Diversity: Experience of the consultees - Revision history

Jjh at 20:03, 18 October 2007

2007-10-18T20:03:11Z

Jjh: /* Technological Performance */

2007-10-18T20:02:35Z

‎Technological Performance

Jjh: /* Technological Performance */

2007-10-18T20:01:47Z

‎Technological Performance

Jjh: /* Technological Performance */

2007-10-18T20:01:23Z

‎Technological Performance

Jjh at 20:00, 18 October 2007

2007-10-18T20:00:11Z

Jjh at 16:26, 21 September 2007

2007-09-21T16:26:54Z

Jjh at 16:26, 21 September 2007

2007-09-21T16:26:22Z

Jjh: first stab

2007-09-21T16:25:17Z

first stab

New page

There was a strong sense from the post trial interviews that the young people enjoyed the engagement and in the main had no problem with it. One teacher who took their students through the exercise said ‘the students enjoyed it because it was different, a change from the usual computer class where they would just look at Word or spreadsheets’. The same teacher said ‘They enjoyed thinking for themselves and feeling that their opinions were valued by an unknown third party’. From the teachers’ point of view it was a positive experience because the students:
# had practice at completing an on-line survey,
# had actively communicated using a computer, and
# had been provided with an opportunity to reflect on our changing society.

Outside the formality of the classroom how did young people get on with the exercise? One youth worker, interviewed by the team, working informally with a group stated that ‘To be honest they wouldn't tell you if they enjoyed it or not! They had no difficulty doing it once they were asked’. The particular group she had taken through the consultation fit into the social category of ‘disadvantaged’. The youth worker reported ‘that they were able to work the computers themselves, and they seemed enthusiastic enough! I would have no problems asking other young people to fill in the questionnaire’.

On the other hand, on the technical side, there were some difficulties, some which were overcome and some that weren’t possible to overcome. The following are some examples of reported difficulties:

'Some had difficulty if their typing skills weren't great or if they were not too familiar with
computer. They were 1st years, mixed ability, from the very able to the very weak.
They all put in the web address under their own steam, but it was quite long for them and some
needed two or three attempts to get it in.
Many had problems with downloading the survey to their screens—at the time the school did not
have broadband.
Due to the problems with downloading (or in some instances crashing when most of the way
through the exercise) a number of students did not get to complete it in the class time of 35
minutes (down to 30 after allowing for room changes)'

Outside the formality of the classroom how did young people get on with the exercise? The only way we had to access this information was to interview youth workers who had sat with people filling it out. One youth worker, interviewed by the team, working informally with a group stated that ‘To be honest they wouldn't tell you if they enjoyed it or not! They had no difficulty doing it once they were asked’. The particular group she had taken through the consultation fit into the social category of ‘disadvantaged’. The youth worker reported ‘that they were able to work the computers themselves, and they seemed enthusiastic enough! I would have no problems asking other young people to fill in the questionnaire’.

@@ Line 1: / Line 1: @@
 There was a strong sense from the post trial interviews that the young people enjoyed the engagement and in the main had no problem with it.
-======Teachers' Comments======
+=====Teachers' Comments=====
 One teacher who took their students through the exercise said, "the students enjoyed it because it was different, a change from the usual computer class where they would just look at Word or spreadsheets". The same teacher said, "They enjoyed thinking for themselves and feeling that their opinions were valued by an unknown third party’.
@@ Line 9: / Line 9: @@
 # been provided with an opportunity to reflect on our changing society.
-======Students' Comments======
+=====Students' Comments=====
 Outside the formality of the classroom how did young people get on with the exercise?
 One youth worker, interviewed by the team, working informally with a group stated that, "To be honest they wouldn't tell you if they enjoyed it or not! They had no difficulty doing it once they were asked". The particular group she had taken through the consultation fit into the social category of ‘disadvantaged’. The youth worker reported, "that they were able to work the computers themselves, and they seemed enthusiastic enough! I would have no problems asking other young people to fill in the questionnaire".
-======Technological Performance======
+=====Technological Performance=====
 On the other hand, on the technical side, there were some difficulties, some which were overcome and some that weren’t possible to overcome. The following are some examples of reported difficulties:
 * Some had difficulty if their typing skills weren`t great or if they were not too familiar with computer. They were 1st years, mixed ability, from the very able to the very weak.  They all put in the web address under their own steam, but it was quite long for them and some needed two or three attempts to get it in.
 * Many had problems with downloading the survey to their screens—at the time the school did not have broadband.
 * Due to the problems with downloading (or in some instances crashing when most of the way through the exercise) a number of students did not get to complete it in the class time of 35 minutes (down to 30 after allowing for room changes).

