Improving the Learner Journey

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A Snook report commisioned by Scottish Government on the Post 16 Landscape and Learner Journey. Snook took an open approach to seeking the viewpoints of learners, mapping their journeys and pinpointing areas that could be improved to create better vantage points when it came to understanding the Learner Journey.

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Improving the Learner Journey

  1. 1. Post-16 Education:Improvingthe LearnerJourneyProduced by Snook for the ScottishGovernmentfull reportdesignforgov.co.uk
  2. 2. Post-16 Education: Improving the learner journey“the aim was to build abetter understanding 3 - 5 // introductionof the experience of 6 - 7 // process overviewlearners on their journey 6 - 9 // outcomes and principlesfrom school and on tothe next stages of their 10 - 16 // Navigating the systemlearning or life” 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 contents 2
  3. 3. Post-16 Education: Improving the learner journey Project Overview Moving forward, the ideas and journeys set out in this report provide a clear indication of user’s needs and potential visions that will This project was enable learners, practitioners, delivery agencies and others to work together to generate ideas, commissioned to inform prioritise actions and establish co-design wider work by the Scottish projects to deliver real improvements for learners.“the next steps Government on enhancingare about taking the Learner Journeythis report The intention is to gain better insightsand concepts into learners’ experience of theirinto working education and then to work with them, practitioners, delivery agencies andprototypes” others to generate ideas as to how the learner journey could be improved.Sarah Drummond, Snook 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. 3
  4. 4. Post-16 Education: Improving the learner journey Learner Journey where did this project What did we set out to do? come from? The central task is to understand the experience Between February and April 2012, our of a learner – developing new insights into aim was to build a better understanding Scotland’s education system by understanding the human stories of those within it. The of the experience of learners on their initial stages focused on the development of“it is nice to be journey from school and on to the next stages of their learning or life. these stories. We then dove further into the backgrounds and experiences of individualsasked for our We set out to depict and understand how people see the Learner Journey, make decisions based (with their permission) using design led research tools to visually map individual’s journeys and dig deeper on the reasons why people makeopinions on what on the information, products, services and guidance around them and dig deeper on the reasons for this. In developing our work our decisions, progress and don’t progress in the Learner Journey into positive destinations.it’s like on the design team took both a macro and micro view to understanding the Post 16 Learner Journey. We With visual and written material, we have developed a rich picture of the system,frontline” set out to offer learners – and others, with first- hand experience – the chance to help design an improved system, looking at the current Post 16 illustrated with personal insights and fresh perspectives on the issues. We have mapped every insight and concept back to the blueprint ofHeadteacher, Highschool Learner Journey with a micro and macro lens. the Learner Journey. The challenge was to look at how to reduce drop Throughout this report, we have used a range out rates and smooth the transition points for of quotes from learners to illustrate particular learners from school to a whole range of futures. views or opinions on their learning experience. The project was commissioned by the Scottish We have not made any judgements on their Government, and made use of techniques not accuracy or validity as we want policy makers to traditionally employed by Government. At its see individual views as they were represented heart is an approach borrowed from designers: to us. As such, these quotes do not reflect the using tools and techniques that are well tested in views of Snook or of Government policy, but other fields, but used more rarely in the redesign should be used in the context they were provided, of public services. to add a wider understanding on how learners currently view their experience of the system 4
  5. 5. Post-16 Education: Improving the learner journey Learner JourneyArmed with these stories, the project sought Who was involved?new insights into the Learner Journey and theenvironment for learning after school. It delved Designforgov: Designing the Post 16 Learnerdeeper into surface issues, and generated Journey is a collaboration between The Scottishachievable solutions. However, the solutions are Government, Institutions in the West of Scotlandnot the ‘end solution’, they are mini visions which and Snook, a service re-design agency inhave been housed under ‘Mission Statements’ Glasgow. We have involved colleges, schools,that seek to challenge collaborative and multi- and other learning and training providers. Otherssector partnerships to problem solve issues will also have a deep interest, but the projectaround the Post 16 Leaner Journey. has been designed to operate at a small scale initially and to scratch the surface