Juliane Lamprecht

My thesis focuses on evaluation as design for (organizational) learning processes. Current learning processes are assessed and evaluated via programs such as PISA. Within these programs, it is defined how learning processes take place and how they should be organized. Thereby, they use the ‘metaphor’ of efficiency and effectiveness. As Staffan Selander pointed out, we have to focus on the framing of learning processes – the designs – to understand how they are conceptualized. Following our proposition to observe learning processes as bodily practices; evaluation would become more sensitive for the framing processes and contexts of learning processes. Hence, evaluation could – in a self-referential/reflexive way – show professional and political strategies of framing only ‘the one best way’ of learning as only one possible perspective. Evaluation as a social practice should not reduce contradictions, differences or ambiguities of interactions that take place in learning processes. My interest is to look at learning processes by focussing on bodily practices – for instance, by using methods like video ethnography – and to explore evaluation itself as a learning practice: Focussing on incorporate capacities by exploring perspectives on how they act. Thus, you may access orientations and implicit knowledge, to the meaning of implicit knowledge for learning and how to conceptualize an access to it.