Post-16 Education:
Improving the Learner Journey Produced by Snook for the Scottish Government
full report designforgov.co.uk
Post-16 Education: Improving the learner journey
“the aim was to build a better understanding of the experience of learners on their journey from school and on to the next stages of their learning or life�
3 - 5 // introduction 6 - 7 // process overview 6 - 9 // outcomes and principles 10 - 16 // Navigating the system 17 - 57 // mission layers 58 - 86 // ideas // documentation 87 - 88 // research process 89 - 107 // Learner Journeys 108 - 115 // expert day 116 - 119 // Learner Journey visuals
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Post-16 Education: Improving the learner journey
“the next steps are about taking this report and concepts into working prototypes” Sarah Drummond, Snook
Project Overview This project was commissioned to inform wider work by the Scottish Government on enhancing the Learner Journey
Moving forward, the ideas and journeys set out in this report provide a clear indication of user’s needs and potential visions that will enable learners, practitioners, delivery agencies and others to work together to generate ideas, prioritise actions and establish co-design projects to deliver real improvements for learners.
The intention is to gain better insights into learners’ experience of their education and then to work with them, practitioners, delivery agencies and others to generate ideas as to how the learner journey could be improved. The ideas generated by this project are being considered alongside other available evidence to identify the issues affecting learners and to gain better insights into learners’ experience of their education. It will align with other work that has focused on improving specific stages in the Learner Journey and the insights gathered will provide context for future policy changes.
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Post-16 Education: Improving the Learner learner Journey journey
where did this project come from?
“it is nice to be asked for our opinions on what it’s like on the frontline” Headteacher, Highschool
Between February and April 2012, our aim was to build a better understanding of the experience of learners on their journey from school and on to the next stages of their learning or life. We set out to depict and understand how people see the Learner Journey, make decisions based on the information, products, services and guidance around them and dig deeper on the reasons for this. In developing our work our design team took both a macro and micro view to understanding the Post 16 Learner Journey. We set out to offer learners – and others, with firsthand experience – the chance to help design an improved system, looking at the current Post 16 Learner Journey with a micro and macro lens. The challenge was to look at how to reduce drop out rates and smooth the transition points for learners from school to a whole range of futures. The project was commissioned by the Scottish Government, and made use of techniques not traditionally employed by Government. At its heart is an approach borrowed from designers: using tools and techniques that are well tested in other fields, but used more rarely in the redesign of public services.
What did we set out to do? The central task is to understand the experience of a learner – developing new insights into Scotland’s education system by understanding the human stories of those within it. The initial stages focused on the development of these stories. We then dove further into the backgrounds and experiences of individuals (with their permission) using design led research tools to visually map individual’s journeys and dig deeper on the reasons why people make decisions, progress and don’t progress in the Learner Journey into positive destinations. With visual and written material, we have developed a rich picture of the system, illustrated with personal insights and fresh perspectives on the issues. We have mapped every insight and concept back to the blueprint of the Learner Journey. Throughout this report, we have used a range of quotes from learners to illustrate particular views or opinions on their learning experience. We have not made any judgements on their accuracy or validity as we want policy makers to see individual views as they were represented to us. As such, these quotes do not reflect the views of Snook or of Government policy, but should be used in the context they were provided, to add a wider understanding on how learners currently view their experience of the system
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Post-16 Education: Improving the Learner learner Journey journey
Armed with these stories, the project sought new insights into the Learner Journey and the environment for learning after school. It delved deeper into surface issues, and generated achievable solutions. However, the solutions are not the ‘end solution’, they are mini visions which have been housed under ‘Mission Statements’ that seek to challenge collaborative and multisector partnerships to problem solve issues around the Post 16 Leaner Journey. The final phase of the project placed the design of solutions in the hands of those who understand the problems best: learners themselves and others at the front line in the post-16 system. The ideas and solutions that emerged have been rapidly prototyped and redesigned to work at small scale as they are taken into phase two of this project.
Why do it like this? The traditional approaches to Government policymaking are well tested, but they tread a familiar path. This project makes use of ‘design-thinking’ – an approach to complex and ill-defined issues that has recently been gaining ground in public services. These techniques complement, but do not replace, the traditional approach of Government. This project is a part of the Scottish Government’s commitment to become a more creative organisation, delivering fresh insights into important issues facing Scotland, through creative approaches.
Who was involved? Designforgov: Designing the Post 16 Learner Journey is a collaboration between The Scottish Government, Institutions in the West of Scotland and Snook, a service re-design agency in Glasgow. We have involved colleges, schools, and other learning and training providers. Others will also have a deep interest, but the project has been designed to operate at a small scale initially and to scratch the surface of possibilities around the Post 16 Learner Journey that will be taken into phase two of the project.
How did we involve people? Our work has been completed over a short period of time and accepts that certain areas we would like to have investigated have not been fully explored. The Learner Journey project was as open and transparent as we could make it – not least because of our commitment to help others see first-hand some of the creative approaches it employs. At each stage, the project invited comment and participation.
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Post-16 Education: Improving the learner journey
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Firstly, we have produced a Macro depiction of the Post 16 Learner Journey that we are using as a blueprint to map the existing system provision and journey options. As a base layer, we are using this to suggest changes to the current system, the current eco-system of products and services on the fringe of the ‘user interface’ and where we frame problems. Some framing takes into consideration the entire Learner Journey whilst others are more stage specific. Secondly we have produced micro solutions that look at enhancing the current infrastructure of products and services on offer in and around the Post 16 Learner Journey. We understand that some of these ideas already exist in some form or another. They are either currently being produced by organisations as redesigns to their current service provision or are already being delivered by organisations as part of the Post 16 Learner Journey. The other ‘concepts’ we are suggesting are larger scale ideas that will need particular attention within areas of policy. These larger concepts are contained within our mission pages and have the potential to have a range of user interfaces developed to execute them. (i.e Point based curriculum)
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organisations
Post-16 Education: Improving the learner journey
The reason we have developed these solutions is to align them with framed problems/visions so that in phase two of the Learner Journey Work stream there is direction for each stage, and reason to work collaboratively amongst organisations to build on existing solutions with their own assets. Secondly, not all solutions are in existence at scale. During feedback sessions which brought educational organisations, local authorities and the Strategy Unit together, it was common to find that an organisation’s service they currently offered was unknown by most others in the session. In reflection of this observation our designs include platforms that could be scaled up to provide the solution to the rest of Scotland. Secondly, a variety of the designed solutions could be linked together during phase 2 of this project to engage service providers in joining forces to link their assets and offer a joined up service that would enhance the Learner Journey and meet the principles we have outlined.
This report hosts a variety of solutions in varying degrees; (1) The first part of this report depicts the Learner Journey as a central framework to connecting information, products, services and guidance together into one concrete offering that can be used online by an individual and offline by people providing support to individuals in the Learner Journey. (2) In the second part of the report we have broken down the research into themes that we have called ‘Mission Layers’. These are framed problems based on background reading and direct feedback from research participants. We have produced a series of insights informed by observation and qualitative research with learners that have then been developed into ideas. For this reason, the research is largely about informing and inspiring the design team with the knowledge to produce mission layers and ideas. (3) The third part of the report is a set of solutions that have been directly informed by the themes generated from the research. (4) The fourth part of the report is documentation of the process and the material we have gathered and developed.
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Post-16 Education: Improving the learner journey
“Restricting information should not be about removing information but about not over whelming a user..”
user interface principles it is important to communicate a basic layer of User Interface Principles that should always be adhered to whether it is delivering a product, service or set of information within the Post 16 Landscape.
- See all options
1. See all options All options must be within reach of a user considering decisions on the Learner Journey. Restricting information should not be about removing information but about not overwhelming a user.
2. put people first We talk about ‘user’ needs because people need to move through stages in the Learner Journey in order to move towards a positive destination. This means being successful at understanding information, making informed choices, being able to get through application processes. Always consider what the user interface looks like, this is how policy is interpreted by Learners.
The final layer are User Interface Principles. A recurring theme during the research was around branding and language associated with the various elements of the Learner Journey.
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Post-16 Education: Improving the learner journey
3. Aggregate don’t duplicate Using the route map as a framework for housing data it is possible to aggregate existing online information to stages of the Learner Journey.
“We need to create new vantage points to think again about the Learner Journey” - Aggregate don’t duplicate
This is about making information accessible, clear, timely and about linking to existing services/information and guidance, not duplicating information.
4. Use Visual Language and keep information bitesized Content can be daunting when faced with large amounts of copy and overwhelming amounts of information. Think about how information and directions can be distilled into visual representations and broken down into bite sized chunks.
5. Use Friendly Language Language was a consistent issue brought up by young people during the research. Using language that is understandable, straight forward and clear is essential.
6. Show the bigger picture Showing the potential in decisions and routes to highlight the bigger picture of the Learner Journey is important for individuals to have context to their decisions and routes into positive destinations.
