomes in research and evaluation.

Recently, I was in a meeting where a group of human service providers met to discuss where to locate a program for pregnant and parenting teen mothers in Baltimore City. They realized that what they really needed to know was— which communities have the highest teen birth rates in Baltimore?  A colleague went into a storage room and retrieved a huge, styrofoam-backed map from 2008, showing teen birth rates across the city, so the group could decide where to locate the program. While I was impressed with the fact that they valued data enough to use it in the early planning stages, and that they were actually able to remember where they had stashed a map from 2008, I was encouraged to get the word out about the DataMind as an interactive mapping tool that would allow them to see this information without rummaging around in a closet.

Lessons Learned:

• Creative, forward thinking program planners know when to bring data to the table to make decisions.
• While there is a wealth of available data on our communities, we are short on ways to visualize that information on the spot and identify patterns across different parts of the city.
• Visualizing several data sources together in an interactive map allows for a more complex understanding of data, even if it is on paper.

Rad Resource: The Baltimore DataMind is an interactive mapping tool that allows users to visualize data for Baltimore City neighborhoods to promote collaboration, advocacy, informed decisions, and effective policy making. Users can compare data across neighborhoods, create a community profile of a neighborhood, and combine data indicators and community resources and assets in one map. In the above-described situation, the Baltimore DataMind could have provided the information this group needed by looking at the “Teen Birth Rate” data in the Children and Family Health Indicators section of the map. They also could have mapped out the location of schools and community health centers in those neighborhoods. Hot Tips:

• You Don’t Have to be a GIS Expert: Neighborhood-level data could have easily been pulled up in theBaltimore Datamind “widget” in an easy-to-use interface developed by Policy Map.
• Data can be shared: The maps can be printed and then shared with neighborhood stakeholders, funders and community residents.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org . aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

community mapping · GIS · neighborhood mapping

I am Susan Kistler, the American Evaluation Association’s Executive Director and aea365’s regular Saturday contributor. Earlier this month, you heard from Soledad Muñiz about  InsightShare’s work with participatory video (PV) for monitoring and evaluation. PV isn’t the only area in which InsightShare is leading the way.

Hot Tip – Photostories: Photostories are a “new format developed by InsightShare for sharing project case studies in an accessible, fun and visually engaging format.” Each photostory is basically a comic that documents a project’s methodology. Here is an example. Click on it to open the high resolution version (it can take a moment to download).

Rad Resource – Example Photostories: More examples from InsightShare may be found online here.

Lessons Learned Using Photostories: I spoke with Soledad via Skype to ask her about InsightShare’s use of photostories. She noted that they offered an engaging option for telling what otherwise can be a dry subject, research methods. They could help to raise the interest of stakeholders and could span linguistic barriers, whether those be due to limited literacy or different languages spoken among stakeholders. Soledad noted that they used the Comic Life software to create their photostories and I decided to give it a try.

Rad Resource – Comic Life: Comic Life is software that helps you to quickly make comics from photos that you have on hand. It is extremely easy to use, with a drag and drop interface and multiple templates. When I demonstrated this in a workshop, an attendee asked if you couldn’t just create comics in another program, perhaps Microsoft’s Publisher or even PowerPoint. Yes! But, Comic Life makes the process considerably easier. The software indexed the files on my hard drive and then I could drag in those I wished to use, add text, and with a couple of clicks, everything was aligned and beautifully laid out and ready to publish. My mind began swimming with the possibilities for using Comic Life in different contexts. After the trial period ended, I happily paid the $29 for the version for my Mac laptop. It is also available for windows, and as a $4.99 ap for iOS devices.

Get Involved – Share your innovative evaluation communication ideas and win an eStudy workshop registration: I’ve written before, encouraging you to think imaginatively about engaging stakeholders around evaluation communication and reporting. Any time before May 10, share your idea for ‘out of the box’ options for evaluation communicating and reporting via the comments on the post. We’ll randomly select one contributor from among all of those making suggestions and you can win a free registration to Kylie Hutchinson’s upcoming eStudy “An Executive Summary is Not Enough: Effective Reporting Techniques for Evaluators” or any AEA eStudy of your choice offered between now and December 31, 2013. New eStudies are added monthly and the current list is online here. While you are welcome to comment multiple times, we’ll only consider one entry per person. You do not need to be an AEA member to enter.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org . aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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My name is Soledad Muñiz and I’m the Head of PV M&E at InsightShare. Susan has kindly introduced our work and methodology in this post some weeks ago. And as she anticipated, I’m here today to share some of our experiences using Participatory Video for Monitoring & Evaluation (PV M&E).

