MyKnowledgeMap

Quiclearn

Background: The QuicLearn project is aimed at promoting wider access to lifelong learning for more people. The project was initiated by Yorkshire Forward and brings together the resources and expertise of key partners within the Yorkshire and Humber region to deliver and facilitate the QuicLearn process by engaging new learning.

It focuses on encouraging the “hard to reach” target segments in particular regions to gain basic ICT skills through an innovative approach.

Two particular target audiences were determined as priority groups:

• ‘Disaffected youth’ Those who have rejected traditional educational routes through disillusionment etc.
• ‘Forced career change’ Individuals from traditional industry backgrounds, such as steel or coal, who have been forced into a career change, perhaps more mature in age, and with little previous exposure to computers

The project’s main objective is to encourage participants to learn new skills, develop their existing knowledge and achieve relevant qualifications. The project also aims to capacity build by increasing the skills of learner support in communities and the workplace with a focus on the development of technical and digital media skills.

Primary Aim: To produce innovative e-learning material and interactive activities to help “hard to reach” target segments gain ICT skills in a fun and easy to learn way.

Key challenges:

• To produce fun material that the participants would enjoy doing without them realising that they were actually “learning”
• Deciding what type of activities our target segments would be most interested in doing
• Attracting people and providing them with the incentive to participate
• The software needed to be very easy to use and navigate
• To ensure that sufficient learning points were given to provide the participants with more information, but more importantly that they were clear and jargon-free
• To encompass the needs of the majority of the segments without stereotyping

Solution: To reduce the potential negative reaction that may be associated with the term ‘learning’ the QuicLearn product was to be referred to as Quic-n-Ezee which would focus on the task outcome rather than learning.

It was agreed that a classic approach to new product development would be adopted for this research exercise. This initially involved MKM participating in brainstorming activities with MRS Consultancy to develop ideas for content that could be of interest to the selected target groups, as potential content of Quic-n-Ezee.

Once this multitude of ideas had been established, field research was undertaken amongst the two groups by both MKM and MRS Consultancy, to ascertain the general appeal of the QuicLearn concept and to filter the likely content down to a workable number of product ideas which could then be further developed.

The finished products: Two distinctive Quic-n-Ezee products were developed; one for the disaffected youth segment and another for the forced career change participants. Each one included a variety of interactive learning objects and tutorial sections.

Disaffected Youth:

This had 4 separate background and music styles in order to minimise stereotyping and encompass a variety of interests and fashion styles.

The participants were able to design images and text, upload pictures and print the finished piece off in both the “CD Cover Designer” and the “T-Shirt Designer” activities.

The ‘tell me more’ sections act as tutorials providing detailed information in an informal way about the various activities they are doing eg. Changing font size and colour and using a scanner or digital camera.

Forced Career Change:

This was much the same as the Disaffected Youth product with regard to activities. The three activities available for participants all included the same objectives such as learning to load pictures, use a scanner, change font size etc. and came with the same ‘tell me more’ tutorial sections. The design and layout and nature of the tasks however was very different to take into account the differences in approach and interests of this older segment and included “T-shirt Design”, “Photo Album” and “My Community History” activities.

Post Implementation evaluation: The popularity of the project has been even greater than originally anticipated and we have received positive feedback from various sources. Participant numbers are well above expectations and targets and many have actually requested further learning materials and courses.

Due to an increased demand and a desire to make Quic-n-Ezee more accessible to a wider audience and in more learning environments the number of delivery platforms were extended so that it included online use as well as standalone computers in booths, community learning centres and buses. It was therefore essential to adapt the product to ensure that it was compatible with and tailored to these new systems and provide consistent technical assistance to facilitate integration.

The products are all designed to include in-built tracking and reporting mechanisms.

Click here to view Quic-n-Ezee