7. Prototype and learn from data patterns Establish a culture of prototyping when delivering new products and services. Work with users to design and test ideas quickly and cheaply. Release editions with limited features to the public early and buid up on the concept based on user feedback.
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Post-16 Education: Improving the learner journey
navigating the system more than just a digital interface, this is a new way to think about the Post 16 landscape
“It would be great if I had something like this” S6 high school student reflecting on making decisions in his lower years
The key outcome of this work is the visualization of the Learner Journey. This can be used as a way to house multiple types of data that is associated with the Learner Journey to see options individuals hadn’t envisaged before, providing new vantage points. It is a center point to executing our design principle, ‘Don’t duplicate, aggregate’. Data can be compiled on top of the Learner Journey to provide more stage specific information. It also allows people engaging with the Learner Journey the opportunity to see both a macro and micro view of it, as we often found that many individuals only had the next step in mind, not the whole route/journey. We recommend that work continues on this base level visualization and link in with taxonomy work already being carried out by organisations like SDS. It is important however, to produce an early prototype to test this concept and develop it’s potential by letting users interact with it and use analytics to improve and build more informed functions.
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Post-16 Education: Improving the learner journey
“This could really help us to make students see the bigger picture and talk about various route options, not just one�
The concept is to use this visualization as a blueprint for housing other content that already exists online, whether that is text, video, audio or more interactive features like forums and application forms. There is huge potential to attach widgets to see the Learner Journey from multiple vantage points and add new dimensions. Similar to how widgets work on an ipad or smart phone, the Learner Journey could use these applications to access data in different ways and build visuals of the Learner Journey specific to what a user is querying or searching for. Using initial draft versions of the Learner Journey we floated this idea with frontline professionals and students who have commented positively on this map.
Headteacher, West of Scotland high school
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Post-16 Education: Improving the learner journey
Search terms; Stage you are at Subjects you like Money you have Gender Location Qualifications you have Using SCQF Level Framework Subject headings Open search Outcomes; See other people’s journeys Location of people Courses Institutions What potential job can I achieve? Salaries What people studided Costs General Information Forum information Widgets for searching 5 things I like/don’t like app See my tracking Visualise your job options The Cauldron Pot Compare Learner Journey Services Buddy system We used to go to your school app Live lectures Advice forum on journey map Product SCQF counter app Contingency Planning App SAAS shopping list Information Film from uni perspective
How the Learner Journey map could be used Online as an individual (search engine, aggreagating information) An interactive journey map could be placed online for users to access through the web. Key features would include the widgets outlined in the following pages, search criteria and an interactive interface to pull up relevant content from this center point. The Learner Journey map could respond with information to key questions like, ‘What is the likelihood of getting a job with this choice’ or more general search terms could be utilised. This aligns with the ‘Aggregate don’t duplicate’ principle of providing information from one central point that responds to questions that users would ask, not dictated by how organisations think information should be categorised.
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Post-16 Education: Improving the learner journey
Base to applications on the web This interactive journey map would need to have a taxonomy created to house material and attach it to the right stages and searches on the Learner Journey. Part of this taxonomy could be built by researching user searches to find out what they are searching for and how. Secondly, a bookmarking tool similar to the functionality of delicious could be created to allow professionals and individuals to assign content to the Learner Journey.
Offline material and tools Consideration would be given to how the Interactive Learner Journey could translate offline onto paper touchpoints. Some of our ideas could be merged with this map to offer stimulation to individuals about their choices and routes.
Smart tablet application to be used by careers advisors/ teachers/support workers An interactive Learner Journey could be used as a facilitative tool for more informed conversations about options and the future. This could be a resource for Careers advisors, teachers, support workers to highlight different information and journeys to work interactively with users.
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Post-16 Education: Improving the learner journey
what data could be represented? From our research the most important data to represent are authentic Learner Journeys. Learners discussed with us how they would like to see and compare Learner Journeys, the choices they made and routes they took with a particular focus on the outcome of these journeys.
Past and present journeys - Data about people’s journeys into positive destinations could be used to highlight the variety of options and routes to progressing from high school (and back into the Learner Journey) into positive destinations.
Products and services Data that exists about courses, careers centers, services on offer to support people on the Learner Journey could all be mapped to the Learner Journey. This isn’t solely about digitizing the Learner Journey, this is about aggregating the information and services that exist in Scotland, using technology as the enabler. 14
Post-16 Education: Improving the learner journey
Widgets to gain new vantage points Our widgets (and user principles discussed in the mission layers) are there to rethink the way we see the Learner Journey and offer a new vantage point to how people can move forward in the Learner Journey. These widgets can work with the infrastructure of information and tagged data to aggregate information and present information/options/ content in new ways. Further to the tangible outputs of an interactive Learner Journey this is about a mind set shift to see the Learner Journey differently. We believe the affordances of seeing new options, alternative routes and representing information in a new way could have a significant mindset shift on both learners and frontline staff.
Search Results Our vision for the Learner Journey is allowing users the potential to search using various constraints we have outlined (informed by our research) and present search results in a new way.
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Post-16 Education: Improving the learner journey
idea 32: The Test Tube
How might a widget work? The Test Tube is a widget that could be used by anyone at different stages in the Learner Journey to help them look more widely at what they like doing and are good at. It plays with subject inputs to create a new title like ‘Biology Illustrator’. It then links to the core skills behind these subjects and courses/jobs to pursue. A concept like the ‘Test Tube’ could be used to link with the interactive Learner Journey map to show routes to plan for these choices.
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Post-16 Education: Improving the learner journey
Mission layers These are pull out layers which ask the reader to take a different lens to the issues and opportunities within the Learner Journey. This lens has been constructed from what the user sees, and although some of the missions may present simple ideas, this is about rethinking the way we present options, information and opportunities within the Post 16 landscape.
Mission LAYERS 17
Post-16 Education: Improving the learner journey
idea 45: 5 things I love, 5 things I’m good at
This mission is about advice and guidance.
(supporting people towards a positive destination) This theme originally focused on direct feedback about Careers Advice. The principles articulated by participants in the research highlighted a need to provide general advice built up over time, focusing less on ‘Career’ and more about what people enjoy doing and the bigger picture of an individual’s life.
Advice & Guidance 18
Post-16 Education: Improving the learner journey
idea 3: Advice forum mapped to interactive journey map
What can we do to move this mission forward? - Encourage different ways of communicating and sharing information and different viewpoints on life and careers - Rethinking the language and terminology of ‘Careers Advice’ and providing trusted advice to learners can help build towards positive destinations - Building over time in supporting learners to make transitions into work - Advising early and often encourages friendly and realistic discussion around learning options and the future, prompting users to think about the bigger picture
Our challenge; - This layer challenges how we can create situations for one to one conversations, on new channels, more frequently and without the label of ‘Careers Advice’. - With resources already scarce, how can we build on existing advice and guidance to encourage dialogue and thought on options through one to one, friendly conversations?
Advice & Guidance 19
Post-16 Education: Improving the learner journey
“I went to open days even if I knew they’d all be the same. I just wanted to see who’s delivering it in the best way” Student, High School
“4th and 5th year was hard, more talking would be good” Student, High School
“Sometimes we were just tracking for the sake of it, I’d like time to talk to my students” Teacher, High School
“My mum helped me choose my subjects”
“Giving generic information doesn’t help you” Student, High School
Student, High School
Questions “It would be good to talk more about life and what’s going on than directly about my Career, it feels so forced” Out of work, 24
Advice & Guidance
Principles One to one Start early Friendly language Encourage enjoyment Realisation Building over time
Should ‘Careers Advice’ happen earlier? When and where should careers advice take place? How can we inspire people to think outside just a career? How can we alter the perception of careers advice? How can we change people’s perceptions of what careers will look like in future?
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Post-16 Education: Improving the learner journey
User Profile
A user journey typical of this mission theme
Name: Kate and Fiona Age: 17 Situation: S5 students in High School What we learnt from this journey: Both girls were motivated to study, but having to crash an extra subject in S6 felt they could have been given more general support to making decisions. They also felt their friends that aren’t sure about what to do when leaving could have been given more frequent advice and check ups. 21
Post-16 Education: Improving the learner journey
idea 40: We used to go to your school database/site
This mission is about role models, networks and influencers (Expanding horizons)
This mission is about influential role models and networks of influence. It questions how we can seek out positive role models and reach individual’s influential networks.
role models, network, influencers
The research highlighted that participants in positive destinations that had engaged with role models not directly in their sphere of influence (friends, family, teachers) had been more confident to make defined decisions on their subject choices and career paths. The role models were largely based out of the individual’s institution and had used their journey to advise on how to follow in their footsteps. Role models had encouraged individuals to see the potential of their abilities and inspired them to see routes they had not previously considered. In addition engaging with a role model had positive effects on the individual’s close network (i.e their parents) by showing that pathways not available in their parents era were possible with good prospects of employment after learning. If a role model was introduced to the family through an informal channel this had positive effects on gaining backing from parents and close peers.