Lessons Learned – how we’re using participatory video:

In the last 5 years, we have been developing Participatory Video for Monitoring & Evaluation with a broad range of partners. We’ve seen how Participatory Video allows for organisations to gather qualitative data that often escapes traditional monitoring and evaluation tools. It can monitor the project lifecycle over time and space through interviews, on-site visual monitoring and most significant change stories (MSC).

Hot Tips – integrating participatory video in evaluation:

It is not always easy to gauge and communicate what significance a programme or activity had in the lives of those who intended to help. Those best positioned to explore and convey these messages are those invidividuals – the main actors of development themselves – they can speak first-hand about impacts and outcomes. They can select relevant individuals to interview in their communities and monitor relevant key events as they happen. All actors can reflect back on changes in the community through screenings, where stakeholders are brought together to reflect and discuss.

This video offers a summary of the PV & MSC process in one of our latest initiatives.

A Short Documentary on PVMSC from InsightShare on Vimeo.

Lessons Learned – when and when not to use video:

Our methods help stakeholders tell their stories and communicate their perspectives in an accessible, compelling and versatile format through a participatory and authentic process. Following stringent informed consent procedures, these stories can then be used to communicate lessons or new ideas across to new groups, other organisations or decision makers. It is an overt process, so it’s important to make sure there is an in depth informed consent process through which participants fully understand the implications of sharing their voices in video and can decide on content, the shape of the final product as well as who can watch the video.

Hot Tip – taming the technology:

Experiential learning is at the core of PV M&E. Our motto is “Mistakes are great” and the process is guided by InsightShare’s values & core charter. This encourages participants to feel safe and own the learning space, lose fear of equipment, work at their own rhythm, have fun and enjoy the learning journey. The suite of tools employed include; PV games, editing games, Participatory Learning in Action exercises, visualisation techniques, Theatre of the Oppressed games, role-play and various art exercises.

Rad Resources:

Participatory Video for M&E: in our website you can find plenty of resources about PV M&E, including videos, photostories, case studies and articles.

We’re focusing on video use in evaluation all this week, learning from colleagues using video in different aspects of their practice. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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Hi there. I’m Corey Newhouse, the Founder and Principal of Public Profit, based in Oakland, California. We help public service organizations measure and manage what matters.

Lessons Learned – how we’re using video: Public Profit uses video in our evaluation of the Partnerships for Learning (PFL) initiative of the National Equity Project.

We use video as an elicitation technique in our teacher interviews. That’s a fancy way to say that we take video of PFL teachers in the fall, and then show the footage again to them during a follow-up interview in the spring. When teachers can see themselves in the classroom, they are able to be very specific about the ways in which their practice has changed while receiving coaching from PFL, and helps outsiders (including us!) better understand the changes they describe.

We work with a professional videographer to get high quality footage, and usually edit the video in-house. We have also taken our own video using inexpensive handheld cameras. If you chose to shoot your own footage, invest in a lapel microphone, as it makes a big difference in the quality of the footage.

Hot Tips – integrating video in evaluation: Enhancing subjects’ ability to recall their performance improves the quality of our interview data, particularly when we’re interested in such a complex phenomena as teaching.

Plus, we have video of teachers’ practice to share, improving the explanatory value of our reports.  Speaking of, here’s a clip of teachers’ practice, along with their reflections on their work with students. If you can’t view the video below in your browser or email, you can view it directly at: http://www.youtube.com/watch?v=Huw9IYY8hO4.

Lessons Learned – when and when not to use video: Take time to negotiate with your client – and their clients, if needed – about when videotaping will take place, and how it will be used. This will help to put your subjects at ease and assure that the shoot day runs more smoothly. A one-page description of your video project is a really useful conversation starter.

Hot Tip – taming the technology: It pays to plan when taking video! Collaborate with your team (including a videographer, if you have one) on a moment-to-moment calendar for your shoot day, including what kind of footage will be taken and when. While shooting, make notes to yourself about when particularly important moments were taped so that you can find the footage easily during editing.

Rad Resources: Video in Qualitative Research by Heath, Hindmarsh, and Luff, is an exceptionally helpful guide to those of us new to using video in evaluation.

We’re focusing on video use in evaluation all this week, learning from colleagues using video in different aspects of their practice. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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Greetings. I’m Paul Barese, Owner-Director of Quimera, a small business based in Washington, DC. Quimera isn’t a traditional media house, rather, teams are interdisciplinary and our approaches are informed by social science and qualitative research, change management, film studies, and social enterprise.

