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Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
Improving the Learner Journey
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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 …

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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  • 1. Post-16 Education:Improvingthe LearnerJourneyProduced by Snook for the ScottishGovernmentfull reportdesignforgov.co.uk
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
  • 38. Post-16 Education: Improving the learner journeyidea 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. There are many opportunities to deconstruct the current delivery models of learning and make these accessible on idea 5: Youtube School 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, seeing learning and working while we learn, making the Learner Journey more fluid. differently 38
  • 39. Post-16 Education: Improving the learner journey Key Points;idea 64: Telepresence international schools -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
  • 40. Post-16 Education: Improving the learner journey “Apprenticeships – they don’t talk about them at “Learning is so school” “Everyone is stuck in ‘you learn in one Student, High School interested in Principles place’ syndrome” Think Differently something” Student, High School Entrepreneur Guidance Teacher, High School Getting out there Real Life Taking Opportunities Bringing Community “I think It is together “What if you could important that run a class in S6…or people find out what start a company” they like themselves rather than – you’re Student, High School Questions good at this so do How can we highlight more entrepreneurial routes? this” 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? Student, High School 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
  • 41. Post-16 Education: Improving the learner journey User Profile 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. ThisA user journey typical is an opportunity that could be harnessed to promoteof this mission theme confidence and responsibility. 41
  • 42. Post-16 Education: Improving the learner journeyidea 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
  • 43. 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
  • 44. Post-16 Education: Improving the learner journey “What if you get into a job you don’t like? And then you are Principles stuck?” Positive Student, High School Never-Ending “I failed and so they Changing our view asked me if I was Learning and work is fluid good at anything else” Student, High School “Always make sure you have something to fall back on” Teacher, High School 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 re- entry. How can we offer re-entry better at exit points?identyfying barriers 44
  • 45. Post-16 Education: Improving the learner journey User Profile 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 multipleA user journey typical routes to achieve a goal.of this mission theme 45
  • 46. Post-16 Education: Improving the learner journeyidea 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
  • 47. Post-16 Education: Improving the learner journey Key Points;idea 55: Compare my journey map - 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? shifting perceptions 47
  • 48. Post-16 Education: Improving the learner journey “I was told, stay at“No one tells us school, get my As and Bs Principlesabout internships, and go to uni, that just wasn’t me” realityno one guides us.” Student, High School breaking stigmaStudent, High School rebrand “Where I’m from, “ Getting into University new language people don’t go to may be less appealing as university” new visual financial constraints are due to increase” Student, High School Teacher, High School “Apprenticeships are an option only if I’m dropping out in 4th year.” Questions “Apprenticeships Student, High School Can we make some options more are for becoming widely accepted and respected? builders, carpenters, electricians..” “There has to be How can we make some options Student, College a reward and not more widely valued by learners, employers and others? just to do it without Can parents at schools help to offer getting paid.” work experience, internships at the places where they work? Out of work, 24 Can this type of experience be added into the curriculum to push people through a “real life taster” pre college/uni?shifting perceptions 48
  • 49. Post-16 Education: Improving the learner journey User Profile 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 liesA user journey typicalof this mission theme behind an apprenticeship or how to build up to ambitions over time. 49
  • 50. Post-16 Education: Improving the learner journeyidea 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. funding 50
  • 51. Post-16 Education: Improving the learner journey Key Points;idea 17: SAAS funding calculator - 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? funding 51
  • 52. Post-16 Education: Improving the learner journey“The SAAS form was “My son has just droppedreally hard to fill in” out of uni because he is Principles £4000 in debt to credit ConfidenceCollege student, High School cards” Responsbility Mother of uni drop out 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” Questions How can we educate people High school student 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?funding 52
  • 53. Post-16 Education: Improving the learner journey User Profile 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 SAASA user journey typical forms.of this mission theme 53
  • 54. Post-16 Education: Improving the learner journeyidea 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 54
  • 55. Post-16 Education: Improving the learner journey Similarly, working on the branding of options likeidea 28: Film from uni/college eye perspective 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? 55
  • 56. Post-16 Education: Improving the learner journey “Students are not “I just wasn’t ready aware of what Principles for studying in college is really like” university, I should have waited until I College Advisor, High School Understanding knew what I wanted what it is like to do” University dropout Reality Experience Stepping Stone “I don’t think students understand what University or college “College pushes you is” to stand on your own Teacher, High School Questions How can we help people understand two feet and not rely what an option on the leaner journey on somebody else” looks and feels like? How can we ensure no option is College Student, 20 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? How can we show people what options are like? Showcasemisunderstanding options university and college in a realistic way? 56