of possibilitiesThe final phase of the project placed the around the Post 16 Learner Journey that will bedesign of solutions in the hands of those taken into phase two of the project.who understand the problems best: learnersthemselves and others at the front line in thepost-16 system. The ideas and solutions that How did we involve people?emerged have been rapidly prototyped andredesigned to work at small scale as they are Our work has been completed over a shorttaken into phase two of this project. period of time and accepts that certain areas we would like to have investigated have not been fully explored.Why do it like this? The Learner Journey project was as open andThe traditional approaches to Government transparent as we could make it – not leastpolicymaking are well tested, but they tread because of our commitment to help others seea familiar path. This project makes use of first-hand some of the creative approaches‘design-thinking’ – an approach to complex and it employs. At each stage, the project invitedill-defined issues that has recently been gaining comment and participation.ground in public services. These techniquescomplement, but do not replace, the traditionalapproach of Government. This project is a partof the Scottish Government’s commitment tobecome a more creative organisation, deliveringfresh insights into important issues facingScotland, through creative approaches. 5
  6. 6. Post-16 Education: Improving the learner journey ses ourney co m ces he LearneardJ simpler? outcomes of this work What mu co to be c mmun ro t or m e nic omm ic unic ation /P s exist cinanged know atio ch s e eh ) ledg e d n in t nne a at em rocessthese bplication i taking a multilayered approach eliv h l ere is a s ex d? rea is (i.e , w t? on pol st p of ap Un he W icy to framing problems, depicting ny AAS ive r ul d / Sy ha inf bsit Co an S go rs e a t d orm es) ve is e? ems d e o y at (i. ity rn sc syst ou ion W user perspectives and generating e co and ap La hat Organisat ns an i on W ide nd ce s/ ‘solutions’ r pa rt n er User I sh i nt ps Firstly, we have produced a Macro depiction of the Post 16 What products and services er Learner Journey landscap re in e fac Infl es on an individual in the Learner Journey that we are using as a blueprint to map the e products be involved? (i.e 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 uence ers) on the fringe of the ‘user interface’ and where we frame infl ? (i.e Pe My W hav e? O & se problems. Some framing takes into consideration the entire a c uen orld e pot in t r y Learner Journey whilst others are more stage specific. soc ourne of W ent he rvi xist ial J ork ial tal Secondly we have produced micro solutions that look enc t a er c ) ha arn e es re ci at enhancing the current infrastructure of products and /w Le So o services on offer in and around the Post 16 Learner Journey. ho W 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 ) ( i.e S tha ney ompany Loans C tudent t Wh make up our rner J stag service provision or are already being delivered by at o t rgan he blueprint of the Lea k isations d bac exist, both front an organisations as part of the Post 16 Learner Journey. outcomes organisations 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) 6
  7. 7. Post-16 Education: Improving the learner journeyThe reason we have developed these solutions is to align This report hosts a variety of solutions in varyingthem with framed problems/visions so that in phase two degrees;of the Learner Journey Work stream there is direction foreach stage, and reason to work collaboratively amongstorganisations to build on existing solutions with their own (1) The first part of this report depicts the Learner Journeyassets. as a central framework to connecting information, products,Secondly, not all solutions are in existence at scale. During services and guidance together into one concrete offeringfeedback sessions which brought educational organisations, that can be used online by an individual and offline by peoplelocal authorities and the Strategy Unit together, it was providing support to individuals in the Learner Journey.common to find that an organisation’s service they currentlyoffered was unknown by most others in the session. (2) In the second part of the report we have broken down theIn reflection of this observation our designs include platforms research into themes that we have called ‘Mission Layers’.that could be scaled up to provide the solution to the rest of These are framed problems based on background readingScotland. Secondly, a variety of the designed solutions could and direct feedback from research participants. We havebe linked together during phase 2 of this project to engage produced a series of insights informed by observation andservice providers in joining forces to link their assets and qualitative research with learners that have then beenoffer a joined up service that would enhance the Learner developed into ideas. For this reason, the research is largelyJourney and meet the principles we have outlined. 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. 7
