Using partnerships to deliver innovative outreach materials at a national level

1. Using partnerships to deliver innovative outreach materials at a national level Julie Gowen, Open University

2. Acknowledgement Presentation based on the Social Partnerships Network and OU NNCO project funded by HEFCE: Thanks to: John Butcher, OFFA outreach project study Kate Hawkins for recent evaluation data

3. Members

4. The OU NNCO Project A sustainable approach to adult outreach National Network for Collaborative Outreach Production of new (free) online resources aimed at adults on low/no income seeking to up/re-skill to improve career and life prospects – nationwide Built on work of Social Partnership Network (OU-led network of 11 national organisations – collective ‘reach’ to over 7 million adults, mutual signposting) Partners shared interest in promoting part-time and flexible study options Key commitment – bridging informal/formal learning, recognising adults may not (yet) be in a position (financially/psychologically) to return to education Therefore prioritise development of skills and confidence, emphasis on the right starting point

5. PEARL website Part-time Education for Adults Returning to Learn Fills gap in Information, advice & guidance provided to adult learners Guides users through study opportunities from short, free online study to part-time flexible higher level learning (pathways between) towards careers Aim is inspirational: case studies of adult learners: FE/WBL/RPL ‘Advise Me’ tool = innovative and interactive, using a comprehensive data set to match advice to enquirer’s aspirations and circumstances Also designed for tutors to use to guide tentative learners (UnionLearn representatives, advisers, tutors): wide provision & providers www.pearl.ac.uk

6. Six free online courses Free 15 hours Badged Courses

7. Badged Open Courses 15 hours of free learning Mix of new and existing content co-authored with SPN members Introductory (Level 0) small bitesize learning Flexibility is key – learners dip in and out at will Freely accessible via OpenLearn Create Each section badged + statement of completion at end Significant ‘next steps’ section

8. Sustainability Pearl Website is hosted on OU servers, where server updates and security patches are carried out by an internal website development team. Content is also managed internally. 6 courses Yearly review of content in all six courses, ensuring that all media files are still relevant and fit-for-purpose. Evaluation Automated analytics reports for the website and the courses have been set up to be emailed to internal team members on a monthly basis. Analysis will be carried out on the evaluation data from monthly reports, survey responses and self-regulated learning responses.

9. Research and Evaluation • Track the impact of the resources on the learners • Track where possible the impact of the network members • Research and evaluation plan (includes quantitative and qualitative analysis through analytics and surveys) • Tap into systems already available • May have some resources to develop new systems • Automated as much as possible to ensure sustainability • Looking at what partners can offer

10. Ongoing evaluation embedded Six iterative approaches to data collection Pilot presentation (28 participants over 3 weeks) Quantitative data about usability and accessibility Qualitative data on changed confidence levels & self-regulated learning Post-launch End of course questionnaire Website survey (including next steps intentions) Comparison of pre- and post-course self-directed learning scale Analytic data to track post-PEARL/post-course destinations

11. Findings: pilot 28 participants completed chosen course Learners: Age – mainly 46-55 or 36-45 Gender – majority female (83%) Most keen to study further in similar career-based learning/CPD rather than HE Wanted to refresh skills/knowledge about subject already known Appreciated flexibility to fit study around daily lives/study at own pace Courses: Rated easy to navigate Activities highly rated (helping understanding on course) Quizzes aligned closely with course content Downloading badges ‘fairly easy’ Courses ‘useful’ or very useful’

12. Findings: pilot Self-regulated learning? Although sample size very small, statistical indication from responses to a questionnaire near start and end of course that self-regulated learning and learning context increased over the course.

13. Findings: PEARL web site Since launch (November 2016) well-received 5,214 browsers Bounce rate (proportion of visitors to site who leave after viewing first page) dropped to 38% Average number of pages viewed each visit = 5 50% of visitors to site are making use of the ‘Advise me’ tool

14. Findings: individual courses Since launch (November 2016) well-received 2,500 browsers 340 enrolments 235 badges issued 22 learners received Statement of Participation 27% enrolments have collected at least one badge

15. Public launch – 21 November 2016 Re-thinking the tertiary system: The future of learning and work Held at the Unison offices, nr Euston Joint event – SPN and Action on Access Speakers – Angela Raynor, Shadow Secretary of State for Education, Peter Horrocks, David Hughes, Chief Exec AoC, Ruth Spellman, CEO WEA, Tony Wilson, Director of Policy and Research, Learning and Work Institute, Rob Humphreys, Director, The OU in Wales Workshops – apprenticeships (OU), the role of colleges in technical education (AoC), what learners want (NUS) Press releases, media and social media coverage Three main policy asks – lifelong learning policy/strategy, personal learning accounts and national education system (tracking, funding etc) Power of joining forces – lobby/campaigning Last few weeks been working with DfE to flesh out a lifelong learning ‘prospectus’

16. Conclusions Information, Advice and Guidance crucial for adult learners The PEARL website is an example of outreach positioned at a distance from HE, but is where many disadvantaged adult learners are. It signposts pathways through a complex tangle of pre-HE learning opportunities and connects partners . Adult learners need short chunks of flexible learning The six BOCs offer valuable evidence of adult learner behaviour – they appeal by being free, being short and flexible and by offering motivation via badges. They stimulate interest in further free learning and in work-related CPD rather than HE. Tracking adult learner progression remains a challenge Need for longitudinal data to track part-time adult learners from informal to formal learning (but HEAT not really the answer?) . In this setting, analytics limited and feedback surveys may have low response rates. Do policy makers have the evaluative patience necessary for adult learner progression which can be disjointed and take years? Working in partnership with other like-minded organisations Delivers a stronger, more powerful voice to support and lobby for lifelong learning

17. Thank you for listening Any questions or comments? Julie Gowen Julie.gowen@open.ac.uk