  • 57. Post-16 Education: Improving the learner journey User Profile 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 treatedA user journey typical like an adult.of this mission theme 57
  • 58. Post-16 Education: Improving the learner journey concepts but it is important to represent the full range of the thinking that was considered during this process. to frame the mission There are significant opportunities to prototype layers and create a some of the following ideas quickly and cheaply to understand how they would be used and if vision for the future we they could work in reality. It will now be up to the Scottish Government to work with learners, had to think about the institutions, delivery bodies and others to“Some of these user interface and what establish how that is best achieved.ideas could really individuals see that makemake a difference policy a realityto the frontline ofeducation” The following pages are documentationCollege Transitions Advisor, Paisley 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, 58
  • 59. Post-16 Education: Improving the learner journey1. Think about work experience from S1Integrating work experience with parents/local business from as early as 1st year isa direct response to students feeling therewas a disconnect between what they werestudying and what the workplace offers andhow this links to the decisions they made atS2 in their subject choices.2. Create and run a start-up in 6th yearThis is a platform that helps schoolsrun 6th year enterprise classes acrossScotland. This is about packaging up thebest elements of the existing enterpriseclasses but making it easier for schoolsto get local business and stakeholdersinvolved with the goal of making thestartup live. The platform would contain alive brief, a set of local mentors who spanacross business, enterprise and design andlinks to local college and university whoseskill sets could be used. We are proposingthat the enterprise class becomes part ofthe student curriculum and challengesS6 to run and lead this but involve otheryear groups in the delivery of a year longenterprise. 59
  • 60. Post-16 Education: Improving the learner journey 3. Advice forum mapped to interactivejourney mapBuilt on feedback that individuals wouldlike to see less generic informationabout choices in the Learner Journey butmore focused information, advice andguidance mapped to the Learner Journey.This would involve searching via theircurrent stage in the Learner Journey andalso being able to look forward to theirdestination. Guidance could be providedboth by professionals and approvedindividuals who have been through theLearner Journey.4. Vote on which inspiring alumni comes tospeak at school This concept would involve the studentsleading the decision on who comes tospeak at their school by voting from aselection of potential speakers who havesigned up. This would partly involve acampaign to sign up inspiring speakersfor schools and encouraging parents tobecome more involved in their child’sschool. 60
  • 61. Post-16 Education: Improving the learner journey5. YouTube schoolThis concept involves bringing the bestof content on the internet and offeringindividuals/teachers the opportunity to builda curriculum of inspiring youtube videos andmake this available to their students. Thisconcept could also stretch to non-physicalspace learning and be offered to potentialapplicants for courses as a taster of what theymight learn. This idea fits with our principalof aggregate don’t duplicate. Youtube.com/schools already exists, to build on this aninterface could be created which alignswith the SCQF framework, key stages of theLearner Journey or institutional spaces as anextension of learning institute’s model.http://www.youtube.com/schools6. Students engaged in developing curriculumStudents engaged in developing curriculumis a concept that would seek to involve theopinions and votes of students to build acurriculum in their school based on anunderstanding of what the students want tostudy. This concept is not about disregardingsubjects that are a necessary part of thecurriculum but building a choice of extrasubjects year groups would like to study. 61
  • 62. Post-16 Education: Improving the learner journey7. Future jobs siteThis concept builds on information about keyevents in Scotland and future forecastingindustry trends. It uses time and geographiclocation as constraints to show individualswhat potential jobs might look like as anoutcome of their study choices, and wherethis might occur. Through searching, the sitewould link to courses that would link to thefuture industry jobs. Moving further afieldthan Scotland, this site would show what therest of the world’s top industry jobs are andhow these will change over the coming years.8. ‘MyTrack’ app with log-in and storingMy Track allows individuals to documenttheir journey, similar to Facebook’s timelineevents using an interactive Learner Journey.Dragging key events/stages the individual hasexperienced will build a visual documentationof their journey. This has potential to bedelivered as a quick prototype with furtherdevelopment to add more information layerson top including work experience, skillsand qualifications. Users could have thepossibility to share their journey with othersand compare with peers and users they wouldlike to follow in the path of. 62
  • 63. Post-16 Education: Improving the learner journey9. ‘MyTrack’ app integrated with FacebookMy Track but linked in with facebook so thatjourneys can be viewed on this platform andmake the move from being instituionalisedto a more fluid connection between life andlearning by operating on user platforms. Thisconcept could also extend to ensuring thatsupport platforms like My World of Workallow facebook, google+ and twitter logins.10. SCN/SQA proactive keeping in touchThis is about using the data linked with theSCN number to keep in touch with users. SQA(or another body) could use this direct contactto keep in touch with people in Scotland bysending out timely emails depending on thestage users are at in the Learner Journey.Using email as the delivery channel, userscould be asked to update their status onwhat they are currently doing in the LearnerJourney. This allows targeted media to besent to indivduals. This could be used as anopportunity to keep in constant dialogue withpeople in Scotland about life long learning. 63
