Greater Expectations #FLRI


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An overview of the Greater Expectations project given at Futurelab's research insights day, April 29th 2010 in London.

Kieron Kirkland, Futurelab

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Greater Expectations #FLRI

  1. 1. Greater Expectations<br />
  2. 2. Greater Expectations<br />Overview: <br />3 year R & D project funded by Becta<br />Aims:<br />Support young people’s aspirations and entitlements for their lives and learning, incorporating the enabling role that digital technologies play in achieving this<br />Stimulate learner led activities, learner voice, greater motivation for and engagement in learning and more choice within the system<br />
  3. 3. Some context ...<br />Childrens’ rights: UNCRC <br />National policy initiatives: Children’s Act , Every Child Matters, the Children’s Plan, Parent and Pupil guarantees <br />Education framework: National Curriculum, personalised education & learner voice<br />IT initiatives: Harnessing Technology strategy, digital literacy<br />
  4. 4. What did it aim to do?<br />Identify core principles relating to young people’s expectations, entitlements and aspirations and examine how digital technologies can help put them into practice<br />Develop and promote free resource,guidance and support for young people, teachers, parents and children’s professionals to put principles into practice <br />
  5. 5. The big ambition ...<br />X<br />
  6. 6. The resource: the big ambition<br />
  7. 7. Quick Thoughts...<br />What issues / questions come to mind when supporting young people to engage in rights?<br />What thoughts around the relationship between raising aspirations and engaging with rights /entitlements?<br />Difference between rights and entitlements?<br />
  8. 8. Process <br />Desk research<br />Analysis of policies, charters, <br />rights to develop ‘principles’<br />Consultation with <br />stakeholders<br />Feedback on ‘principles’<br />Field work in schools<br />Initial resource design <br />
  9. 9. Field Work in Schools<br />Children and young people at primary school, secondary school and college<br />Primarily learners who may not find formal education engaging or succeed in school<br />Interactive workshops to inform the content, shape and function of the resource<br />
  10. 10. Field work findings<br />Importance of young people’s voice<br />Importance of autonomyand relationships, support and community for young people <br />Young people have high comfort and interest levels withtechnology – but various range of use<br />Range of ambitions, interests and aspirations for all young people – but these can sit alongside dissatisfaction with school and the feeling that they can’t change things<br />Resource should have clear link to recognised policies and working frameworks<br />
  11. 11. Developing the resource – what do we know?<br />Free to use and accessible<br />Audiences – young people and supportive adults<br />Account for individuality and interests (e.g., personalisable, use familiar platforms)<br />Engaging and relevant in language and look<br />May require online and offline resources<br />Should be developed through a participative process<br />
  12. 12. Quick Thoughts <br />In developing a resource, what would you see as the risks and issues facing it?<br />What would you draw on to make it effective, technically or otherwise...<br />
  13. 13. A possible journey:<br />Young people’s own interests and experiences<br />Participation and Voice<br />Areas for comment or interaction<br />Resources and tools<br />Case studies / showcases<br />Supported by policies, initiatives, charters, rights and entitlements<br />
  14. 14. What will it do?<br />Chosen and collected from what is out there already ...<br />and created?<br />Greater Expectations resource<br />
  15. 15. Work and learning opportunities<br />Play and Recreation<br />Staying safe<br />Identity, Respect, Equality<br />Friendships, relationships<br />and support<br />Creativity and Arts<br />Participation<br />and Voice<br />Health and <br />Well Being<br />Community and environment<br />
  16. 16. GuruBot<br />Personalised character that can be on a web site or other places like Facebook/Bebo profile<br />Supports and prompts you to search – results come from set of content (video, information, links) related to young people.<br />Possible interaction with site (e.g., recommend to a friend, comment)<br />
  17. 17. Guru Bot<br /><ul><li>Wider user testing unenthusiastic
  18. 18. Chat assisted search not satisfactory way to get content
