What makes a good learning experience? I’d say it all starts with people – the right student on the right course, working with the right tutor, where both parties have enough prior learning for the intellectual/skills transaction to be mutually useful. One of my favourite quotations (frustratingly unavailable on the Internet because it appeared only once in a National Teaching Fellowship print pamphlet editorial in 2005/6) was by Paul Ramsden, chief executive of the Higher Education Academy (and a blogger!).
Higher education is essentially a conversation – between more and less qualified learners.
Paul Ramsden, 2006
It follows, then, that (assuming a talented and knowledgeable/qualified staff team), getting the right students is key. If we have an over-subscribed course, with a surplus of applicants, our admissions process can be selective based on each applicant’s ability to benefit and thrive on that particular course. If we don’t have that surplus (i.e. if we’re merely ‘recruiting’ rather than ‘selecting’) then we may be forced into selecting the ‘wrong’ students, leading to a potential mismatch of curriculum, staff and students, and ultimately a weaker course. So that initial pool of applicants has to be substantially larger than the course places available, or we’re compromising the eventual student learning experience.
If you agree with my logic so far, you’ll also agree that it’s in everyone’s interest for that applicant pool to be as large as possible. And the tool we use to achieve this is, of course, marketing. Not just ‘promotion’, because marketing can include tangibles like RAE or NSS results, and these are part of building a reputation, which also counts for a lot among applicants, schools/colleges and parents. But promotion – providing interesting and exciting information about our courses, campus, staff and students – is certainly a large part of the chain of events that leads to a happy and successful on-programme student. My implication here is that marketing and promotion are, at one remove, a part of the student experience.
Studies (including our own) have shown that potential students looking for a course have three tiers of influence on their decision to apply for HE. They are, in order of effectiveness, open days, web searches, and printed prospectuses. Let’s discount open days (because these applicants are already interested in us; once a student has arrived at the campus they are likely to know a lot about the course/institution anyway). So the single most effective method for getting new students interested in our courses is the Internet.
The secret of excellence
Now to the anecdote. I met some visitors last week from a Further Education College, for some preliminary discussions around whether we might be able to run some courses together at some point in the future. We talked at length around their current FE provision (in Performing Arts), and the story was exceptional – partnerships with theatres, excellent student placements, European tours, high retention, and some advanced curriculum content that you might expect to find at HE (FHEQ) level 5, let alone at NQF level 3. The course was run by talented and charismatic staff with extensive experience as educators and practitioners.
The week before, in advance of our meeting, I Googled the course name, the college itself, and the names of the college staff who were to attend the meeting. The only thing I could find was a course page with three or four paragraphs of text, no images, no hyperlinks, and no reference to the estimable staff, industry partners or student performances associated with the course. In my case, this was not a problem – I met the staff and they filled me in on all this excellent activity (but they had it all to prove, considering my first impression of the course was actually fairly negative due to its poor web content). Now imagine I was an applicant, choosing between courses at different institutions. I might not even have applied. Drab, terse and pictureless prose is always going to lose out to dynamic, attractive and vibrant pages with links to projects, staff and student work. Truly, content is king.
Ask any HE or FE course leader why their web pages are unrepresentative of the quality of their curriculum or student/staff work, and you hear something like “that’s dealt with by the marketing/web people”, or perhaps “we’re trying to fix this, but the text has to be approved by marketing/committee/webmaster”. So we have a situation where people with an exciting story to tell (a story that would eventually directly benefit the student experience through solid recruitment) are not being heard.
I think there are two reasons for this – a ‘gatekeeping’ mentality on the part of institutions, and a lack of tech knowledge on the part of some academics. The latter solves itself – (some of) those academics simply vote with their feet/mice and set up Facebook accounts, blogs and so on, but these are inevitably and rightly designed for on-programme students, rather than with recruitment in mind. And anyway, academics who are not engaging with these communication tools will eventually die out – in the literal sense – as a new generation of web-literate ‘natives’ become HE teachers.
The ‘gatekeeping’ issue reflects a one-to-many communication method that predates the web by more than a hundred years – that the institution ‘publishes’ online in much the same way it would print a prospectus – a single, annual ‘print run’ which is then set in stone until the following year’s recruitment cycle. This 365-day cycle is in sharp contrast to the way the web works – where pages and content is fluid and in a permanent cycle of change/development. JISC themselves have identified (in their Web 2.0 report) the average life of a web page to be between 44 and 75 days. I’ll post more on the JISC report soon, but for now you’ll find it in ‘links’ on the right hand side of this page.
If you limit the online communication (e.g. on the institutional website) centrally to a small handful of individuals (I call this the ‘print publishing’ website model), you achieve the following advantages for your pages;
- maximum level of editorial control
- accurate course pages (in terms of module content, admissions criteria etc)
- technically correct and standards-compliant pages
But there are attendant disadvantages;
- less content (a small number of gatekeepers have to do everything)
- less relevant content (those gatekeepers don’t have the on-the-ground knowledge)
- less up-to-date content (gatekeepers haven’t got time to update every page)
If you allow a free multi-user environment (let’s say where every member of a course team could update their own pages at any time), you achieve new advantages;
- maximum relevance of content (the content comes from those with the most knowledge)
- more content (the workload is shared)
- more frequently updated content (the information is more up to date)
To achieve these advantages without descending into free-for-all chaos, some user management would be necessary, and this in itself is time-consuming. But a lot of this workload can be thrown back to the user – self-regulated password systems and levels of privs negotiated by line managers, not by ‘the IT department’.
Our own School website puts this philosophy into practice. 45 staff each have their own login, and all can upload student work, change course pages, add links to projects and so on, all driven by a simple browser-based content management system. Does this seem like a recipe for online chaos and contradictory ‘message’ to the world? It seems not. Since 2007, no-one has ever sabotaged a page or posted anything which is out of line with institutional or school strategy. Why? For the same reasons we don’t trash each other’s offices or turn up late for lectures and open days – because we’re professionals with respect for our institution and for each other.
Using this ‘wiki’ method of user administration, we have gradually built an archive of student work, which says more about our courses than any amount of prospectus blurb ever could. Our graduate stories (many of which we discover through Facebook) can be turned into news items quickly and efficiently, and our course pages benefit in similar ways. It’s not the best-looking website in the world (although it is fully standards-compliant) because it’s content-driven, not design driven, but it does have the advantage of being much richer than any centralised solution.
And that’s where Web 2.0 comes in. An academic School doesn’t operate as one monolithic ‘course’ – it’s a community of lots of talented staff and students putting their passions into practice via a plethora of courses, modules, taught sessions, research projects and performances. So its web presence fragments into semi-formal and informal Facebook pages, student blogs, applicant BBS posts, VLE pages, research project pages, FlickR/Picasa photo archives, and personal student websites. (You’ll note that I didn’t post a link to the VLE pages. That’s because you can’t see them, because they’re only available to people registered on that module). It’s never going to be possible to collect all these links completely – the web just moves too fast (Bath Spa’s web team manfully tried, but take a look at the attempt and see how many broken links you find – not surprising given the lifespan of a typical web page).
It’s all beautiful and mercurial chaos – you can’t control it, only observe it and join in. Like the world. And just as in the world, humans achieve greatness through working collectively.
Gatekeepers – you’ve lost your keys. But you can still join the team.