  • 64. Post-16 Education: Improving the learner journey11. Support tools for choosing subjectsThis is about providing students andindividuals with tools to consider their optionswhen choosing subjects or institutions tostudy at. This could be used alone or with aCareers or Guidance advisor. 11:05pm12. Review My Work Experience siteThis was a concept developed by students HOW WAS YOUR WORK EXPERINECE? RATE THE COMPANIES HERE!who wanted to see what other students hadthought about their work place experience.It would help to build a quality databaseof work experience placements and Below are a list of some of the most popular work placements in your area.encourage students to think about the skills Here what other people thought...and knowledge they gained during theirplacement.13. Sharable SQA resultsGamification is the act of applying game Stirling Castle Graphics Company Furniture Shop Local Food Market (SARAH) ”I done my (JAMES) ”I want to be a (MARK) ”I’ve always (BRIAN) ”I love cooking,design techniques to encourage people to work experience with designer, so done my enjoyed woodwork, so and I want to share this Stirling Castle...” work experience...” more my placement at...” more with...”perform chores ordinarily considered boring more moresuch as completing surveys, forms, readingwebsites etc. Gamification could be used toadd a competitive element to exam results.This is not a function suitable for everyonebut could be exercised through facebook Youth Workshops Local Pub Summer Festival Roller Discoto compare exam results with friends. Not (ANDY) ”I’d really like to help the young (DWANE) ”I really enjoyed working at the (ANGELA) ”Glasgow holds the international (SALLY) ”I love to dance, so worked at a rolleronly focused on results, this could be used commedey...” discoto advertise other ‘points’ like volunteering,work experience and extra curricularactivities. 64
  • 65. Post-16 Education: Improving the learner journey14. Column Choice google mapThis concept is based on feedback fromstudents who felt their subject choice waslimited by their column choices. Eventhough schools offered the potential tostudy at other institutions it was not clearfor all students. If column choices couldbe mapped to local area choices this wouldencourage more students to look furtherthan what is on offer in their local highschools. Key functions would includepositioning learning opportunities onGoogle maps and showing travel distances,times and costs to choices made weekby week. In addition, it could be used aplanning tool for the week so learnerscould take control of their learning andlifestyle, meaning this concept couldextend from column choices. 65
  • 66. Post-16 Education: Improving the learner journey15. Official certificate for finishing HighSchoolThis was a concept generated by aparticipant at the expert day to give everystudent leaving High School a certificatefor completing their studies. Key elementswould include a documentation of theircore skills they have gained during theirHigh School career from leadership toteam work.16. Point based curriculumPoint based curriculum is abouttransforming the SCQF framework intoa tangible set of products that users canunderstand. Opportunities and subjectscould be more explicit about the points onoffer and what is needed to engage withthe Learner Journey at different points(i.e Applying for a college course) Thiscould link back to the interactive LearnerJourney and allow users to review howmany points they have and what otheropportunities are available to gain points. 66
  • 67. Post-16 Education: Improving the learner journey17. SAAS funding calculator: Comparisontool for funding vs cost of livingThis tool could be housed on the SAAS siteto encourage users to think about whatfunding they need to cover their cost ofliving away from home. This would takeusers through a series of simple questionscovering basics like rent, food, insurance,transport costs and calculate how much isneeded to live and study. Local data couldbe included to show average rent pricesspecific to geographic location. This toolcould be used as a basic precursor to fillingout a SAAS funding application. Regularupdates could be sent to users via email/post when their funding is available permonth to remind them of their spendingbreakdown. This is a direct response toindividuals we met who had either notconsidered how they would fund their studydecisions to students who had dropped outof university because they had acquireddebt with the bank and private lendingfirms. 67
  • 68. Post-16 Education: Improving the learner journey18. Awareness campaign about studentdebtThis is simply a campaign about studentdebt that would target both potentialstudents and parents to think about thecosts of studying.19. SAAS shopping basket of courses andcostsThis is about looking at the part time feegrant and other sources of funding to lookat courses on offer and their costs. Takinginspration from Amazon shopping, thisapproach could look at core course costsand other courses that could be ‘shopped’for to build a personal curriculum oflearning. 68
  • 69. Post-16 Education: Improving the learner journey 20. Startup Kickstarter ideas 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 GIVING IDEAS A KICK-START offer of a placement during/after. This is about making the concept of crowdfunding placements more apparent. PROJECT HOME UPDATES FANS COMMENTS 21. Database of career advisors online 38 FANS This is a concept developed by a student at the co-creation events. This would involve £400 INVESTED OF £1500 TARGET taking a database of Careers advisors and visualising them into a matrix type 28 DAYS TO GO structure to highlight specialist knowledge Play Video THIS IDEA HAS UNTIL SUNDAY APR 26TH TO REACH ITS TARGET. LIKE IT? GET INVESTING! within a particular sector. BECOME A FAN 100 people like this. UPDATES:ABOUT THIS PROJECT BAE SYSTEMS Have just invested in this idea because;Thanks for checking out our idea! The response since we put it on “We would like to sponsor the kits.”here has been really humbling. Looking forward to getting this ideaout and about in Schools in Glasgow. - Scott & Steven JOHN CRAWFORD Has just invested in this idea becuase; “ I think its important for young lads to get these opportunities within their communities.” 69
  • 70. Post-16 Education: Improving the learner journey22. Multimedia Statement builderThis statement builder is an applicationallowing individuals to build personalstatements (in a CV style output) withvideos, images and different categoriesof type. The builder would ask informedquestions in order to build up a statement.This could be integrated to Facebook.23. Mandatory experience week beforemaking subject choicesThis concept is about ensuring studentshave a taster week of classes beforemaking their subject choices. Studentswould not be allowed to choose subjectsunless they had experienced them24. Official certificate as being a mentor foryoung peopleThis is to encourage people who could actas mentors for young people and givingthem a certificate (and qualification) to doso. This could be pursued in partnershipwith a mentor agency like the ScottishMentoring Network. This concept is aboutmaking it clear to students that they canchoose a mentor and how they would liketo communicate. 70