  8. 8. Post-16 Education: Improving the learner journey user interface principles 1. See all options it is important to All options must be within reach of a user considering decisions on the Learner communicate a basic Journey. Restricting information should not be about removing information but about not layer of User Interface overwhelming a user.“Restricting Principles that shouldinformation should always be adhered to 2. put people firstnot be about whether it is delivering We talk about ‘user’ needs because people need to move through stages in the Learnerremoving information a product, service or set Journey in order to move towards a positive destination. This means being successful atbut about not over of information within the understanding information, making informed choices, being able to get through applicationwhelming a user..” Post 16 Landscape. processes. Always consider what the user interface looks like, this is how policy is- See all options 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. 8
  9. 9. Post-16 Education: Improving the learner journey 3. Aggregate don’t 5. Use Friendly Language duplicate Language was a consistent issue brought up by young people during the research. Using Using the route map as a framework for housing language that is understandable, straight data it is possible to aggregate existing online forward and clear is essential. information to stages of the Learner Journey. This is about making information accessible,“We need to create clear, timely and about linking to existing services/information and guidance, not 6. Show the bigger picture duplicating information. Showing the potential in decisions and routesnew vantage points to highlight the bigger picture of the Learner Journey is important for individuals to haveto think again 4. Use Visual Language and context to their decisions and routes into positive destinations.about the Learner keep information bitesizedJourney” Content can be daunting when faced with large 7. Prototype and learn amounts of copy and overwhelming amounts- Aggregate don’t duplicate of information. Think about how information and directions can be distilled into visual from data patterns representations and broken down into bite sized Establish a culture of prototyping when chunks. 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. 9
  10. 10. 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 The key outcome of this work is the visualization of the Learner Journey. This can be used as a way to housegreat if I had multiple types of data that is associated with the Learner Journey to see options individuals hadn’t envisaged before,something like providing new vantage points. It is a center point to executing our design principle, ‘Don’tthis” 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 theS6 high school student reflecting on opportunity to see both a macro and micro view of it, as wemaking decisions in his lower years 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. 10
  11. 11. Post-16 Education: Improving the learner journey 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“This could really searching for.help us to make Using initial draft versions of the Learner Journey we floated thisstudents see the idea with frontline professionals and students who have commentedbigger picture and positively on this map.talk about variousroute options, notjust one”Headteacher, West of Scotland highschool 11
  12. 12. Post-16 Education: Improving the learner journeySearch terms;Stage you are at How the Learner Journey map could beSubjects you likeMoney you haveGenderLocationQualifications you have usedUsing SCQF Level FrameworkSubject headingsOpen search Online as an individualOutcomes; (search engine, aggreagatingSee other people’s journeysLocation of people information)Courses An interactive journey map could beInstitutionsWhat potential job can I achieve? placed online for users to accessSalaries through the web. Key features wouldWhat people studided include the widgets outlined in theCosts following pages, search criteria and anGeneral InformationForum information interactive interface to pull up relevant content from this center point.Widgets for searching5 things I like/don’t like appSee my tracking The Learner Journey map couldVisualise your job optionsThe Cauldron Pot respond with information to keyCompare Learner Journey questions like, ‘What is the likelihood of getting a job with this choice’ orServices more general search terms could beBuddy systemWe used to go to your school app utilised.Live lecturesAdvice forum on journey map This aligns with the ‘Aggregate don’tProductSCQF counter app duplicate’ principle of providingContingency Planning App information from one central pointSAAS shopping list that responds to questions that users would ask, not dictated by howInformation organisations think information shouldFilm from uni perspective be categorised. 12
  13. 13. Post-16 Education: Improving the learner journeyBase to applications on the webThis interactive journey map wouldneed to have a taxonomy createdto house material and attach itto the right stages and searcheson the Learner Journey. Part ofthis taxonomy could be built byresearching user searches to find outwhat they are searching for and how.Secondly, a bookmarking tool similarto the functionality of delicious couldbe created to allow professionals andindividuals to assign content to theLearner Journey.Offline material and toolsConsideration would be given tohow the Interactive Learner Journeycould translate offline onto papertouchpoints. Some of our ideas couldbe merged with this map to offerstimulation to individuals about theirchoices and routes.Smart tablet application tobe used by careers advisors/teachers/support workersAn interactive Learner Journey couldbe used as a facilitative tool formore informed conversations aboutoptions and the future. This couldbe a resource for Careers advisors,teachers, support workers to highlightdifferent information and journeys towork interactively with users. 13
