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The following is a summary of the consultation day and also provides information about the project team's response to the day. A copy of this report (RTF format) is available for downloading.
The aim of the consultation day was for members of the CHCC project team to share their ideas and plans for the development of teaching and learning materials. One of the key deliverables of the project is the development of materials carried out in conjunction with a rigorous process of consultation and formative evaluation with potential end users. The workshop was organised to elicit the views, experiences and requirements of teachers currently using or wishing to use census material in their teaching in further or higher education. The event also provided an opportunity to expand our list of teachers able to co-operate (through provision of advice and feedback and the piloting of teaching materials) throughout the project.
The one-day workshop was held at the Royal Statistical Society in London on Wednesday, 31 January 2001. Participants responded to open invitations issued by project team members through targeted groups and individuals. Approximately forty-three people attended including team members. Discussion focussed on issues of content, pedagogy and delivery.
At the plenary session of the workshop, members of the team outlined the project and its aims. Diagrams and models illustrating the team's plans for web-based data extraction and exploration/visualisation as well as possible structures for teaching modules were presented. Participants then broke off into three smaller breakout groups. These had been pre-allocated with the aim of ensuring a mix of individuals from different disciplinary and organisational backgrounds. There were approximately fifteen members in each breakout group including members of the project team. One member of each group volunteered to facilitate discussion of a series of questions prepared by the project team and a second acted as reporter.
In the first breakout session, the groups discussed 'Current practice, experience and limitations'. Group members were asked to discuss how they use (or might use) census material in their teaching, to share positive experiences and explain limitations of existing options for those using the census in teaching.
In the second session after lunch, participants discussed 'Subject specific and joint learning and teaching modules'. Group members answered questions about their reactions to the model modules presented by the project team in the plenary session, including the planned joint modules.
In the third session we discussed 'Delivery and Access Issues'. This session covered topics such as the advantages and disadvantages of different distribution mediums, problems associated with web-based learning, preferred searching facilities and data analysis/retrieval tools, reactions to the portal proposal and other technical issues.
Following this final session the participants reassembled to share and further discuss the issues and concerns that had been raised in the groups. Before leaving, they were asked to complete an evaluation form about the workshop and the project.
Twenty-three completed questionnaires were returned. The main objective given for attending the day was to discover more about the CHCC project and how other academics used or could use census material in teaching. Of all the participants there were only two for whom this objective was not completely fulfilled. In these two cases both felt they needed more information about the project. A significant number felt that we should provide more information in advance, such as the questions asked in the breakout groups and the list of participants. For future consultation events we will ensure that material is provided before the day itself. A minority of participants felt a location in the north (east, west or Scotland) would be more convenient and it is possible that we will also vary the location of future events. The venue was considering satisfactory and the lunch was praised.
Participants reported widespread potential uses of the CHCC project materials. There was an almost equal potential take up across the three sets of material (historical census, CAS (Census Area Statistics) and SARs (Samples of Anonymised Records)) amongst participants. Three people mentioned using the proposed joint modules specifically and five participants were unsure at this stage what material would be most useful to them. Historians were under-represented but it is significant that our questionnaire revealed as much potential use for historical census as other material.
Some of the most useful comments were made in relation to how CHCC materials might be improved or developed. For example, a common suggestion was for chronological gaps in census data to be filled, especially between historical and contemporary data (information about individuals is obviously not available for the 1900 to 1971 censuses). After discussion the team feels that adding additional census years is beyond the scope of the project. It will be more useful to focus on learning and teaching materials that use the substantial available data. The planned inter-disciplinary units will tackle issues related to census taking over time. They will introduce both the historical and contemporary censuses and cover the continuity of census collection methods over time.
There was a very clear message from the workshop that participants would like to see smaller chunks of L&T materials, rather than complete 'modules'. In breakout discussions participants also emphasised the importance of being able to tailor teaching material for their own needs, including the particular needs of those teaching in the FE sector. On that basis, we are proposing to adopt a model based on shorter 'units' rather than modules and to structure these around topics so as to facilitate flexibility and a greater opportunity for lecturers using the material to 'pick-and-mix'. For example, the length of units and the extent of extra material for deeper analysis or further research is under consideration by the project partners. The project is also considering the ideal combination of units together with suggested pathways for combining and working through the different units. To assist us in refining our ideas about a model for teaching materials we will shortly conduct a needs analysis survey amongst a wide group of academics. The survey will be used to help generate responses on a set of key questions derived from our initial user consultation. Generic and discipline specific questions will be included.
A common request of participants was for a regional or local focus and more individual level data. One participant suggested that Welsh or Scottish examples would be useful and the team is considering how best localised data can be provided within the constraints of the various data sets. Inclusion of Welsh and Scottish examples would also reflect the differences in some of the questions asked in the different countries (for example, the inclusion of language questions in the Welsh census).
Flexibility of output formats for downloadable data was a key concern of workshop participants. There seemed to be some concern that data would be provided primarily in SPSS format, which was not necessarily appropriate for users needs (and is little used in the FE sector). In breakout discussions, it was also noted that different software packages are suitable for different levels/types of student. At this stage, our plan is to ensure flexibility by supplying the results as delimited text, allowing users to import the data to their preferred software package. One related issue discussed by the team in relation to format has been whether to provide step-by-step guides for different database software packages. Our feeling at this time is that these might become dated very quickly so we will try to avoid this option, rather perhaps giving example outputs of what an analysis could look like in one or two software packages. This is an issue we will revisit in light of further user consultation.
Participants also emphasised the importance of the census portal providing a single central access/registration point. Team leaders are to visit the Data Archive in early June to discuss interoperability aspects of this central portal. The look-and-feel of the interface will be developed subsequent to establishing an agreed technical infrastructure. A pilot version of the portal will be produced at a later date.
Those who attended the event encouraged further user consultation in future and a large majority of workshop participants expressed an interest in hosting a pilot study or workshop, more than we could easily accommodate. Our plan is for each of the project partners to choose two or three partner institutions with whom we will liase closely in the earliest stages of developing pilot materials. After that time the pilot material will be presented at workshops and made available for piloting more widely to ensure maximum opportunity for adjustment in light of user feedback. Another common suggestion was in regard to the time when the material should be released for testing or use. We will try to ensure all pilot materials are produced to coincide with the start of the academic year and all project partners plan to produce material ready to pilot at the start of the 2001/2002 year. Workshop participants will be kept informed of our progress through the census-learning-and-teaching email list set up after the consultation day.
Feedback from the consultation day, both formal and informal, has been invaluable in identifying core concerns of potential users of CHCC deliverables. In addition to the completed questionnaires, the project team will make use of the handwritten notes from breakout groups as we develop our material. The event has laid an important basis for ongoing relationships with individuals and institutions whose involvement is essential to the success of the project.
Dr Lani Russell[ Home | About the Project | Project Team | Consultation | Publications | CRDS | Contact | Sitemap ]