  • 71. Post-16 Education: Improving the learner journey25. Streaming live from higher educationlecturesThis concept could link in with Youtubeschools. This is about getting universitiesand colleges to share their lessons online.The concept could stretch further tolearning hubs in rural locations. This couldtake multiple formats, and could havebenefits from saving resources to allowingpotential applicants to see what studying ina certain institute might look like.26. Universities and colleges to givefeedback to unsuccessful applicantsThis was an extremely popular option withstudents who wanted to understand whythey hadn’t been successful in attaining aposition. It was felt by college/universitiesthat this would be a drain on resourcesbut if a medium could be reached on thelevel of feedback, students felt this woulddramatically increase their understandingof what personal development they needed. 71
  • 72. Post-16 Education: Improving the learner journey27. Rebrand 6th year to practice for uni/college lifeThis was a concept about rethinking theuse of 6th year. If 6th year could be usedto offer early entry into college/universityby taking lessons in the institution it couldeliminate this year being described as‘the holding pen’ which is how studentsdescribed it.28. Film from uni/college eye perspectiveThis was a concept in response toindividuals saying they misunderstoodwhat college or university was like andwould like to know more what it wouldlook like to study at an institution in orderto make a more informed decision. Thisabout shooting a film from a student’sperspective to show what a day or week inthe life of college/uni might look like.29. Contingency planContingency plan is a tool to be used byadvisors with people considering theiroptions and application process to build asecond plan that ensures they still continueto aim for their original goal but through asecond route. 72
  • 73. Post-16 Education: Improving the learner journey30. College section in columnsThis concept focuses on the detail ofcolumn choices to highlight the option ofgoing to college. High school studentsmentioned that they didn’t see college asviable option to build with their in housecolumn choice. This could be executed in atemplate that could be used Scotland wide.31. School to uni/college buddy systemWhilst this was a service run by somecolleges, others did not execute a buddysystem. A service that could help collegesand universities run buddy systems couldhelp students in their progression to theseinstitutions.32. The Test TubeThis application is a widget that could beused by anyone at different stages in theLearner Journey to help them look morewidely at what they like doing and are goodat. It plays with subject inputs to createa new title like ‘Biology Illustrator’. Itthen links to the core skills behind thesesubjects and courses/jobs to pursue. Thiscould link with an interactive LearnerJourney to show routes to plan for thesechoices. 73
  • 74. Post-16 Education: Improving the learner journey33. Personal one-to-ones to dig under thesurfacePersonal one to one talks with a guidanceteacher were shown to be beneficial tostudents who had taken the opportunity tohave more open discussions about theirfuture. Guidance teachers and careersadvisors told us that they rarely get theopportunity to do this. This idea is aboutfinding the time, creating a role andrebranding ‘Careers Advice’ to have moreopen conversations about the future.34. SAAS statements emailed to you - keepyou informedThis concept links to the SAAS fundingcalculator. This would send SAAScustomers a monthly update of theirexpenditure by email which they could login to change. Before SAAS payments couldbe accepted, students could have the optionto check that they received the email andreview their monthly spend. 74
  • 75. Post-16 Education: Improving the learner journey35. Personal statement pinterestUsing an application like pinterest, or asimilar scrapbook model, this conceptis to be used in primary school and thestart of high school to build mood boardswhich students could share during keyconversations about their future andcareer. It’s focus it to gently build ongenerating a CV/Personal Statement overtime to display student’s likes.36. Flexibility in senior school to study inschool OR college OR early uni modulesThis concept is about building more entrypoints to university and college. The focusis on making this option more widelyrecognizable and available to students inhigh school.37. Personal statement timeline - onFacebookThis is an application that can be usedthrough facebook to build an individual’sLearner Journey using the interactive mapand display it to their peers. 75
  • 76. Post-16 Education: Improving the learner journey38. Careers advisors facilitate soft skillworkshopThis is a session focused on working withstudents to dicsuss soft and real life skills.This could be executed through resourceson GLOW.39. Visualise job options that relate to eachcolumn choiceThis concept is about showing what jobsare possible based on an individualssubject choice. This is about bridging thegap between subject choice and entryinto the work place and could be linkedto high school column choice or highereducation choice. This could also includean aggregation of what others studied(using the SCN number) and what jobsthey are doing now to widen individual’sunderstanding of what jobs are possiblefrom subject choice. This is in directresponse to the limited understandingstudents and individuals pursuing highereducation had about potential work whenfinishing courses. 76
  • 77. Post-16 Education: Improving the learner journey40. ‘We used to go to your school’ database/site ‘We used to go to your school’ is adatabase of mentors linked back to HighSchool. Similar to a mentor network, it hasan interface breaking down a database ofmentors into their previous high schools/colleges/universities with key functionsincluding, ‘Where are they now’, key datesthey can come back to their high school togive a talk and a Q+A function for onlineconversation.41. Build your statement over years - fromP7/S1 onwardsThis is less a tangible concept but aresponse to students saying that they foundit difficult to produce personal statementswhich fully expressed their experienceand ability. This is about ensuring theprinciple building over time is followed withapplications and widgets to help studentsbuild statements about their skills,knowledge, experience and abilities. 77