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Post-16 Education: Improving the learner journey
idea 46: Network lesson during PSE - tool for class
What can we do to move this mission forward? - Inspiring and setting aspirations in a realistic and friendly way can help individuals make clear choices about their pathways - Creating opportunities for friendly and one to one communication encourages personal insights, but also balances viewpoints and realistic perspectives - Encouraging and informing potential role models in learners’ existing networks - friends and family, teachers, former students helps to widen viewpoints on possible directions - Individuals feel that role models who can talk and inspire on a one to one basis are more influential than being invited to showcase their journey to success - Family is the most influential factor in young people’s lives. An individual’s viewpoint on possible career paths is informed by their parents and older siblings based on what they did - Facebook is used as a channel of testing ideas about institutions and chosen routes into education with an individual’s peer network
Our challenge;
role models, network and influence
- This layer challenges how we can look at the opportunities out there for mentoring, role models and networks and provide these as options to people making decisions about their life and routes to positive destinations
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Post-16 Education: Improving the learner journey
“I’m trying to make links in the community with local business but getting nowhere, it would be great to get support on this, it makes a huge difference to students”
“If people who are in or out of the Learner Journey could meet people and just talk to them, that would help”
Principles
Student Advisor, High School
Guidance Teacher, High School
“Sometimes it would be good to talk to someone from a job you are interested in”
“I’m 28 and I’d go back and tell students to work first, then study”
College Student
One to One Setting aspirations Starting early Seeing your network differently Personalised Friendly New conversations talking about life
Working student, 28
“I emailed the head of department at Glasgow University” Proactive Student
“Home has a significant effect on students at a young age” Transitions Advisor, College
Questions How can we encourage people to be role models? When do/should people meet role models? How can we grow networks for young people? How can we find young people role models? How can we access role models who are not ‘typical journeys?
role models, network and influence
What does a role model careers advice service look like? How do we access parents to educate them about work and learning and ‘influence the influencers’?
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Post-16 Education: Improving the learner journey
User Profile
A user journey typical of this mission theme
Name: Christopher Age: 19 Situation: Studying a a BA Creative Industries Practice with a major in Graphic Design What we learnt from this journey: We learned from Chris about how influential an outsider can be in terms of role models making pathways clear. Further, if trusted by the parents, this can set up a great support system for the learner 25
Post-16 Education: Improving the learner journey
idea 44: SCQF counter for points
progress tools
(Tracking, support and banking) This mission layer is about using existing data and moments of reflection to bank learning and plan for the future. This is about motivating individuals to build their skills and share their results with their peers or support workers encouraging learners to value all aspects of their learning as building blocks to be banked. The improved Young Scot card has a point based banking system for volunteering and other activities. This is a prime example of a data set that could be integrated with other data about learners to support the development of future plans and take up of extra curriculur activities.
progress tools 26
Post-16 Education: Improving the learner journey
idea 49: Tracking data
What can we do to move this mission forward? - Banking skills and experience over time is seen as an opportunity to change the way we learn and progress towards a positive destination - Encouraging learners to value all aspects of their learning as building blocks to be banked to build their profile - Using the SCQF framework and making this user friendly/hybrid with a point based curriculum model could make the Learner Journey more accessible to all - Tracking that is conducted in High Schools/Leaver destinations supplies great opportunities to create a new interface between individuals and teachers/careers advisors/ support workers
Our Challenge; - This layer seeks to build on the concept of banking, putting people in charge of their profiles and assets. - Looking at what data is out there and ‘check in’ moments with learners by professionals to make the most of these one to one discussions
progress tools 27
Post-16 Education: Improving the learner journey
“Sometimes we track for the sake of tracking” Student Advisor, High School
“It would be good to bank skills over time so I can see how I am developing” Student, High School
“I was told I was amber – what does that mean?” Student, High School
“It’s rubbish being told I’m failing all the time” Out of work, 24
Principles Shared responsibility Positive tool Reflection Motivational Useful Building Blocks Questions How can we create platforms to bank learning and skills regularly? How can we use check in moments with learners to quickly guage their development and plan the next steps?
progress tools
What data is being collected about learners and how can we innovate with this?
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Post-16 Education: Improving the learner journey
User Profile
A user journey typical of this mission theme
Name: Lisa Age: 18 Situation: Student studying Hairdressing at college What we learnt from this journey: Lisa shows us that despite set backs in High School she is intelligent and focused when supported and doing something she enjoys. If students like Lisa could be supported to bank skills over time, this could aid students and improve confidence who don’t excel ‘academically’. 29
Post-16 Education: Improving the learner journey
idea 22: Multimedia Personal Statement builder
this mission is about building profiles (Holistic viewpoint to learning) This mission is about building a profile that can be shared and exported to maximize opportunities in the Learner Journey. It questions how we can consistently encourage personal reflection at all stages of the Learner Journey and grow awareness of soft skills. Designing the banking of skills into an action that happens everyday as opposed to responding to an application process was favored by research participants.
building profiles
This is about actively facilitating timely, meaningful and ongoing personal reflection that enables learners to take responsibility for identifying and confidently communicating their experience and skills.
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Post-16 Education: Improving the learner journey
idea 22: Multimedia Personal Statement builder
Key points; -Banking skills over time is preferred than writing statements in response to an application process -Aids are needed to reflect and identify soft skills as soft skills are not understood -Taking students step by step through building these profiles removes the feeling of being overwhelmed with a blank page -Profiles that can be shared easily enhance Learner networks and their future opportunities
Our Challenge; - How can we create useful tools, situations and platforms to encourage reflection and the building of profiles that can be exported for application processes at different stages of the Learner Journey? - Secondly how can this new way of seeing and presenting progress/skills be introduced to the eco-system of education and employment and become an accepted norm? - How can we reimagine the way we present learners to industry?
building profiles 31
Post-16 Education: Improving the learner journey
“Personal statement means everything! Grades are only one bit of it”
“I can’t event think what ‘skills’ I have…I don’t know what to say other than I’m a High School student with bad grades” Student, High School
Student, High School “It would be good if we were all encouraged to build a personal statement or some kind. Whether going to uni or not”
Student, High School
“We should be building our Personal Statement over time, not just in S6 and they’re like BOOM, fill this in” S6 Student
“Applying for Uni is a nightmare, you have to write a full story to get in” Transitioning student from college to university
Questions How can we make personal statements more interactive? How can we build personal statements over time for both Learners considering HE and not transitioning into HE?
“It’s ok if you have mum and dad to help you. I had no one” College Student
building profiles
Principles Confidence Take responsibility Ongoing Soft Skills Personal Reflection
How can we help learners develop more inter-active profiles of their experience How can we help people to identify their soft skills? How do we make personal statements more personalised/relevant to them? How can you save and share your journey?
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Post-16 Education: Improving the learner journey
User Profile Name: Jennifer Age: 21 Situation: Studying BA in hospitality at GCC in
partnership with Napier University in Edinburgh, works as a PT chef
What we learnt from this journey:
A user journey typical of this mission theme
Jennifer showed us that a lack of confidence can hinder individuals from showing off their talents and skills. Further to this, the time a statement is required often comes as a surprise. We want to make reflection and character/skill building an ongoing activity 33
Post-16 Education: Improving the learner journey
idea 39: Visualise job options that relate to each column choice
this mission is about displaying all options (never restricting a route)
This mission is about ensuring we display all possible routes to a chosen destination and make this visible. It is paramount that we maximize resources on offer by making information easily accessible and digestible for individuals. We need to ensure that when making choices, whether it is about choosing where to study, considering your career, or choosing subjects at school that the information and guidance on offer is not restricted but does also not overload an individual. Displaying options early on before a decision is made and making sure individuals fully understand where they are in relation to where they want to be in the future is important. It was felt by some individuals that there was a stigma around certain options, like leaving in S4 and that support in making decisions about their future was not available.
displaying all options 34
Post-16 Education: Improving the learner journey
idea 14: Column Choice on google map
What can we do to move this mission forward? - Providing multiple options to progression should be on offer to allow maximum potential to progress into a positive destination - Ensure Individuals are advised on more than one route to move towards their ideal destination - Encourage secondary schools to support other local resources and learning as viable options - Empower individuals with the right amount of information to make informed choices on their best route to a positive destination - Reduce stigma around options like leaving school in S4 and taking a ‘gap year’
Our challenge; - How can we communicate large amounts of information about an individual’s options into digestible chunks and ensure the steps and decisions needed to be made to achieve this are obvious? - How can we ensure that we provide an individual with all options to progress forward and maximize support, particularly local learning resources? - How can we ensure we don’t restrict information about choices and put forward option to enhance the exisiting offer?
displaying all options 35
Post-16 Education: Improving the learner journey
“I can sit a student down and ask them what they like doing, they’ll say sports, but not have a clue about what it will lead them to”
“You don’t see any routes from 4th year…there seems to be no options if you are leaving”
“By the time I got round to picking subjects, everything was full” Student, High School
4th Year leaver
Guidance Teacher
“We need to extend the range of what is on offer in the upper years, we need to allow students to dream of their future possibilities”
“I didn’t know I could study in other institutes” “Picking from columns is depressing. It feels really restrictive”
S5 student, High School
Questions
Student, High School
Student, High School
“I picked H.E because it was all that was left” S5 student, High School
displaying all options
Principles Options Non-restrictive Prepared for choices
Can we make decision making easier? How can we make all options more obvious but still deliver in a concise way? Can we redesign the ‘panic’ scenario or stop it happening in the first place? Where do we start thinking about choices?
