The learning history, as a document and as an intervention, is best evaluated by the way people in the organization can use it. The match of the process with particular groups and the embedding in the organization are important issue in designing the process. In my opinion participation of members from the very start is essential, as is flexibility to redesign along the way. As a consequence: process and results are kind of unpredictable. So the top management/ sponsors should have enough trust in the power of participants to improvise.
"Cooking" with principles in stead of with recipes is a skill the external consultant/ researcher/ practitioner can bring in. Nevertheless, recipes and good instruments ,such as presentation forms, tools, analyzing methods and examples of designs, do help in the performance You can find some on this website, not as prescriptions, but to inspire.
Learning Histories are useful if you want to:
Conditions for a design
I see a Learning History process as a type of Large Scale Intervention, demanding the same conditions. In my opinion the design must mirror the message of the principles, to practice what you preach, this implies:
example of a design
an organization for capacity building in developing countries, the
interviewing and writing of the learning history was done by
professional journalists. The designing team made this choice for reasons of