  • 78. Post-16 Education: Improving the learner journey42. Request an experience film This concept builds on the idea of a filmfrom the user’s perspective about a dayin the life of college/university. Thisidea came from the co-creation day withstudents, who said that they would like torequest specific films made by other usersto see what an experience was really like.43. Careers advisors in schools This concept came from professionalsat the Co-creation day, about havinga full time Careers Advisor in schoolsand rebranding their role to includeconversations about the future.44. SCQF counter for pointsThe SCQF counter is a concept that showsstudents what level they are at and theiroptions on an interactive journey map.The counter would calculate from theirprevious experience what their level isin the SCQF framework. Key functionswould include seeing potential options toprogress in the Learner Journey by offeringother courses and options that could buildan individual’s points. 78
  • 79. Post-16 Education: Improving the learner journey45. 5 things I love / 5 things I’m good atThis is a template/tool for PSE classes/guidance teachers to use to help studentsarticulate what they like doing to thenmake informed decisions about theirLearner Journey. This is a tool that couldbe used over time to build a rich pictureof a student’s likes and dislikes. Duringthe co-creation event, students developedan idea about making this a digital tool tomap the like and dislike of subjects and toannotate why so at the end of every year,or check in point with an advisor they couldsee an overview of their progress andfeelings towards a chosen direction.46. Network lesson during PSE - tool forclassThis tool aims to focus students attentionon who is in their network and look athow they can grow it. This is a responseto individual’s feedback that findingmentors in their network had been hugelyinfluential in their decisions in the LearnerJourney. The focus is to map the obviousfirst: Family, friends, peers and then lookoutwards to the rest of their network.Students we spoke with felt findingmentors outside the family home had beenbeneficial to gain a level perspective onmoving in the workplace. 79
  • 80. Post-16 Education: Improving the learner journey47. Use tracking as a check in tool betweenprofessionals and LearnersThis concept is about making school’stracking system more transparent andin real time to allow students and theirteachers to work on targets together.Further to this to check in on what theyhave learned and where they want to gonext.48. Re-design traffic light form This is a concept that looks at the detailof the shared material between studentsand their guidance teacher/advisor thatis generated from the tracking system.Creating a template that is sharableand informative for students is a directresponse to feedback that using a trafficlight system didn’t tell students muchabout how to improve their work. 80
  • 81. Post-16 Education: Improving the learner journey49. Teachers do work experience inindustry This was a concept generated by a studentduring the research phase. This is aboutteachers (and PGDE course students)undertaking research trips and short spellsof work experience in modern industry.50. Theme / Sectoral apprenticeshipThis concept was developed by Snook as aresponse to an issue a student had aboutModern Apprenticeships. It comes downto branding, that the general status quounderstanding of apprenticeships is onlywithin the trade industries like building,plumbing, mechanics etc. This is abouta campaign to sign up more themed/sectoral apprenticeships in industry likesocial media officer, or apprenticeshipswithin upcoming landmark events like theCommonwealth games or within largeorganisations like the NHS.51. Building not evaluating statementsThis is a principal about buildingstatements over time and not ‘landing’students with the task of creatingstatements in response to a collegeapplication or UCAS form. 81
  • 82. Post-16 Education: Improving the learner journey52. Building your yearbook tool as businessThis concept is about turning the creationof a year book for S6 into an enterprisequalification. A supporting platform wouldaid students in setting up a committee,running an enterprise and could have thepotential to be turned into a qualification.53. Parents give back work experience intothe curriculumThis concept is a response to guidanceteachers communicating that is wasdifficult to offer students a wide rangeof work experience placements. Usingthe opportunity to involve parents morein the Learner Journey, this concept isabout a campaign for parents to offer workexperience placements.54. Compare my journey mapStudents discussed during the researchthat it would be a good idea to share andcompare their Learner Journeys. Thiscould be used as an aspirational andinformative tool to show individuals howto achieve a certain destination. It couldalso be used to break down some of thepreconceptions around ‘typical’ journeys byshowing a multitude of routes into positivedestinations. 82
  • 83. Post-16 Education: Improving the learner journey55. Volunteer teaching systemThis concept is about creating a network ofvolunteer teachers from local communitiesto talk about their work and their routesthat took them there. This would be aframework and database for institutes tobring in people who had never consideredlecturing/public speaking before. Inreturn, a certificate or qualification couldbe offered to encourage volunteers.56. Careers fairs for teachersThis is a concept that was generatedby a student during the research. Inresponse to the fact some students weinterviewed didn’t feel people giving themguidance were up to date on the potentialopportunities out there, a suggestion wasmade to run Careers fairs for teachers andadvisors. 83