  14. 14. Post-16 Education: Improving the learner journeywhat data could berepresented?From our research the most importantdata to represent are authenticLearner Journeys. Learnersdiscussed with us how they would liketo see and compare Learner Journeys,the choices they made and routesthey took with a particular focus onthe outcome of these journeys.Past and present journeys- Data about people’s journeys intopositive destinations could be usedto highlight the variety of options androutes to progressing from high school(and back into the Learner Journey)into positive destinations.Products and servicesData that exists about courses,careers centers, services on offerto support people on the LearnerJourney could all be mapped tothe Learner Journey. This isn’tsolely about digitizing the LearnerJourney, this is about aggregating theinformation and services that existin Scotland, using technology as theenabler. 14
  15. 15. Post-16 Education: Improving the learner journeyWidgets to gain new vantagepointsOur widgets (and user principlesdiscussed in the mission layers) arethere to rethink the way we see theLearner Journey and offer a newvantage point to how people canmove forward in the Learner Journey.These widgets can work with theinfrastructure of information andtagged data to aggregate informationand present information/options/content in new ways. Further to thetangible outputs of an interactiveLearner Journey this is about a mindset shift to see the Learner Journeydifferently. We believe the affordancesof seeing new options, alternativeroutes and representing informationin a new way could have a significantmindset shift on both learners andfrontline staff.Search ResultsOur vision for the Learner Journey isallowing users the potential to searchusing various constraints we haveoutlined (informed by our research)and present search results in a newway. 15
  16. 16. Post-16 Education: Improving the learner journey How might a widget work?idea 32: The Test Tube 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. 16
  17. 17. 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.MissionLAYERS 17
  18. 18. Post-16 Education: Improving the learner journeyidea 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
  19. 19. Post-16 Education: Improving the learner journey What can we do to move this mission forward?idea 3: Advice forum mapped to interactive journey map - 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
  20. 20. Post-16 Education: Improving the learner journey“I went to open days evenif I knew they’d all be the Principlessame. I just wanted to “4th and 5th year was One to onesee who’s delivering it in hard, more talkingthe best way” would be good” Start earlyStudent, High School Friendly language Student, High School “Sometimes we were just tracking for the sake of it, Encourage enjoyment I’d like time to talk to my students” Realisation Building over time Teacher, High School “Giving generic information “My mum helped doesn’t help you” Questions me choose my Should ‘Careers Advice’ subjects” Student, High School happen earlier? “It would be good to talk more about life and When and where should Student, High School careers advice take place? what’s going on than directly about my Career, How can we inspire people to it feels so forced” think outside just a career? How can we alter the Out of work, 24 perception of careers advice? How can we change people’s perceptions of what careersAdvice & Guidance will look like in future? 20
  21. 21. Post-16 Education: Improving the learner journey User Profile 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 couldA user journey typical have been given more frequent advice and check ups.of this mission theme 21
  22. 22. Post-16 Education: Improving the learner journeyidea 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. 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, 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 network, 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 influencers gaining backing from parents and close peers. 22
  23. 23. Post-16 Education: Improving the learner journey What can we do to move this missionidea 46: Network lesson during PSE - tool for class 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; - This layer challenges how we can look at the opportunities out there for mentoring, role models and networks and provide these as role models, network and influence options to people making decisions about their life and routes to positive destinations 23
  24. 24. Post-16 Education: Improving the learner journey “If people who are in“I’m trying to make links in the or out of the Learnercommunity with local business Journey could meet Principlesbut getting nowhere, it would people and just talk to One to Onebe great to get support on this, them, that would help”it makes a huge difference to Setting aspirations Student Advisor, Highstudents” School Starting earlyGuidance Teacher, High School Seeing your network differently “Sometimes it would be good to talk to someone Personalised from a job you are Friendly “I’m 28 and I’d interested in” go back and tell New conversations students to work College Student talking about life first, then study” Working student, 28 Questions “Home has a How can we encourage people to be role “I emailed the head significant effect on models? When do/should people meet role of department at students at a young models? Glasgow University” age” How can we grow networks for young people? Proactive Student Transitions Advisor, College How can we find young people role models? How can we access role models who are not ‘typical journeys? What does a role model careers advice service look like?role models, network and influence How do we access parents to educate them about work and learning and ‘influence the influencers’? 24