Quimera helps clients identify innovative ways to use video. In some projects video-based approaches are integrated into the data-collection and analysis process as part of the evaluation toolkit (ie: participatory and ethnographic methods– video as process). In other projects, video documents data collection and/or discussion of findings for reporting and dissemination–video as product). In some cases it’s both. We’ve co-developed projects as part of strategic design, evaluation, knowledge management/ training, reporting/ dissemination/ communications/public relations.

Quimera focuses on the added-value of video, from conceptualization, co-design, production, through editing and dissemination. At times Quimera is a member of the research team, using video creation as part of the data collection process, and raw footage as qualitative data contributing to analysis. Quimera’s work is collaborative, ethnographic where appropriate (applied) and it’s common that stakeholders, beneficiaries and research/ evaluation members are involved in content creation. Quimera leads an editing process that includes varying degrees of review and collaboration with the client and little if any participation from beneficiaries.

Here’s an example of a video report that we made (if this does not display in your email or browser, click through directly to: http://www.youtube.com/watch?v=XxgTw2Ya5DQ)

Lessons Learned: When working with video it can be important for clients to think about organizational dynamics, politics, and the relationships between functional areas.

• Look at maximizing (and co-funding) investments in production and editing by coordinating with other departments. Folks doing knowledge management, training, and communications are often interested in video and could be included in the planning process prior to field production so crews capture that extra bit of content which makes the raw footage useful to colleagues. Multi-purposing video can be important for financial and collaborative purposes.

• Discussions with colleagues in other departments, ie: communications, can help defuse what might become tense or frustrating relationships between uses and dissemination of video created by “evaluation” but that carry interest, relevance or transparency concerns to communications.

• Integration of video into evaluation can impact functional roles within an existing organization, required skill sets, work processes, equipment and IT infrastructure. It’s useful to look at bigger picture issues and longer-term ramifications.

• Participatory approaches to content creation (putting a camera into the hands of a beneficiary) are valuable on many levels… engagement, dynamics, transparency, accountability, comfort, openness, sensitivity, data-quality.

Lessons Learned – Taming Technology: Don’t overlook audio equipment (external microphones). Audiences are forgiving when it comes to rough visuals but bad audio is the surest way to lose viewer attention and almost guarantee the click off.

We’re focusing on video use in evaluation all this week, learning from colleagues using video in different aspects of their practice. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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My name is William Rickards; I am currently senior research associate in the Office of Program Accreditation and Evaluation at USC Rossier School of Education. My career has largely been focused in higher education, although I have worked in program evaluation in delinquency prevention, youth services, and in a range of educational and social services.

Lessons Learned-How I’m using video: Over the last few years I have been particularly interested in the use of video-recording for interviews; in my case, this has usually meant interview studies with students and graduates. Use is primarily as data collection, although I use select segments for reporting to faculty; I do the taping on my own, often with portable equipment.

Two examples:

• In evaluating the use of an undergraduate learning e-portfolio, I interviewed graduates regarding their use of the portfolio to monitor and assess their own development
• In an evaluation for a graduate teacher education program for teachers in international schools, I interviewed the teachers on their paths into international school work to understand how to best meet their needs

Hot Tips—Considerations when using video in evaluation include:

• The video as a particularly rich artifact presents potential challenges in terms of analysis: How will the transcript be handled? How much depth will be included in the text?
• At another level, the video record offers a unique opportunity—and often a stark one—from which to study and hone one’s own skills as an interviewer.
• Additionally, the video artifact can provide material that can be used in reporting, depending on clearances, in presentations, websites, or project videos.

Hot Tips—Taming the technology

• The biggest consideration with the technology (particularly in field settings) will be the microphone. External mics—that plug into the camera—are usually best, even if they must often be purchased separately.
• Data storage and transfer need to be studied in relation to individual situations, equipment, and comfort levels.
• Power will always be a consideration—as in battery life and access to a power supply.

Rad Resources

The ethics of informed consent and participation are always a concern, but video complicates this because of participant identity recorded visually. For example, it is standard practice to de-identify data that are being stored for analysis, but this is difficult with video records. These factors need to be considered in the consent and video release forms.

• The American Anthropology Association’s statement on Ethnography and Institutional Review Boards may be helpful in this regard.
• The AEA Guiding Principles are also helpful.
• There is considerable information available on YouTube and Vimeo under ethnographic interviewing that can be useful for evaluation applications (e.g., http://vimeo.com/1269848 ).

We’re focusing on video use in evaluation all this week, learning from colleagues using video in different aspects of their practice. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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Hi! I’m Cindy Banyai, Executive Director of the Refocus Institute – an international collaboration focusing on training and participatory practices in evaluation. I want to share my experience using participatory video to fully bring evaluation participants into the process.