  • 84. Post-16 Education: Improving the learner journey57. S6 Studio UnboundStudio Unbound is about seeing thepotential that Social Media can bring todeveloping learning skills. It is a seriesof lectures and support materials that 11:05pmencourage students to get online and getout of the classroom. It would discussthe dynamic, conversational value of newcommunication technologies and illustrate GOT A QUESTION? WORRY? IDEA? ASK US HERE!how ideas of teaching and learning needto move away from the confines of theclassroom or studio towards other, oftenad-hoc and virtual venues. Your anonymous coach58. Online anonymous coach Today we close at 11:30pm That leaves you 25 minutes to ask a question.This open platform for support could bemanaged by a series of advisors. On a Frequently Asked Questions.student’s suggestion material generated Trending this week;could be directed back to the interactive “I’m worried about whats going to happen to me after ILearner Journey so it is relevant to the leave High School, my friends...”stage being discussed. “I’m worried about...” “I’ve had real difficulaty transitioning from school to college, I don’t know who to turn to...” General Education59. UCAS for college Click here to ask me aThis concept is about offering a portal to question...apply for multiple colleges at the sametime. This is in direct response to studentsdiscussing how they had to sign up forcollege by repeating the same informationfor every form and aligning this processwith the UCAS support in school. 84
  • 85. Post-16 Education: Improving the learner journey60. Magic 8 ball to see your part timecourse optionsThis was a concept to bring in a playfulside and unknown to thinking about thefuture in terms of courses or directionsin career. The interface would play on theshake and find element of a magic 8 ball.Key functions could include constraintsfor searching like interests, time of study,location.61. Study with your parentsThis concept is about helping to bridgethe gaps between parents understandingof courses and education. This wouldinvite parents to study together with theirchild in college or university. This isn’tabout students studying directly withtheir parents in an institution but perhapsabout dovetailing the experience in somecapacity.62. Blog during schoolBlogging during school is about providingstudents with access to the righttechnology to keep a blog during highschool. This would work as a live journalto encourage reflection skills and regulardocumentation of work. 85
  • 86. Post-16 Education: Improving the learner journey63. Telepresence international schoolsThis concept is about using technologydeveloped by CISCO, called telepresencewhich allows interactive ‘real life’conversation from multiple locations.This could be used to link up Scottishschools from the borders and cities andlook further afield to relationships withinternational schools. This isn’t just abouttalking, joint courses could be run andwork completed internationally allowingstudents to gain a widened perspective onlife and options.For a less costly alternative, Skype in theclassroom could be introduced whichlinks up schools over projects. This couldbecome part of the curriculum for studentsto run. 86
  • 87. Post-16 Education: Improving the learner journeyProject Overview What methods did we use? We used a design process called the 4Ds which is stages or areas where more support, information, guidance or a shift in the way services that can be extrapolated from the Learner Journey could beour project followed the split into four stages: Discover, Define, Develop, Deliver. For this project, we worked up to the Develop rethought or innovated.design process we use to stage. With each framed problem area we would always suggest further and more in-depth research Discovery: Cultural Probesguide creativity of discover, with the relevant field/place/people and experts, using design to work through iterations of prototypes 3 We sent out visual diaries so our design teamdefine, develop and deliver to test concepts with people and institutions. In this project, reaching the development stage means could get a feel for the different types of users we would be working with. This acted as inspiration for completing the first overview of concepts and the design team when developing solutions problem framing. 8 2 3 4 Definition: Synthesising the research 1 Definition with Scottish Government Our design team spent time with the raw We asked the team at Scottish Government to footage and audio from the interviews and cultural lead on setting their assumptions and questions on probes to work through our framework POPI: DELIVER DISCOVER the Post 16 Learner Journey and what they sought Problems, Opportunities, Principle Statements and to find out with the project. We wanted to build an Ideas. This involved mapping out key issues that understanding of how they saw the Learner Journey. arose, including specific pain points on the user journey, and opportunities that could be exposed to improve the Learner Journey. 1 This framework also informed our design principles 2 Discovery: Researching with users that were built by listening to what our users ‘needed’ in terms of support, information and DEVELOP DEFINE We spent time in institutions in the West of guidance both in their current situation and looking Scotland working with a range of different learners back retrospectively at their journeys. and practitioners through interviews. During these interviews we used our initial visualisations of We then grouped these to create themes that we took7 4 the Learner Journey to map their stories through forward into the expert and co-creation events. It 5 education and work. These enabled us to pin point was important for us that we posed questions around 6 the themes and built concepts that stimulated 87
  • 88. Post-16 Education: Improving the learner journeyconversation and disruptive discourse during these 7 Develop: Co-creating with usersevents to gain insight and knowledge from participants. This was the most valuable event bringing together students from different backgrounds and age categories and practitioners from the frontline. We 5 Development: Creating design worked with the theme categories asking for feedback documents on concepts we had developed and themes. StudentsWe created materials that expressed our work. These told us the positives and negatives of our concepts,included a short film, synthesising the key points from we learned more about what they think and they thenthe recordings we had made during the research and developed new ideas we hadn’t considered.visualised concepts to bring to life ideas. 8 Deliver: Synthesising our work 6 Develop: Building Ideas We pulled together our work into a report to We held two events. The first was an expert day digest it into sharable material. The report has beeninviting participants from a range of organisations and crafted to lead on to stage two of the Learner Journeygovernment who had a stake in the Post 16 learner work stream.landscape. This half day was used to feedback the workto date and asked the participants to build on the workwith insight and concepts to develop the themes we hadposed. 88