  19. 19. Technology not there yet
  20. 20. Search function required by funders
  21. 21. Budget </li></li></ul><li>Why a Site? <br /><ul><li>Inadequacies of search engines
  22. 22. Draws on strengths of existing resources
  23. 23. Create easily searchable resource
  24. 24. Social Media Functionality
  25. 25. User Generated and Recommended Resources </li></li></ul><li>Challenges and Opportunities <br />
  26. 26. The Plan <br />
  27. 27. Quick Thoughts <br />Content? What would you put in? <br />
  28. 28. Introducing...<br /><br />
  29. 29. Infocow <br />Free to use resource<br />Aimed at young people aged 14-19<br />3 key features :<br />Links to sources of inspiration and information to help young people take advantage of their rights and entitlements <br />Gives specific rights information related on your search <br />Is sociable: people, vote, comment and suggest resources. Can link to Facebook so people share useful sites between friends <br /><br />
  30. 30. What does Infocow cover? <br />Anything that can:<br />support young people to explore their interests and aspirations<br />become more aware of their entitlements<br />9 main ‘theme’ areas...<br /><br />
  31. 31. Work and learning opportunities<br />Play and Recreation<br />Staying safe<br />Identity, Respect, Equality<br />Friendships, relationships<br />and support<br />Creativity and Arts<br />Participation<br />and Voice<br />Health and <br />Well Being<br />Community and environment<br />
  32. 32. Design and branding <br />
  33. 33.
  34. 34.
  35. 35.
  36. 36.
  37. 37.<br />
  38. 38. Write search term and use the filters to narrow the search<br />Create a profile and link it to your Facebook account to share useful links<br />Vote and comment on sites <br />Lots of different links, information, video <br />Suggest new sites <br />Specific rights information related to the search term <br />
  39. 39. Where can you use ?<br />In and out of ‘formal’ settings <br />Informal tool to support young people in exploring their lives<br />Formal Education <br /> - PSHE<br /> - Citizenship <br />Extended services – support connecting young people to a ‘varied menu of activities’<br />Part of youth engagement– connecting young people to opportunities, and extending staff knowledge <br />Sharing your own resources <br />And..?<br /><br />
  40. 40. Partner Groups<br />
  41. 41. Partner groups...<br />We have recruited ten groups of young people from across the UK with:<br />... a range of ages and education level <br /> - KS3 / GCSE / A Level / Diploma<br />... a range of interests and skills<br /> - e-marketing<br /> - publicity<br /> - web design and development<br /> - web content<br /> - youth engagement<br />
  42. 42. the aim is...<br /> give our Partner Groups the opportunity to help shape where Infocow is going over the next 12 months. <br />...for Partner Groups to provide us with valuablecontributionsto the maintenance and development of the site and support our promotional activity<br />...for them to help us get a feel for how we can make the site as good as it can be for their age group.<br />...for them to get as much out of the experience as possible<br />...for them to have the choice as to which elements of Infocow they are most involved with<br />
  43. 43. how it will work<br />... each group has specified an area of interest. <br />... every half term, we provide them with a list of tasks, related to our milestones for the year, for the groups work through<br /> - e.g. Write a proposal for a viral marketing idea that will raise awareness of Infocow among 14-19 year olds<br />... where possible, tasks will have a “real” component. Groups can then take more value from the task<br /> - e.g. one group is researching and developing e-safety / moderation guidelines for the site, which will be reviewed by an e-safety expert. <br />
  44. 44. Brainstorm<br />Where can Infocow fit into practice...? <br />
  45. 45. Discussions<br />What links are there to your own work? <br />What resources should be in Infocow related to your own work? <br />How could you get it out there? ; ) <br />
  46. 46. Wider Research Questions...<br />What opportunities do socially mediated resources offer to formal education environments and processes? <br />What needs to change to make this happen? <br />What affordances are there for this type of media, which operates in social spaces?<br />What is the role of technology in enabling young people to realise their rights? <br />
  47. 47. Get in touch to find out more! <br /><br /> <br /><br /><br />