@@ Line 16: / Line 16: @@
 ======Technological Performance======
 On the other hand, on the technical side, there were some difficulties, some which were overcome and some that weren’t possible to overcome. The following are some examples of reported difficulties:
-* "Some had difficulty if their typing skills weren`t great or if they were not too familiar with computer. They were 1st years, mixed ability, from the very able to the very weak.  They all put in the web address under their own steam, but it was quite long for them and some needed two or three attempts to get it in"
+* Some had difficulty if their typing skills weren`t great or if they were not too familiar with computer. They were 1st years, mixed ability, from the very able to the very weak.  They all put in the web address under their own steam, but it was quite long for them and some needed two or three attempts to get it in.
-* "Many had problems with downloading the survey to their screens—at the time the school did not have broadband"
+* Many had problems with downloading the survey to their screens—at the time the school did not have broadband.
-* "Due to the problems with downloading (or in some instances crashing when most of the way through the exercise) a number of students did not get to complete it in the class time of 35 minutes (down to 30 after allowing for room changes)"
+* Due to the problems with downloading (or in some instances crashing when most of the way through the exercise) a number of students did not get to complete it in the class time of 35 minutes (down to 30 after allowing for room changes).

@@ Line 16: / Line 16: @@
 ======Technological Performance======
 On the other hand, on the technical side, there were some difficulties, some which were overcome and some that weren’t possible to overcome. The following are some examples of reported difficulties:
-* "Some had difficulty if their typing skills weren`t great or if they were not too familiar with
+* "Some had difficulty if their typing skills weren`t great or if they were not too familiar with computer. They were 1st years, mixed ability, from the very able to the very weak.  They all put in the web address under their own steam, but it was quite long for them and some needed two or three attempts to get it in"
-computer. They were 1st years, mixed ability, from the very able to the very weak.  They all put in the web address under their own steam, but it was quite long for them and some needed two or three attempts to get it in"
+* "Many had problems with downloading the survey to their screens—at the time the school did not have broadband"
-* "Many had problems with downloading the survey to their screens—at the time the school did not
+* "Due to the problems with downloading (or in some instances crashing when most of the way through the exercise) a number of students did not get to complete it in the class time of 35 minutes (down to 30 after allowing for room changes)"

@@ Line 16: / Line 16: @@
 ======Technological Performance======
 On the other hand, on the technical side, there were some difficulties, some which were overcome and some that weren’t possible to overcome. The following are some examples of reported difficulties:
+* "Some had difficulty if their typing skills weren`t great or if they were not too familiar with
-''Some had difficulty if their typing skills weren`t great or if they were not too familiar with
+computer. They were 1st years, mixed ability, from the very able to the very weak.  They all put in the web address under their own steam, but it was quite long for them and some needed two or three attempts to get it in"
-computer. They were 1st years, mixed ability, from the very able to the very weak.  They all put in the web address under their own steam, but it was quite long for them and some needed two or three attempts to get it in.''
+* "Many had problems with downloading the survey to their screens—at the time the school did not
+have broadband"
-''Many had problems with downloading the survey to their screens—at the time the school did not
+* "Due to the problems with downloading (or in some instances crashing when most of the way
 through the exercise) a number of students did not get to complete it in the class time of 35
-minutes (down to 30 after allowing for room changes).''
+minutes (down to 30 after allowing for room changes)"