  25. 25. Post-16 Education: Improving the learner journey User Profile 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 greatA user journey typicalof this mission theme support system for the learner 25
  26. 26. Post-16 Education: Improving the learner journeyidea 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
  27. 27. Post-16 Education: Improving the learner journey What can we do to move this missionidea 49: Tracking data 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
  28. 28. Post-16 Education: Improving the learner journey “Sometimes we track “It would be good to for the sake of tracking” bank skills over time Principles so I can see how I Student Advisor, High School am developing” Shared responsibility Positive tool Student, High School Reflection Motivational Useful “It’s rubbish being Building Blocks told I’m failing all “I was told I was amber – what the time” does that mean?” Out of work, 24 Questions Student, High School 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? What data is being collected about learners and how canprogress tools we innovate with this? 28
  29. 29. Post-16 Education: Improving the learner journey User Profile 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 couldA user journey typical aid students and improve confidence who don’t excelof this mission theme ‘academically’. 29
  30. 30. Post-16 Education: Improving the learner journeyidea 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 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. profiles 30
  31. 31. Post-16 Education: Improving the learner journey Key points;idea 22: Multimedia Personal Statement builder -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
  32. 32. Post-16 Education: Improving the learner journey “I can’t event think what ‘skills’ I have…I don’t know“Personal statement what to say other than I’m a High School student with Principlesmeans everything! bad grades”Grades are only one Student, High School Confidencebit of it” Take responsibilityStudent, High School “It would be good if we Ongoing were all encouraged to build a personal statement Soft Skills or some kind. Whether going to uni or not” “We should be building Personal Reflection Student, High School our Personal Statement over time, not just in S6 and they’re like BOOM, fill this in” “Applying for Uni is a S6 Student Questions How can we make personal statements more nightmare, you have to interactive? write a full story to get How can we build personal statements over time for in” both Learners considering HE and not transitioning into HE? Transitioning student from “It’s ok if you have How can we help learners develop more inter-active college to university profiles of their experience mum and dad to How can we help people to identify their soft skills? help you. I had no one” How do we make personal statements more personalised/relevant to them? College Student How can you save and share your journey?building profiles 32
  33. 33. 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: 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 oftenA user journey typicalof this mission theme comes as a surprise. We want to make reflection and character/skill building an ongoing activity 33
  34. 34. Post-16 Education: Improving the learner journeyidea 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
  35. 35. Post-16 Education: Improving the learner journey What can we do to move this mission forward?idea 14: Column Choice on google map - 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
  36. 36. Post-16 Education: Improving the learner journey “By the time I got round to picking subjects, “You don’t see any everything was full” routes from 4th year…there seems to Student, High School“I can sit a student downand ask them what they like be no options if you Principles are leaving”doing, they’ll say sports, butnot have a clue about what Optionsit will lead them to” 4th Year leaver Non-restrictiveGuidance Teacher Prepared for choices “I didn’t know I “We need to extend the range could study in other of what is on institutes” offer in the upper “Picking from S5 student, High School years, we need columns is to allow students depressing. It feels to dream of really restrictive” their future possibilities” Student, High School Questions Student, High School Can we make decision making easier? “I picked H.E How can we make all options more because it was all obvious but still deliver in a concise way? that was left” Can we redesign the ‘panic’ scenario or stop it happening in the first S5 student, High School place? Where do we start thinking about choices?displaying all options 36
  37. 37. Post-16 Education: Improving the learner journey User Profile 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 progressA user journey typical into university.of this mission theme 37

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