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User Profile
A user journey typical of this mission theme
Name: Paisley Grammar 5th Years Age: 17 Situation: 5th year students What we learnt from this journey: Both girls spoke about feeling limited in their subject choices. Their general perception was that studying at college and other institutions wasn’t easy but something they had to do to achieve the right results to progress into university. 37
Post-16 Education: Improving the learner journey
idea 2: Create and run a start up in 6th year
this mission is about seeing learning differently (How can we re-imagine learning?)
This mission encompasses thinking differently about how we deliver education as a whole. It requires a shift in our perception about learning institutes and the options we present individuals in the Learner Journey.
idea 5: Youtube School
seeing learning differently
There are many opportunities to deconstruct the current delivery models of learning and make these accessible on other channels. This could foster new interactions with people who have a variety educational needs and situations whilst bringing communities together. Seeing Learning Differently means it doesn’t have to be how we see education now, but about learning while we work, and working while we learn, making the Learner Journey more fluid.
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idea 64: Telepresence international schools
Key Points; -Bringing communities together to support and deliver learning experiences could support lack of resources to supply a range of choices in the Learner Journey - Entrepreneur doesn’t have to be about starting a business, it can take on various connotations. Students we met wanted to exercise their creative ideas and wanted the space to do this within school - Borrowing from the Start Up model could teach individuals about being entrepreneurial and working with assets in their local community
Our challenge; - How can we equip individuals for real life, make use of our existing resources and be more entrepreneurial whilst learning? - How can we challenge ourselves to deconstruct the current Learner Journey and rebuild it? - Can we link up internationally with students to learn and network?
seeing learning differently 39
Post-16 Education: Improving the learner journey
“Learning is so stuck in ‘you learn in one place’ syndrome”
“Apprenticeships – they don’t talk about them at school” Student, High School
Student, High School
“Everyone is interested in something” Guidance Teacher, High School
“I think It is important that people find out what they like themselves rather than – you’re good at this so do this”
“What if you could run a class in S6…or start a company” Student, High School
Student, High School
Principles Think Differently Entrepreneur Getting out there Real Life Taking Opportunities Bringing Community together
Questions How can we highlight more entrepreneurial routes? How can we make learning not be viewed as a physical hub? How can we see options for our future informed by what we like/love? How can we think more entrepreneurially about the Learner Journey? How can we make routes transient in communities - make this more obvious? How can we support different learner styles? How can students drive curriculum? How can institutes work better together?
seeing learning differently 40
Post-16 Education: Improving the learner journey
User Profile
A user journey typical of this mission theme
Name: Neil Age: 17 Situation: S5 Student What we learnt from this journey: Neil is someone who is a keen learner and proactive on and off campus with extra curricular activities. From working with him, we discovered that there are students who wish to share and build knowledge between themselves. This is an opportunity that could be harnessed to promote confidence and responsibility. 41
Post-16 Education: Improving the learner journey
idea 10: SCN/SQA proactive at keeping in touch
this mission is about identifying barriers and ensuring game over doesn’t exist (There is always an option)
This mission is about ensuring there is no ‘Game Over’ in the Learner Journey. This means making the journey to work intertwined with learning and vice versa. How can we change our view and rethink the term ‘Learner Journey’ from being about one final destination to a process that is about fluctuating between learning and work and continuous development?
Identifying barriers and ensuring Game Over does not exist 42
Post-16 Education: Improving the learner journey
Key Points; - Encouraging individuals to see multiple routes into a destination of their choice would be encouraged as the research highlighted young people rarely had back up plans to re-enter the Learner Journey -Back up plans don’t have to mean changing direction or focus, they just need to provide multiple routes to achieve the same goal - Identifying potential barriers before they happen through discussion could lower the amount of individuals ‘exiting’ the Learner Journey - Re-entry points are very rarely highlighted or visualized on route maps and it can be daunting to re-enter the system - Key opportunities exist with the SCN number and Young Scot smart cards to communicate two ways with individuals on the channel of their choice - The Learner Journey can exist on individual’s channels of choice. A smart move into social media channels like Facebook that provide user’s tools as opposed to being used as broadcast mediums could empower users to take Learning into their own hands and into the home
Our Challenge; - How can we ensure that Game Over never exists? - How can we prevent individuals from exiting the Learner Journey and keep them in a communication loop so we don’t lose them completely?
identyfying barriers 43
Post-16 Education: Improving the learner journey
“What if you get into a job you don’t like? And then you are stuck?”
“I failed and so they asked me if I was good at anything else” Student, High School
Student, High School
“Always make sure you have something to fall back on” Teacher, High School
Principles Positive Never-Ending Changing our view Learning and work is fluid
Questions How can we ensure people never feel stuck? How can we prepare students to see options ‘in case’ things don’t go well How can we help/support people to re-entry? How can we make game over never exist? There is no such thing as reentry.
identyfying barriers
How can we offer re-entry better at exit points?
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Post-16 Education: Improving the learner journey
User Profile
A user journey typical of this mission theme
Name: Ricky Age: 18 Situation: Studying HNC Sports/Fitness at college What we learnt from this journey: Ricky talked about how he had pursued architecture and having not achieved the right qualifications at S5 had to choose another subject to focus on. We felt this highlighted the need to have a back up plan and/or look at multiple routes to achieve a goal. 45
Post-16 Education: Improving the learner journey
idea 51: Theme / Sectoral apprenticeship
this mission is about shifting perceptions/every options is valid
(there is no such thing as a standard route) Some of the current offers associated with the Learner Journey have defined perceptions and sometimes stigma attached to them. During our research we heard stories about university being the only supported route from high school. We know that this is not the case across the board but it was echoed inside High Schools from students and teachers.
Shifting Perceptions/Every option is valid 46
Post-16 Education: Improving the learner journey
idea 55: Compare my journey map
Key Points; - Modern apprenticeships were largely understood as labour work and not academic. The aesthetic of apprenticeships is about trade skills. - Often there was a perception that there is a standardised route to work - Perception and misunderstanding of options is often channeled through parents of individuals
Our Challenge; - Can we deconstruct the wider understanding of apprenticeships and internships to rebrand these and make these more valid options? - Can we look at what opportunities are out there to offer a wider variety of experience placements/real life experiences and make these widely available? - Can we share a variety of journeys and show people there are no right or wrong routes?
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“I was told, stay at school, get my As and Bs and go to uni, that just wasn’t me”
“No one tells us about internships, no one guides us.”
Principles
Student, High School
Student, High School
“Where I’m from, people don’t go to university”
“ Getting into University may be less appealing as financial constraints are due to increase”
Student, High School
“Apprenticeships are an option only if I’m dropping out in 4th year.” “Apprenticeships are for becoming builders, carpenters, electricians..”
Teacher, High School
Questions
Student, High School
Student, College
“There has to be a reward and not just to do it without getting paid.” Out of work, 24
shifting perceptions
reality breaking stigma rebrand new language new visual
Can we make some options more widely accepted and respected? How can we make some options more widely valued by learners, employers and others? Can parents at schools help to offer work experience, internships at the places where they work? Can this type of experience be added into the curriculum to push people through a “real life taster” pre college/uni?
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Post-16 Education: Improving the learner journey
User Profile
A user journey typical of this mission theme
Name: Jennifer Age: 28 Situation: FT work and PT university study What we learnt from this journey: Jennifer spoke about feeling stigmatised for not going into S6 or university. We felt more options could be highlighted within school and Post 16 support services. These could also be re-branded to show what lies behind an apprenticeship or how to build up to ambitions over time. 49
Post-16 Education: Improving the learner journey
idea 19: SAAS shopping basket of courses and costs
This mission is about funding (your cash flow)
Funding can be a barrier to many people entering the education system. How can we help people to breakdown the challenges of funding to enter education at different stages of the Learner Journey? Looking for opportunities within the current eco-system of industry and education and making new options to fund learning available could help more people to enter the system and create closer ties with the workplace.
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idea 17: SAAS funding calculator
Key Points; - Students rarely took the cost of living into consideration early on in their decision making - Funding was highlighted as something students didn’t have to worry too much about and family/student loans were the main focus on moving through the education system
Our Challenge; - How can we support self-management of money and provide realisation of cost of living to tie in with future planning? - How can make sure finance does not pose a barrier to people progressing?