Lessons Learned – how we’re using video: Video is one tool for analysis and expression in what I describe as participatory action evaluation (using action research – cycles of discussion and activity, involving participants in the entire process of evaluation). Evaluation participants come together to decide what aspects of a target program/community they are going to evaluate, design questions and create a video to answer those questions. The group decides what to film, then films it. It can be descriptive or dramatic and the entire process is in the hands of the evaluation group. After filming, the group analyzes the video according to their pre-discussed evaluation framework, giving the images context. The group then agrees on the meaning of the video (collectively coding it), prepares for presentation (editing is optional, since the film is a discussion stimulus not a product of evaluation), and exhibits the video – to the community, program funders, or other potential evaluation group participants. Group members use the video as a tool for discussion during the exhibition, providing analysis and interpretation of the images to a new audience. The evaluator serves as 1) facilitator, guiding the group through technical aspects of evaluation, and 2) observer, detailing the process, content and group interactions, adding another layer to the evaluation (and material for a formal evaluation report if desired).

Hot Tip – It’s not your video Mr. Evaluator! The video can be a product of the evaluation, if the group decides they want others to see it. It is important to remember the video is the intellectual property of those who made it – not the evaluator or the donor/program that commissioned it. If you want to use the video after the evaluation, the group must agree to allow you to use it (a formal agreement may be necessary).

If the video below does not show in your browser or email reader, go to http://www.youtube.com/watch?v=2rOPn9PPC-Q to view it on YouTube.

Hot Tip – taming the technology: iPad/iPhone and iMovie – These are handy, simple to use and easy to teach to others. The price of the devices is coming down, especially for older versions, and to download a simplified version of iMovie (for editing) on them is only $4.99.

Rad Resources: YouTube – This is a great way to share and now even edit videos. You can also share a group’s evaluation findings with a broader community, if that’s what they want to do. It provides even more interesting potential for doing entirely virtual participatory videos too!

We’re focusing on video use in evaluation all this week, learning from colleagues using video in different aspects of their practice. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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Greetings from Alaska. I’m kas aruskevich, principal of Evaluation Research Associates (ERA), I work in rural Alaska with a great team of evaluators, associates, and local intermediaries. In the unique Alaskan context in which we work, telling the story through video helps us to show the context of people, place, and situations. Video clips, compiled into a video report, can be used as evidence of accomplishment as well as to educate an audience (often the funder) holistically about a project. Shorter impact videos can also motivate participants, giving the evaluation an effect beyond reporting.

Most of us have used written interview quotes in our evaluation reports. As example, below is a quote from an interview with a Gaalee’ya STEM project student:

Uvana atiga Nanuuraq (my name is Nanuuraq) I’m from a place called Noatak, my name is Brett James Kirk, 18 years old, incoming freshman at the University here in Fairbanks. So far what I know about STEM seems great. I really agree with how they’re incorporating the indigenous ways with the western ways here because we have a chance to talk about the similarities and differences between the two. And I’m looking forward to all the other meetings throughout the school year.

Compare the 40 second video clip below of the text quoted above. If the video does not show in your browser or email reader, go to https://vimeo.com/62366707 to view it on Vimeo

Gaalee’ya-AEA from kas aruskevich on Vimeo.

Lessons Learned – Generally:

1. Good audio is EXTREMLY important.
2. Shooting footage is easy, editing the video is challenging.
3. Editing is time consuming. One minute of finished video may take 8 or more hours of editing – and that’s after clips are selected and cut to approximate size.
4. Take good pictures. It easy to put motion to a photograph and use it as background to an audio quote taken from an interview.

A good evaluative video starts with data collection in the form of video and photos that gives evidence of accomplishment and provides visual description.

Lessons Learned – Taming the technology:
For the majority of video reports I work with a local videographer who has also mentored me in both camera use (Cannon 7D) and audio (Zoom H4n 4-Track Recorder). After three years of video production, I primarily stick to photographs and video editing (Final Cut Pro 7). I’ve produced video reports 20 minutes in length and less, however now I prefer to produce supplemental impact videos that are 3 minutes and less. Remember it’s technology, and with technology comes glitches.

Rad Resources to explore:

• Find a videographer near you, see if you can watch a shoot and then the editing process
• View impact videos (my alma matter): http://www.uhfoundation.org/impact-video
• Get good equipment: http://www.bhphotovideo.com

But most important, know how to conduct an appropriate evaluation, be reciprocal, gather good evidence, and report out. The rest is technology.

We’re focusing on video use in evaluation all this week, learning from colleagues using video in different aspects of their practice. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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