  • 89. Post-16 Education: Improving the learner journeydocumentationThis is a record of the work carried out bySnook.The Learner JourneysFrom the outset it was our intention to mapthe journeys of the research participantsin order for us to understand key pressurepoints in the system and generate insightsto understand why people ended up innegative destinations. The following pagesare documentation of the stories withinthe Learner Journey, highlighting areas ofpositive and negative experiences.Who we worked with;University of West ScotlandPaisley Grammar High SchoolGlennifer High SchoolGlasgow City CollegeCardonald College 89
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  • 108. Post-16 Education: Improving the learner journeyexpert dayDuring the project we held an expert day inthe style of an ‘unconference’.We presented the research andvisualisations of potential ideas housedunder synthesised themes. The followingpages are a documentation of theconversations. A full list of attendees canbe requested from Snook.The themes we covered;Misunderstanding UniversityMisunderstanding CollegeCareers advice and supportColumn ChoicesRole Models/NetworksPersonal StatementFundingProgress/TrackingGame Over/Exit pointEnterprise/Seeing learning differentlyBluesky educationTurning this into policyNavigating the Learner Journey 108
  • 109. Post-16 Education: Improving the learner journeyfunding Prevail of Learning Progress and TrackingKey themes; Key themes;- Helping people in need, particularly in The prevail of learning was a film shot Transition is education focused: “You can’textreme situations by Julie McElroy about her Learner say we are successful if we have a low Journey, which can be found here http:// dropout rate” vimeo.com/39040564. She ran a session How you see yourself as a learner is a bigOpportunities; by showcasing her film and holding a part of how you see yourselfUse the National Insurance Number to discussion on lessons that can be learnedunderstand what funding people are from this. Need to dispel: Isn’t a successfuleligible for destination if they made it into uniAdding in the disability offer, making this Need to be more holistic about tracking, Key themes; not just results (Exams focus on what youmore apparent on funding applications It is ok to fail, this should be accepted as a did achieve and didn’t achieve)Digitizing documents to make the process learning processquicker and easier to use Kids see each other as colours – need to be Parents are hugely influential on children’s less explicit about categorizing childrenCrowdsourcing funding to pay for education decision making, they must be worked withthrough networks and industry to change perspectivesSingle online application Opportunities; Advice is not just information, but support Tracking through transition Focus on the positive: What I can do Opportunities; certificate Embrace a culture of failure “I want my kid to know if he is doing well” - Congratulate people in other ways, not just Need to focus on hard and soft skills and as with qualifications a parent I want to know what to build on Seeing where you are on a development scale 109
  • 110. Post-16 Education: Improving the learner journey Opportunities;Misunderstanding College Tools for helping school support staff LANGUAGE - You can have one HND, HNC, breakdown SCQF more obviouslyand university Focus on having a school to college liason Play on a year out more to do volunteering,Key themes; travel, work before entering university Holistic marketingMissing is centralisation of all services and College on UCASproducts More collaborative projects betweenMissing link between college and university schools and collegesCommunication between students, How can we show that different colleges dolearners, teachers, parents is needed on different things?transition services Why do we differentiate between senior100000 applicants for 15000 places – We school and college?should feedback to unsuccessful applicants Primary Schools do college visit daysFunction of college: fundamentally abouttraining for employment, not about getting Mentors been on same journeyinto university Colleges should be on UCASConsumed by practicalities so can’t Staff come to college for a daysupport new comers Learners need to understand the systemSchools need to play a part in sellingcolleges and universities Learning support is better at college than school (showcase more)People go to college for direct entry butsometimes not a place for them (needs to Society undervaluing collegechange by policy) if you go to college you More virtual collaborationshould be guaranteed place Widening access start in nursery Colleges and schools work in same curriculum 110
  • 111. Post-16 Education: Improving the learner journeyMeaningful Apprenticeships Linked in for young people Tap into parents to provide apprenticeships We need to get to a stage where education is life, we only die onceor internships and experiences Frontline staff don’t understand the jobKey themes; Build up mentoring and peer networks marketNeeds to be both in the title Collect badges and rewards – gamification Careers advisors out of touch: crash course for experience collection on realityColleges pick students based oncredentials as not picking people likely to Economic circumstances big influencerfail Game Over/Exit Points Opportunities;Opportunities; Key themes; Provide more options to keep movingApprenticeships do this ‘xxx’. – We need to There shouldn’t be an exit point Changing the status of non-academicbe explicit about the benefits, Young people put under pressure to realize jobs - moving towards a profession as aToo many students willing to do anything: exit pint ‘when will you start, stop? forced tradesmenIdea, ranking companies, rate the to do it; Earning while Learninghandyman, rate the company as an intern OPTIONS: Being able to understand their Study towards ambition and aspiration, notDuke of Edinburgh award: informal options a job (should be what you are really excitedapprenticeship but a point reward system Parents are massive in this ‘they don’t about)for people to accumulate experience understand all different routes’ Exit points being seen as an eventPlatform with an e-portfolio (collecting Young people see exit point as escape not awhat they are experiencing) Scottish transition forum: event where we transition co-design with young people and policyAnything you learn is to step onto Teachers are ingrained in there is only one makerssomething else: Does it lead onto option and that is unisomething else? – Showing users the full More opps for young people to meet Parents frightened of debt workerspicture Transitions handled poorly: “Education and Failures and mistakes should be accreditedLive CV online – show what they are social care sector admit that transitioninglearning and bank this experience Meet parents early is really poor”Collect evidence of learing 111