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“My son has just dropped out of uni because he is £4000 in debt to credit cards”
“The SAAS form was really hard to fill in” College student, High School
Mother of uni drop out
Principles
Confidence Responsbility Realisation Understanding real life Keep it simple Breaking down figures Future Planning Crowdsourcing
“If my mum and dad can’t pay, who will?” S5 student, High School
“I haven’t really thought about the money” High school student
Questions How can we educate people about funding? How can we make funding accessible? How can we break money/ funding down? How can we make sure funding does not create barriers?
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User Profile
A user journey typical of this mission theme
Name: Jamie Age: 20 Situation: Unemployed What we learnt from this journey: Talking with Jamie’s mum highlighted issues around understanding money. We didn’t think restricting or removing ownership was the answer but ensuring that every student is made to think about their expenditure before filling in SAAS forms. 53
Post-16 Education: Improving the learner journey
idea 23: Mandatory experience week before making subject choices
This mission is about misunderstanding options (showing the reality of routes) Misunderstanding options can be a blockage to people progressing because they misunderstand the reality of a situation. Providing aids and the right information to understand the reality of a new opportunity can help individuals to make the right decision in moving forward with their chosen destination. Understanding what an option really looks like, providing tasters of the experience and creating ‘stepping stones’ can allow people to believe they are capable of any option and can reduce the amount of people making wrong decisions.
misunderstanding options
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idea 28: Film from uni/college eye perspective
Similarly, working on the branding of options like apprenticeships and internships to demystify current perception and understanding could help the eco-system of support (from parents to careers advisors) supply relevant options on the Learner Journey and be more accepting of routes not considered to be ‘normal’.
Key Points; - College was not understood to be a place for ‘academic’ people and more about vocational courses - College was a surprise to students, who in particular had not enjoyed school. They felt the respect they were given by tutors was the difference - Elder siblings are the main communication about the reality of new opportunities. Individuals used their elder siblings to tell them what university and college were like.
Our Challenge; - How can we communicate the reality of opportunities in the Learner Journey so that people make informed decisions? - What channels can we use to communicate the reality of options? - Can we reduce dropout rates by helping people to understand an option and if they are not ready, support them to prepare for it?
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“I just wasn’t ready for studying in university, I should have waited until I knew what I wanted to do”
“Students are not aware of what college is really like”
Principles
College Advisor, High School
Understanding what it is like Reality Experience Stepping Stone
University dropout
“College pushes you to stand on your own two feet and not rely on somebody else” College Student, 20
“I don’t think students understand what University or college is” Teacher, High School
Questions How can we help people understand what an option on the leaner journey looks and feels like? How can we ensure no option is dismissed because of the way it is branded or understood publicly? How can we expand the reach of each option into sectors and new domains? How can we reach influential advisors in people’s lives to help them understand options?
misunderstanding options
How can we show people what options are like? Showcase university and college in a realistic way?
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User Profile
A user journey typical of this mission theme
Name: Patrick Age: 20 Situation: College student studying HNC Sports/Fitness What we learnt from this journey: Patrick is someone who had never considered studying in universty or college. After an intervention by a college tutor who convinced him to apply, Patrick says that college is nothing like he expected and he enjoys being treated like an adult. 57
Post-16 Education: Improving the learner journey
“Some of these ideas could really make a difference to the frontline of education� College Transitions Advisor, Paisley
concepts to frame the mission layers and create a vision for the future we had to think about the user interface and what individuals see that make policy a reality
but it is important to represent the full range of the thinking that was considered during this process. There are significant opportunities to prototype some of the following ideas quickly and cheaply to understand how they would be used and if they could work in reality. It will now be up to the Scottish Government to work with learners, institutions, delivery bodies and others to establish how that is best achieved.
The following pages are documentation of ideas generated by learners and by experts during the process. Some of the concepts address potential policy alterations, while some suggest more radical changes. Others are ideas that may already exist but could be enhanced if organisations owning data, with different assets or capabilities worked together. Clearly some of these ideas are more achievable than others, for example some may require excessive amount of resource to deliver. Others drift into territory of admissions and provision which are for institutions themselves to consider,
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1. Think about work experience from S1 Integrating work experience with parents/ local business from as early as 1st year is a direct response to students feeling there was a disconnect between what they were studying and what the workplace offers and how this links to the decisions they made at S2 in their subject choices. 2. Create and run a start-up in 6th year This is a platform that helps schools run 6th year enterprise classes across Scotland. This is about packaging up the best elements of the existing enterprise classes but making it easier for schools to get local business and stakeholders involved with the goal of making the startup live. The platform would contain a live brief, a set of local mentors who span across business, enterprise and design and links to local college and university whose skill sets could be used. We are proposing that the enterprise class becomes part of the student curriculum and challenges S6 to run and lead this but involve other year groups in the delivery of a year long enterprise.
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3. Advice forum mapped to interactive journey map Built on feedback that individuals would like to see less generic information about choices in the Learner Journey but more focused information, advice and guidance mapped to the Learner Journey. This would involve searching via their current stage in the Learner Journey and also being able to look forward to their destination. Guidance could be provided both by professionals and approved individuals who have been through the Learner Journey. 4. Vote on which inspiring alumni comes to speak at school This concept would involve the students leading the decision on who comes to speak at their school by voting from a selection of potential speakers who have signed up. This would partly involve a campaign to sign up inspiring speakers for schools and encouraging parents to become more involved in their child’s school.
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5. YouTube school This concept involves bringing the best of content on the internet and offering individuals/teachers the opportunity to build a curriculum of inspiring youtube videos and make this available to their students. This concept could also stretch to non-physical space learning and be offered to potential applicants for courses as a taster of what they might learn. This idea fits with our principal of aggregate don’t duplicate. Youtube.com/ schools already exists, to build on this an interface could be created which aligns with the SCQF framework, key stages of the Learner Journey or institutional spaces as an extension of learning institute’s model. http://www.youtube.com/schools 6. Students engaged in developing curriculum Students engaged in developing curriculum is a concept that would seek to involve the opinions and votes of students to build a curriculum in their school based on an understanding of what the students want to study. This concept is not about disregarding subjects that are a necessary part of the curriculum but building a choice of extra subjects year groups would like to study.
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7. Future jobs site This concept builds on information about key events in Scotland and future forecasting industry trends. It uses time and geographic location as constraints to show individuals what potential jobs might look like as an outcome of their study choices, and where this might occur. Through searching, the site would link to courses that would link to the future industry jobs. Moving further afield than Scotland, this site would show what the rest of the world’s top industry jobs are and how these will change over the coming years. 8. ‘MyTrack’ app with log-in and storing My Track allows individuals to document their journey, similar to Facebook’s timeline events using an interactive Learner Journey. Dragging key events/stages the individual has experienced will build a visual documentation of their journey. This has potential to be delivered as a quick prototype with further development to add more information layers on top including work experience, skills and qualifications. Users could have the possibility to share their journey with others and compare with peers and users they would like to follow in the path of.
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9. ‘MyTrack’ app integrated with Facebook My Track but linked in with facebook so that journeys can be viewed on this platform and make the move from being instituionalised to a more fluid connection between life and learning by operating on user platforms. This concept could also extend to ensuring that support platforms like My World of Work allow facebook, google+ and twitter logins. 10. SCN/SQA proactive keeping in touch This is about using the data linked with the SCN number to keep in touch with users. SQA (or another body) could use this direct contact to keep in touch with people in Scotland by sending out timely emails depending on the stage users are at in the Learner Journey. Using email as the delivery channel, users could be asked to update their status on what they are currently doing in the Learner Journey. This allows targeted media to be sent to indivduals. This could be used as an opportunity to keep in constant dialogue with people in Scotland about life long learning.
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11. Support tools for choosing subjects This is about providing students and individuals with tools to consider their options when choosing subjects or institutions to study at. This could be used alone or with a Careers or Guidance advisor. 12. Review My Work Experience site This was a concept developed by students who wanted to see what other students had thought about their work place experience. It would help to build a quality database of work experience placements and encourage students to think about the skills and knowledge they gained during their placement.
11:05pm
HOW WAS YOUR WORK EXPERINECE? RATE THE COMPANIES HERE! Below are a list of some of the most popular work placements in your area. Here what other people thought...
13. Sharable SQA results Gamification is the act of applying game design techniques to encourage people to perform chores ordinarily considered boring such as completing surveys, forms, reading websites etc. Gamification could be used to add a competitive element to exam results. This is not a function suitable for everyone but could be exercised through facebook to compare exam results with friends. Not only focused on results, this could be used to advertise other ‘points’ like volunteering, work experience and extra curricular activities.
Stirling Castle
Graphics Company
Furniture Shop
Local Food Market
(SARAH) ”I done my work experience with more Stirling Castle...”
(JAMES) ”I want to be a designer, so done my work experience...” more
(MARK) ”I’ve always enjoyed woodwork, so my placement at...” more
(BRIAN) ”I love cooking, and I want to share this more with...”
Youth Workshops
Local Pub
Summer Festival
Roller Disco
(ANDY) ”I’d really like to help the young
(DWANE) ”I really enjoyed working at the
(ANGELA) ”Glasgow holds the international commedey...”
