My presentation at SHLB May 2014, describing the evaluation metrics and methodologies we use at TInder Foundation and UK online centres. Ranging from: large scale data collection from our MOOC Learn My Way; online and telephone surveys (in the field 52 weeks a year); and deep dive evaluation and volumetrics. Using these three methodologies we've proven that we've saved the UK Government at least £232.4m (more than $1bn) in the past three years - proving digital inclusion does help the bottom line for countries struggling with recession.
Measuring the impact of digital inclusion at scale (SHLB May 2014)
1. Scale & Impact
Helen Milner, @helenmilner
8 May 2014
Tinder Foundation
makes these good
things happen:
2. Tinder Foundation
We are a staff-owned mutual and social
enterprise
Vision: A better world for everyone through the
use of digital technology
Purpose: We make good things happen
through digital technology
7. Three ways of measuring impact
• Learning Data: automated from Learn My Way, learners,
learning activity, viewed at centre and UK-wide level
• Surveys: Learner demographics (online survey) and Impact
data (telephone) for progression to learning and
employment, use of Government websites, information
around confidence and wellbeing. In field 52 weeks a year.
• Further impact evaluation: applying volumetrics to
economic impact for Government; regular research projects
eg social inclusion and digital inclusion, innovative health
and digital outcomes
9. Learner, learning, course data
• Learn My Way
• Learners: personal planner, bookmarks, progress,
badges
• Centres: totals and per learner
• National/Aggregated data
• 135,320 people last 12 months, 12,930 in March
• Logins: 141,789
• Favourite courses: 94,961 Online Basics, 66,376
email course
• Website visits: 1m
10.
11. 2. Surveys: online and telephone
A monthly online learner survey
among registered users of Learn
My Way
>7000 respondents per year
Among those who opt in from the
above, a telephone progression
survey one month later
>1200 interviews per year
Measures the learner profile
• Including the % of socially excluded learners
Customer satisfaction
• Including to what extent users felt the service
helped them learn about computers/the
internet or increased their confidence
Evidence of impact and outcomes
• Progression into formal / informal learning
• Progression into employment
• ‘Quality of Life’: impact on skills and
behaviour
• Access to public services online and average
no. of contacts shifted
12. D2=1
Education level: 1 to 4 GCSEs or O Levels at any grade, Foundation
GNVQ, NVQ Level 1 or equivalent Education
D2=5 Education level: No qualifications
D6=3 Do you: Live in a house rented from the council or housing association
HousingD6=5 Do you: Live in sheltered accommodation
D6=6 Do you: Have no current home
D5=1 Whether receive benefits: Jobseekers Allowance
Benefits
D5=2 Whether receive benefits: Employment and Support Allowance
D5=3 Whether receive benefits: Income Support
D5=4 Whether receive benefits: Working Tax Credit
D5=5 Whether receive benefits: Housing Benefit
D5=6 Whether receive benefits: Carers’ Allowance
D5=7 Whether receive benefits: Council Tax Benefit
D5=8 Whether receive benefits: Disability Living Allowance
D5=9 Whether receive benefits: Pension Credits
D5=10 Whether receive benefits: Child Tax Credits
D5=11 Whether receive benefits: Other
D4=1 Income: Up to £9,999 Income
D3=4 Current main activity: Unemployed Unemployed
SocialExclusion
Definition of Social Exclusion (>7000 surveys)
14. B1_C Searched for jobs
Job search &
prospects
B1_E Written a CV
B1_G Applied for jobs
B1_I Been for job interviews
B1_K Improved job prospects
B4_A More interesting work
Improvement at
work
B4_B More job satisfaction
B4_C Better job security
B4_D Pay & promotion prospects
Employment
Progression
B1_J Started full or part time work
Entered
employment
B1_J Started voluntary work
Voluntary work
C1_1 Learning towards formal qualification
Further LearningC1_2 Learning without formal qualification
B1_A Sought/received careers advice
Learning
Progression
Employmentor
LearningProgression
Impact on employment and learning
(>1,200 interviews a year)
18. Moving people to online public services
• No-one’s ‘spark’ to get digital skills is to interact
with Government online (except to get a job)
• After gaining digital skills via UK online centres
(March 2014 data):
• 81% visited central/local Government websites
• 56% moved at least one (average 3.8) face-to-face or
telephone contact to an online contact with
Government
• Calculation of £232.4m for 1.2m people (2010 – present)
19. B1_C Searched for jobs
Job search &
prospects
B1_E Written a CV
B1_G Applied for jobs
B1_I Been for job interviews
B1_K Improved job prospects
B4_A More interesting work
Improvement at
work
B4_B More job satisfaction
B4_C Better job security
B4_D Pay & promotion prospects
Employment
Progression
B1_J Started full or part time work
Entered
employment
B1_J Started voluntary work
Voluntary work
C1_1 Learning towards formal qualification
Further LearningC1_2 Learning without formal qualification
B1_A Sought/received careers advice
Learning
Progression
Employmentor
Learning
Progression
Impact on employment and learning (>1,200 interviews a year)
Survey data leads to measurement of economic impact:
(1) Entered employment, (2) Started voluntary work, (3) Further learning,
(4) Started a formal qualification
22. A Leading Digital Nation by 2020
With current efforts there will still be 6.2m people in 2020
without basic online skills.
The total investment required to equip 100% of the UK adult population with
the Basic Online Skills they need to regularly
use the internet for themselves by 2020 is £875 million.
We suggest investment might be split equally between Government; the
private sector, and the voluntary and community sector.
The investment required to ensure a nation with 100% Basic Online Skills
will be £292 million for each sector.
www.tinderfoundation.org/Nation2020