  • 112. Post-16 Education: Improving the learner journeyrole models guidance services Prompt school events for parents to show Personal StatementKey themes; alternative routes to success Key themes;What does it mean to be a careers advisor? Connect early with mentors to support Bring in skillsBeware of networks for kids – we need to subject choice Rethink the CV and how this works forconsider the right protocols for mentoring Twitter campaign with #workoptions employersClosed networks: what happens if you want so young people can find people with Need to understand yourself first:to be a hairdresser and your mum works in interesting jobs strengths and interestsriver island Let students know what it is forBeware of writing ‘new roles’ Portfolios for everyoneGuidance sessions in schools should Choose what to show from your journeyprompt networking and make this visual Nervous around the use facebook forOpportunities; personal statementsCareer magazine: Stories of diverse rangeof people (could utilize student journalists) Opportunities;Data bank of videos showing people talking More dedicated guidancerealistically about their jobs and lives Be able to filter your bank of personalLesson during PSE: Spend a session doing statement contenta who’s in your network, share with groupand build bigger networks Starting at nursery ageGet the real world into schools Strengths scenario gameWiki careers: Open access to careers map Present it anyway you likeSocial media mentors: Use Facebook tomentorNeed more connectors: Rebranding 112
  • 113. Post-16 Education: Improving the learner journeyseeing learning differently Pupil councils Student led curriculum from early onKey themes; Make the citizen course more obviousS5 and S6 are ‘murky years’ Celebrate success outside of schoolTeachers are keen on the Careers fair Local role models target in S6Heavy emphasis on role models Use S6 to integrate with collegesFear that a vote on curriculum would be anightmare for timetable staff Change perception of gap yearsThere is a lot of ‘spare time’ in S6 Hear from people who dropped out/’failed’ in schoolsThere is no rushThe Learner Journey is life – less focuson destination and should be more aboutaccumulating life skillsWe should focus on developing creativeskillsOpportunities;Enterprise clubs run by local businessCelebrate success of entrepreneurs –events like Young Scot AwardsTutors attend classes with studentsServices to support companies who want toprovide internshipsChange the perception of Gap YearsThree things that worked for teachers tool 113
  • 114. Post-16 Education: Improving the learner journeyInclusion (open session) Peer group, everyone learning from each other offender learning (openKey themes; Tech could enable people to reach out to session)Reaching difficult students who may not come further audience, tech as enabler to get past Key themes;forward knowing only some people Engagement‘Everyone has a skill, what is it’ - Class clown Idea as invisible coach: Online service as one Motivationcould be a performer to one connection with people ‘Always on’ Short TermPersonal one to ones to dig underneath the Key Guidance worked – Spread by technologysurface Secure Setting Activities where people with learningPush hard at less confident disabilities or personal issues do tangible and Remove concern about fundingFalling down is really great: “Its ok to fail” creative activities How do you design for short-term agendas?Social value shift: purpose of education: How do offenders access the system: Socialoutlook to have a job media blockedHow do we map back to the Learner Journey How do you link prison learning to outside(predict for people) learning?Key guidance workers coming through Project would be massive cultural changeHow do we reach disengaged people Offenders are just children let down by the systemWork closely with Community learninginitiativesExit points and Entry Points. What about Opportunities;people not getting onto the train Raising Skills of advisers in prisons (mapping onto councillors and curriculum)Opportunities; Education inside prison and out of itJourney route showing people how to go from Programmes offer face to face support (checkA to B to C in, support, meet them)Social networks playing a key part – Supporteach other 114
  • 115. Post-16 Education: Improving the learner journeyNavigating the system Offer more visual channels Independent school model: Trialling Column choicesKey themes; university at school Key themes;Role models are crucial Use a map to show possible destinations We shouldn’t have 6 weeks off, we should giveLearner Journey for disillusion and students two weeks off Dedicated mentors for learners withdisengaged disabilities We need to sort out ‘panic’ buying subjectsCan’t navigate anything if you don’t know Build social networks between employers and How can we redesign the panic scenario:where you are going learners breaking down column choicesJobs today haven’t been invented yet, young What happens when people fail?people are inventors Being able to come off the path and joinTeachers represent the ‘university route’ and another seamlesslyanything below this seems not as goodMore routes and support for people who are Opportunities;starting from scratch Learning across local institutionsWe need to consider life transitions College links with all our schools Column Choices came back to places inOpportunities; education: What is available around youHaving a plan B and a plan C See job options for column choicesDon’t know where you are going good to have More diverse columns when your destinationa few options is unknownCreate your own job Look at courses like – Driving, Health and360 degrees planning tool to see multiple Safety, Sports coaching to be available infuture options schoolsUse social networking/facebook to put Use 6 weeks off to do a courselearners in touch with other students Bring in fast track courses for students (night,Build confidence – problem solving skills weekends)More input from school former leavers Design different routes, A,B,C 115
  • 116. Post-16 Education: Improving the learner journey 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 1 116
  • 117. Post-16 Education: Improving the learner journeyversion 2 117
  • 118. Post-16 Education: Improving the learner journeyversion 3 118
  • 119. Post-16 Education: Improving the learner journey 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 119

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