(SALLY) ”I love to dance, so worked at a roller disco
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14. Column Choice google map This concept is based on feedback from students who felt their subject choice was limited by their column choices. Even though schools offered the potential to study at other institutions it was not clear for all students. If column choices could be mapped to local area choices this would encourage more students to look further than what is on offer in their local high schools. Key functions would include positioning learning opportunities on Google maps and showing travel distances, times and costs to choices made week by week. In addition, it could be used a planning tool for the week so learners could take control of their learning and lifestyle, meaning this concept could extend from column choices.
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15. Official certificate for finishing High School This was a concept generated by a participant at the expert day to give every student leaving High School a certificate for completing their studies. Key elements would include a documentation of their core skills they have gained during their High School career from leadership to team work. 16. Point based curriculum Point based curriculum is about transforming the SCQF framework into a tangible set of products that users can understand. Opportunities and subjects could be more explicit about the points on offer and what is needed to engage with the Learner Journey at different points (i.e Applying for a college course) This could link back to the interactive Learner Journey and allow users to review how many points they have and what other opportunities are available to gain points.
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17. SAAS funding calculator: Comparison tool for funding vs cost of living This tool could be housed on the SAAS site to encourage users to think about what funding they need to cover their cost of living away from home. This would take users through a series of simple questions covering basics like rent, food, insurance, transport costs and calculate how much is needed to live and study. Local data could be included to show average rent prices specific to geographic location. This tool could be used as a basic precursor to filling out a SAAS funding application. Regular updates could be sent to users via email/ post when their funding is available per month to remind them of their spending breakdown. This is a direct response to individuals we met who had either not considered how they would fund their study decisions to students who had dropped out of university because they had acquired debt with the bank and private lending firms.
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18. Awareness campaign about student debt This is simply a campaign about student debt that would target both potential students and parents to think about the costs of studying. 19. SAAS shopping basket of courses and costs This is about looking at the part time fee grant and other sources of funding to look at courses on offer and their costs. Taking inspration from Amazon shopping, this approach could look at core course costs and other courses that could be ‘shopped’ for to build a personal curriculum of learning.
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20. Startup Kickstarter ideas
GIVING IDEAS A KICK-START PROJECT HOME
UPDATES
FANS
This concept borrows from Kickstarter, the crowdfunding site. During the expert session, a concept was generated to look at student training and places at college/ university being funded by industry with the offer of a placement during/after. This is about making the concept of crowdfunding placements more apparent.
COMMENTS
38 £400 28 FANS
INVESTED OF £1500 TARGET
Play Video
DAYS TO GO
THIS IDEA HAS UNTIL SUNDAY APR 26TH TO REACH ITS TARGET. LIKE IT? GET INVESTING!
21. Database of career advisors online This is a concept developed by a student at the co-creation events. This would involve taking a database of Careers advisors and visualising them into a matrix type structure to highlight specialist knowledge within a particular sector.
BECOME A FAN
100 people like this.
ABOUT THIS PROJECT
Thanks for checking out our idea! The response since we put it on here has been really humbling. Looking forward to getting this idea out and about in Schools in Glasgow. - Scott & Steven
UPDATES: BAE SYSTEMS
Have just invested in this idea because; “We would like to sponsor the kits.”
JOHN CRAWFORD
Has just invested in this idea becuase; “ I think its important for young lads to get these opportunities within their communities.”
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22. Multimedia Statement builder This statement builder is an application allowing individuals to build personal statements (in a CV style output) with videos, images and different categories of type. The builder would ask informed questions in order to build up a statement. This could be integrated to Facebook. 23. Mandatory experience week before making subject choices This concept is about ensuring students have a taster week of classes before making their subject choices. Students would not be allowed to choose subjects unless they had experienced them 24. Official certificate as being a mentor for young people This is to encourage people who could act as mentors for young people and giving them a certificate (and qualification) to do so. This could be pursued in partnership with a mentor agency like the Scottish Mentoring Network. This concept is about making it clear to students that they can choose a mentor and how they would like to communicate.
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25. Streaming live from higher education lectures This concept could link in with Youtube schools. This is about getting universities and colleges to share their lessons online. The concept could stretch further to learning hubs in rural locations. This could take multiple formats, and could have benefits from saving resources to allowing potential applicants to see what studying in a certain institute might look like. 26. Universities and colleges to give feedback to unsuccessful applicants This was an extremely popular option with students who wanted to understand why they hadn’t been successful in attaining a position. It was felt by college/universities that this would be a drain on resources but if a medium could be reached on the level of feedback, students felt this would dramatically increase their understanding of what personal development they needed.
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27. Rebrand 6th year to practice for uni/ college life This was a concept about rethinking the use of 6th year. If 6th year could be used to offer early entry into college/university by taking lessons in the institution it could eliminate this year being described as ‘the holding pen’ which is how students described it. 28. Film from uni/college eye perspective This was a concept in response to individuals saying they misunderstood what college or university was like and would like to know more what it would look like to study at an institution in order to make a more informed decision. This about shooting a film from a student’s perspective to show what a day or week in the life of college/uni might look like. 29. Contingency plan Contingency plan is a tool to be used by advisors with people considering their options and application process to build a second plan that ensures they still continue to aim for their original goal but through a second route.
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30. College section in columns This concept focuses on the detail of column choices to highlight the option of going to college. High school students mentioned that they didn’t see college as viable option to build with their in house column choice. This could be executed in a template that could be used Scotland wide. 31. School to uni/college buddy system Whilst this was a service run by some colleges, others did not execute a buddy system. A service that could help colleges and universities run buddy systems could help students in their progression to these institutions. 32. The Test Tube This application is a widget that could be used by anyone at different stages in the Learner Journey to help them look more widely at what they like doing and are good at. It plays with subject inputs to create a new title like ‘Biology Illustrator’. It then links to the core skills behind these subjects and courses/jobs to pursue. This could link with an interactive Learner Journey to show routes to plan for these choices. 73
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33. Personal one-to-ones to dig under the surface Personal one to one talks with a guidance teacher were shown to be beneficial to students who had taken the opportunity to have more open discussions about their future. Guidance teachers and careers advisors told us that they rarely get the opportunity to do this. This idea is about finding the time, creating a role and rebranding ‘Careers Advice’ to have more open conversations about the future. 34. SAAS statements emailed to you - keep you informed This concept links to the SAAS funding calculator. This would send SAAS customers a monthly update of their expenditure by email which they could log in to change. Before SAAS payments could be accepted, students could have the option to check that they received the email and review their monthly spend.
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35. Personal statement pinterest Using an application like pinterest, or a similar scrapbook model, this concept is to be used in primary school and the start of high school to build mood boards which students could share during key conversations about their future and career. It’s focus it to gently build on generating a CV/Personal Statement over time to display student’s likes. 36. Flexibility in senior school to study in school OR college OR early uni modules This concept is about building more entry points to university and college. The focus is on making this option more widely recognizable and available to students in high school. 37. Personal statement timeline - on Facebook This is an application that can be used through facebook to build an individual’s Learner Journey using the interactive map and display it to their peers.
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38. Careers advisors facilitate soft skill workshop This is a session focused on working with students to dicsuss soft and real life skills. This could be executed through resources on GLOW. 39. Visualise job options that relate to each column choice This concept is about showing what jobs are possible based on an individuals subject choice. This is about bridging the gap between subject choice and entry into the work place and could be linked to high school column choice or higher education choice. This could also include an aggregation of what others studied (using the SCN number) and what jobs they are doing now to widen individual’s understanding of what jobs are possible from subject choice. This is in direct response to the limited understanding students and individuals pursuing higher education had about potential work when finishing courses.
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40. ‘We used to go to your school’ database/ site ‘We used to go to your school’ is a database of mentors linked back to High School. Similar to a mentor network, it has an interface breaking down a database of mentors into their previous high schools/ colleges/universities with key functions including, ‘Where are they now’, key dates they can come back to their high school to give a talk and a Q+A function for online conversation. 41. Build your statement over years - from P7/S1 onwards This is less a tangible concept but a response to students saying that they found it difficult to produce personal statements which fully expressed their experience and ability. This is about ensuring the principle building over time is followed with applications and widgets to help students build statements about their skills, knowledge, experience and abilities.
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42. Request an experience film This concept builds on the idea of a film from the user’s perspective about a day in the life of college/university. This idea came from the co-creation day with students, who said that they would like to request specific films made by other users to see what an experience was really like. 43. Careers advisors in schools This concept came from professionals at the Co-creation day, about having a full time Careers Advisor in schools and rebranding their role to include conversations about the future. 44. SCQF counter for points The SCQF counter is a concept that shows students what level they are at and their options on an interactive journey map. The counter would calculate from their previous experience what their level is in the SCQF framework. Key functions would include seeing potential options to progress in the Learner Journey by offering other courses and options that could build an individual’s points.
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45. 5 things I love / 5 things I’m good at This is a template/tool for PSE classes/ guidance teachers to use to help students articulate what they like doing to then make informed decisions about their Learner Journey. This is a tool that could be used over time to build a rich picture of a student’s likes and dislikes. During the co-creation event, students developed an idea about making this a digital tool to map the like and dislike of subjects and to annotate why so at the end of every year, or check in point with an advisor they could see an overview of their progress and feelings towards a chosen direction. 46. Network lesson during PSE - tool for class This tool aims to focus students attention on who is in their network and look at how they can grow it. This is a response to individual’s feedback that finding mentors in their network had been hugely influential in their decisions in the Learner Journey. The focus is to map the obvious first: Family, friends, peers and then look outwards to the rest of their network. Students we spoke with felt finding mentors outside the family home had been beneficial to gain a level perspective on moving in the workplace. 79
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47. Use tracking as a check in tool between professionals and Learners This concept is about making school’s tracking system more transparent and in real time to allow students and their teachers to work on targets together. Further to this to check in on what they have learned and where they want to go next. 48. Re-design traffic light form This is a concept that looks at the detail of the shared material between students and their guidance teacher/advisor that is generated from the tracking system. Creating a template that is sharable and informative for students is a direct response to feedback that using a traffic light system didn’t tell students much about how to improve their work.
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49. Teachers do work experience in industry This was a concept generated by a student during the research phase. This is about teachers (and PGDE course students) undertaking research trips and short spells of work experience in modern industry. 50. Theme / Sectoral apprenticeship This concept was developed by Snook as a response to an issue a student had about Modern Apprenticeships. It comes down to branding, that the general status quo understanding of apprenticeships is only within the trade industries like building, plumbing, mechanics etc. This is about a campaign to sign up more themed/ sectoral apprenticeships in industry like social media officer, or apprenticeships within upcoming landmark events like the Commonwealth games or within large organisations like the NHS. 51. Building not evaluating statements This is a principal about building statements over time and not ‘landing’ students with the task of creating statements in response to a college application or UCAS form.
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52. Building your yearbook tool as business This concept is about turning the creation of a year book for S6 into an enterprise qualification. A supporting platform would aid students in setting up a committee, running an enterprise and could have the potential to be turned into a qualification. 53. Parents give back work experience into the curriculum This concept is a response to guidance teachers communicating that is was difficult to offer students a wide range of work experience placements. Using the opportunity to involve parents more in the Learner Journey, this concept is about a campaign for parents to offer work experience placements. 54. Compare my journey map Students discussed during the research that it would be a good idea to share and compare their Learner Journeys. This could be used as an aspirational and informative tool to show individuals how to achieve a certain destination. It could also be used to break down some of the preconceptions around ‘typical’ journeys by showing a multitude of routes into positive destinations. 82
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55. Volunteer teaching system This concept is about creating a network of volunteer teachers from local communities to talk about their work and their routes that took them there. This would be a framework and database for institutes to bring in people who had never considered lecturing/public speaking before. In return, a certificate or qualification could be offered to encourage volunteers. 56. Careers fairs for teachers This is a concept that was generated by a student during the research. In response to the fact some students we interviewed didn’t feel people giving them guidance were up to date on the potential opportunities out there, a suggestion was made to run Careers fairs for teachers and advisors.
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57. S6 Studio Unbound Studio Unbound is about seeing the potential that Social Media can bring to developing learning skills. It is a series of lectures and support materials that encourage students to get online and get out of the classroom. It would discuss the dynamic, conversational value of new communication technologies and illustrate how ideas of teaching and learning need to move away from the confines of the classroom or studio towards other, often ad-hoc and virtual venues.
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58. Online anonymous coach This open platform for support could be managed by a series of advisors. On a student’s suggestion material generated could be directed back to the interactive Learner Journey so it is relevant to the stage being discussed. 59. UCAS for college This concept is about offering a portal to apply for multiple colleges at the same time. This is in direct response to students discussing how they had to sign up for college by repeating the same information for every form and aligning this process with the UCAS support in school.
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60. Magic 8 ball to see your part time course options This was a concept to bring in a playful side and unknown to thinking about the future in terms of courses or directions in career. The interface would play on the shake and find element of a magic 8 ball. Key functions could include constraints for searching like interests, time of study, location. 61. Study with your parents This concept is about helping to bridge the gaps between parents understanding of courses and education. This would invite parents to study together with their child in college or university. This isn’t about students studying directly with their parents in an institution but perhaps about dovetailing the experience in some capacity. 62. Blog during school Blogging during school is about providing students with access to the right technology to keep a blog during high school. This would work as a live journal to encourage reflection skills and regular documentation of work. 85
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63. Telepresence international schools This concept is about using technology developed by CISCO, called telepresence which allows interactive ‘real life’ conversation from multiple locations. This could be used to link up Scottish schools from the borders and cities and look further afield to relationships with international schools. This isn’t just about talking, joint courses could be run and work completed internationally allowing students to gain a widened perspective on life and options. For a less costly alternative, Skype in the classroom could be introduced which links up schools over projects. This could become part of the curriculum for students to run.
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Project Overview our project followed the design process we use to guide creativity of discover, define, develop and deliver 2
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What methods did we use? We used a design process called the 4Ds which is split into four stages: Discover, Define, Develop, Deliver. For this project, we worked up to the Develop stage. With each framed problem area we would always suggest further and more in-depth research with the relevant field/place/people and experts, using design to work through iterations of prototypes to test concepts with people and institutions. In this project, reaching the development stage means completing the first overview of concepts and problem framing.
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DELIVER
We asked the team at Scottish Government to lead on setting their assumptions and questions on the Post 16 Learner Journey and what they sought to find out with the project. We wanted to build an understanding of how they saw the Learner Journey.
DISCOVER
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DEVELOP 7
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DEFINE 5
Definition with Scottish Government
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Discovery: Researching with users
We spent time in institutions in the West of Scotland working with a range of different learners and practitioners through interviews. During these interviews we used our initial visualisations of the Learner Journey to map their stories through education and work. These enabled us to pin point
stages or areas where more support, information, guidance or a shift in the way services that can be extrapolated from the Learner Journey could be rethought or innovated.
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Discovery: Cultural Probes
We sent out visual diaries so our design team could get a feel for the different types of users we would be working with. This acted as inspiration for the design team when developing solutions
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Definition: Synthesising the research
Our design team spent time with the raw footage and audio from the interviews and cultural probes to work through our framework POPI: Problems, Opportunities, Principle Statements and Ideas. This involved mapping out key issues that arose, including specific pain points on the user journey, and opportunities that could be exposed to improve the Learner Journey. This framework also informed our design principles that were built by listening to what our users ‘needed’ in terms of support, information and guidance both in their current situation and looking back retrospectively at their journeys. We then grouped these to create themes that we took forward into the expert and co-creation events. It was important for us that we posed questions around the themes and built concepts that stimulated
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conversation and disruptive discourse during these events to gain insight and knowledge from participants.
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Development: Creating design documents
We created materials that expressed our work. These included a short film, synthesising the key points from the recordings we had made during the research and visualised concepts to bring to life ideas.
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Develop: Building Ideas
We held two events. The first was an expert day inviting participants from a range of organisations and government who had a stake in the Post 16 learner landscape. This half day was used to feedback the work to date and asked the participants to build on the work with insight and concepts to develop the themes we had posed.
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Develop: Co-creating with users
This was the most valuable event bringing together students from different backgrounds and age categories and practitioners from the frontline. We worked with the theme categories asking for feedback on concepts we had developed and themes. Students told us the positives and negatives of our concepts, we learned more about what they think and they then developed new ideas we hadn’t considered.
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Deliver: Synthesising our work
We pulled together our work into a report to digest it into sharable material. The report has been crafted to lead on to stage two of the Learner Journey work stream.
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documentation This is a record of the work carried out by Snook.
The Learner Journeys From the outset it was our intention to map the journeys of the research participants in order for us to understand key pressure points in the system and generate insights to understand why people ended up in negative destinations. The following pages are documentation of the stories within the Learner Journey, highlighting areas of positive and negative experiences. Who we worked with; University of West Scotland Paisley Grammar High School Glennifer High School Glasgow City College Cardonald College
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expert day
During the project we held an expert day in the style of an ‘unconference’. We presented the research and visualisations of potential ideas housed under synthesised themes. The following pages are a documentation of the conversations. A full list of attendees can be requested from Snook.
The themes we covered; Misunderstanding University Misunderstanding College Careers advice and support Column Choices Role Models/Networks Personal Statement Funding Progress/Tracking Game Over/Exit point Enterprise/Seeing learning differently Bluesky education Turning this into policy Navigating the Learner Journey 108
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funding
Prevail of Learning
Key themes; - Helping people in need, particularly in extreme situations Opportunities; Use the National Insurance Number to understand what funding people are eligible for Adding in the disability offer, making this more apparent on funding applications Digitizing documents to make the process quicker and easier to use
Progress and Tracking Key themes;
The prevail of learning was a film shot by Julie McElroy about her Learner Journey, which can be found here http:// vimeo.com/39040564. She ran a session by showcasing her film and holding a discussion on lessons that can be learned from this. Key themes; It is ok to fail, this should be accepted as a learning process
Crowdsourcing funding to pay for education through networks and industry
Parents are hugely influential on children’s decision making, they must be worked with to change perspectives
Single online application
Advice is not just information, but support Opportunities; Embrace a culture of failure Congratulate people in other ways, not just with qualifications
Transition is education focused: “You can’t say we are successful if we have a low dropout rate” How you see yourself as a learner is a big part of how you see yourself Need to dispel: Isn’t a successful destination if they made it into uni Need to be more holistic about tracking, not just results (Exams focus on what you did achieve and didn’t achieve) Kids see each other as colours – need to be less explicit about categorizing children Opportunities; Tracking through transition Focus on the positive: What I can do certificate “I want my kid to know if he is doing well” Need to focus on hard and soft skills and as a parent I want to know what to build on Seeing where you are on a development scale
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Misunderstanding College and university Key themes; Missing is centralisation of all services and products Missing link between college and university Communication between students, learners, teachers, parents is needed on transition services 100000 applicants for 15000 places – We should feedback to unsuccessful applicants Function of college: fundamentally about training for employment, not about getting into university Consumed by practicalities so can’t support new comers Schools need to play a part in selling colleges and universities People go to college for direct entry but sometimes not a place for them (needs to change by policy) if you go to college you should be guaranteed place
Opportunities; Tools for helping school support staff Focus on having a school to college liason Holistic marketing
LANGUAGE - You can have one HND, HNC, breakdown SCQF more obviously Play on a year out more to do volunteering, travel, work before entering university
College on UCAS More collaborative projects between schools and colleges How can we show that different colleges do different things? Why do we differentiate between senior school and college? Primary Schools do college visit days Mentors been on same journey Colleges should be on UCAS Staff come to college for a day Learners need to understand the system Learning support is better at college than school (showcase more) Society undervaluing college More virtual collaboration Widening access start in nursery Colleges and schools work in same curriculum
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Meaningful Apprenticeships or internships
Linked in for young people
Key themes;
Build up mentoring and peer networks
Needs to be both in the title
Collect badges and rewards – gamification for experience collection
Careers advisors out of touch: crash course on reality
Game Over/Exit Points
Opportunities;
Colleges pick students based on credentials as not picking people likely to fail
Tap into parents to provide apprenticeships and experiences
Opportunities;
Key themes;
Apprenticeships do this ‘xxx’. – We need to be explicit about the benefits,
There shouldn’t be an exit point
Too many students willing to do anything: Idea, ranking companies, rate the handyman, rate the company as an intern Duke of Edinburgh award: informal apprenticeship but a point reward system for people to accumulate experience
Young people put under pressure to realize exit pint ‘when will you start, stop? forced to do it; OPTIONS: Being able to understand their options Parents are massive in this ‘they don’t understand all different routes’
Platform with an e-portfolio (collecting what they are experiencing)
Young people see exit point as escape not a transition
Anything you learn is to step onto something else: Does it lead onto something else? – Showing users the full picture
Teachers are ingrained in there is only one option and that is uni
Live CV online – show what they are learning and bank this experience Collect evidence of learing
Parents frightened of debt Transitions handled poorly: “Education and social care sector admit that transitioning is really poor”
We need to get to a stage where education is life, we only die once Frontline staff don’t understand the job market
Economic circumstances big influencer
Provide more options to keep moving Changing the status of non-academic jobs - moving towards a profession as a tradesmen Earning while Learning Study towards ambition and aspiration, not a job (should be what you are really excited about) Exit points being seen as an event Scottish transition forum: event where we co-design with young people and policy makers More opps for young people to meet workers Failures and mistakes should be accredited Meet parents early
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role models Key themes; What does it mean to be a careers advisor? Beware of networks for kids – we need to consider the right protocols for mentoring Closed networks: what happens if you want to be a hairdresser and your mum works in river island Beware of writing ‘new roles’ Guidance sessions in schools should prompt networking
guidance services Prompt school events for parents to show alternative routes to success Connect early with mentors to support subject choice Twitter campaign with #workoptions so young people can find people with interesting jobs
Personal Statement Key themes; Bring in skills Rethink the CV and how this works for employers Need to understand yourself first: strengths and interests Let students know what it is for Portfolios for everyone Choose what to show from your journey and make this visual
Opportunities;
Nervous around the use facebook for personal statements
Career magazine: Stories of diverse range of people (could utilize student journalists)
Opportunities;
Data bank of videos showing people talking realistically about their jobs and lives Lesson during PSE: Spend a session doing a who’s in your network, share with group and build bigger networks
More dedicated guidance Be able to filter your bank of personal statement content Starting at nursery age
Get the real world into schools
Strengths scenario game
Wiki careers: Open access to careers map
Present it anyway you like
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seeing learning differently Key themes; S5 and S6 are ‘murky years’ Teachers are keen on the Careers fair Heavy emphasis on role models Fear that a vote on curriculum would be a nightmare for timetable staff There is a lot of ‘spare time’ in S6 There is no rush
Pupil councils Student led curriculum from early on Make the citizen course more obvious Celebrate success outside of school Local role models target in S6 Use S6 to integrate with colleges Change perception of gap years Hear from people who dropped out/’failed’ in schools
The Learner Journey is life – less focus on destination and should be more about accumulating life skills We should focus on developing creative skills Opportunities; Enterprise clubs run by local business Celebrate success of entrepreneurs – events like Young Scot Awards Tutors attend classes with students Services to support companies who want to provide internships Change the perception of Gap Years Three things that worked for teachers tool
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Inclusion (open session)
Peer group, everyone learning from each other
Key themes; Reaching difficult students who may not come forward
Tech could enable people to reach out to further audience, tech as enabler to get past knowing only some people
‘Everyone has a skill, what is it’ - Class clown could be a performer
Idea as invisible coach: Online service as one to one connection with people ‘Always on’
Personal one to ones to dig underneath the surface
Key Guidance worked – Spread by technology
Push hard at less confident Falling down is really great: “Its ok to fail”
Activities where people with learning disabilities or personal issues do tangible and creative activities
offender learning (open session) Key themes; Engagement Motivation Short Term Secure Setting Remove concern about funding How do you design for short-term agendas?
Social value shift: purpose of education: outlook to have a job
How do offenders access the system: Social media blocked
How do we map back to the Learner Journey (predict for people)
How do you link prison learning to outside learning?
Key guidance workers coming through
Project would be massive cultural change
How do we reach disengaged people
Offenders are just children let down by the system
Work closely with Community learning initiatives Exit points and Entry Points. What about people not getting onto the train
Opportunities;
Opportunities;
Education inside prison and out of it
Journey route showing people how to go from A to B to C
Programmes offer face to face support (check in, support, meet them)
Raising Skills of advisers in prisons (mapping onto councillors and curriculum)
Social networks playing a key part – Support each other
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Navigating the system
Offer more visual channels
Key themes;
Independent school model: Trialling university at school
Role models are crucial
Use a map to show possible destinations
Learner Journey for disillusion and disengaged
Dedicated mentors for learners with disabilities
Can’t navigate anything if you don’t know where you are going
Build social networks between employers and learners
Jobs today haven’t been invented yet, young people are inventors Teachers represent the ‘university route’ and anything below this seems not as good More routes and support for people who are starting from scratch We need to consider life transitions Opportunities; Having a plan B and a plan C Don’t know where you are going good to have a few options Create your own job 360 degrees planning tool to see multiple future options Use social networking/facebook to put learners in touch with other students
Column choices Key themes; We shouldn’t have 6 weeks off, we should give students two weeks off We need to sort out ‘panic’ buying subjects How can we redesign the panic scenario: breaking down column choices What happens when people fail? Being able to come off the path and join another seamlessly Opportunities; Learning across local institutions College links with all our schools Column Choices came back to places in education: What is available around you See job options for column choices More diverse columns when your destination is unknown Look at courses like – Driving, Health and Safety, Sports coaching to be available in schools Use 6 weeks off to do a course
Build confidence – problem solving skills
Bring in fast track courses for students (night, weekends)
More input from school former leavers
Design different routes, A,B,C
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the Learner Journey
A key piece of work produced during the project was the visualisation of the Learner Journey. This is a documentation of the iterative stages that took place in accordance to feedback with Scottish Government, students, proffesionals and during the expert and co-creation days. The final Learner Journey visualisation shown throughout this report takes on a view that if made digital more information will be presented as user’s search/apply widgets to it. Developing software that can self populate with content based on constraints, underpinned by core stages will produce a bespoke Learner Journey map everytime.
version 1
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version 2
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version 3
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This report was brought to you by; Snook Wearesnook.com curious@ wearesnook.com The second floor 151 Bath Street Glasgow G24 SQ 0141 258 7644
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