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Weekly(ish) posts highlighting CLD practice in Dundee (also occasionally used as a landing page for fb page posts)

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What about a storyboard to promote and communicate positive case studies within the CLD community?

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What about a storyboard to promote and communicate positive case studies within the CLD community?

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Scottish Storytelling Centre does great training on Digital Storytelling

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Scottish Storytelling Centre does great training on Digital Storytelling

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Help decision-makers understand the value of case studies

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Help decision-makers understand the value of case studies

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So that they start using these to measure impact and outcomes

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Just general encouragement to use this as an evaluation tool!

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Just general encouragement to use this as an evaluation tool!

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Writing workshops linked to storytelling and evaluation?

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Writing workshops linked to storytelling and evaluation?

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Looking at how competencies work with case studies

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Looking at how competencies work with case studies

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Do people ever put together case studies of what has not gone well as a learning tool?

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Do people ever put together case studies of what has not gone well as a learning tool?

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Narrating Childhood with children and young people - Lisa Moran

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Narrating Childhood with children and young people - Lisa Moran

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Concentrate on the 'main ' issues or points, not everything has to be included. 

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Concentrate on the 'main ' issues or points, not everything has to be included. 

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If we involve learners and communities we have to make it meaningful. 

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If we involve learners and communities we have to make it meaningful. 

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And close the 'feedback loop' - what has happened as a result of their time and effort? So what?

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It's about answering the 'So what?' question...

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It's about answering the 'So what?' question...

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Sometimes we don't always need to!

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Is there a difference between what we say in case studies about projects/services and case studies about individuals?

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Is there a difference between what we say in case studies about projects/services and case studies about individuals?

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Reflecting on learning opportunities and progression - routes/pathways to success

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Reflecting on learning opportunities and progression - routes/pathways to success

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You can often see the ongoing development of someone way past an intervention.

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Presenting this as messy is important - we are a messy service.

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Presenting this as messy is important - we are a messy service.

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Storytelling, one to one interviews, 'day in the life of' accounts

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Storytelling, one to one interviews, 'day in the life of' accounts

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Examples of Sketchnotes by Education Scotland

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Examples of Sketchnotes by Education Scotland

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Explore this resource

Sketchnotes provide a visual description of the practice and approaches which HM Inspectors have observed during scrutiny activities and are worth sharing more widely. Education Scotland is using sketchnotes in a number of ways, to share highly effective practice and to provide inspection highlights.

Sharing highly effective practice

Where there is a story to tell about improvements in a setting and colleagues may benefit from further background information, links to the Inspection Report, Summarised Inspection Findings and additional materials including reflective questions are provided on the National Improvement Hub. These sketchnotes are listed below.

Inspection highlights

Some sketchnotes have been designed to stand alone to highlight inspection findings where there is benefit in reading the report and sharing this more widely. These will be added below and will, in time, include examples from all sectors.

Considering highly effective practice and inspection highlights through the use of sketchnotes, is one approach to supporting improvement through, for example, sharing learning and practice; promoting professional dialogue. They can also be a helpful tool for professional learning.

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Sketchnotes - Sharing highly effective practice and inspection highlights

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Sketchnotes provide a visual description of the practice and approaches which HM Inspectors have observed during scrutiny activities and are worth sharing more widely. Education Scotland is using sketchnotes in a number of ways, to share highly effective practice and to provide inspection highlights.

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It's all about bringing things / issues/ideas to life.

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It's all about bringing things / issues/ideas to life.

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Audience - does someone want a paragraph or a full page?

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Audience - does someone want a paragraph or a full page?

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Need to work this out before.

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Depends who / what you are doing a case study on. 

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Depends who / what you are doing a case study on. 

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Sound byte approaches - interviews/vox pops with certain people.

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Re-imagining accountability - storytelling workshops for evaluation in and beyond youth work - Tania de St Croix, 2020 

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Re-imagining accountability - storytelling workshops for evaluation in and beyond youth work - Tania de St Croix, 2020 

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Really being aware of who the audience is. Writing to make impact. 

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Really being aware of who the audience is. Writing to make impact. 

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What is the case study hoping to achieve?

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See Hot Chocolate Trust's annual report for a perfect example of how to get creative and involve young people

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See Hot Chocolate Trust's annual report for a perfect example of how to get creative and involve young people

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This is a great case study in itself. https://static1.squarespace.com/static/601567699820e37481b02cad/t/60358b881c886c752b3aba2f/1614121890418/RESIST2019_Digi.pdf

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Policy Makers

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Politicians

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Background

Bethany Christian Trust works in Moredun, in the South East of Edinburgh - an area marked by 6 high rise flats. Work seeks to meet local needs and build a sense of community where the potential for homelessness is a real concern.

Many individuals and families who have English as a second language (ESOL) have been housed in Moredun. Bethany's 'Everyday English' group aims to connect socially isolated women from ESOL backgrounds to enable more English learning as well as mutual support and connection. This helps to address issues around social isolation, community integration, sharing information in relation to Covid-19 as well as the community and general knowledge of life in the community.

Bethany staff lead the group with support from trained English language teaching volunteers and from group members themselves. Due to Covid-19 the group was unable to meet face to face and learning was moved online, using Zoom. This has improved benefits in areas of poverty related impact such as reducing travel costs, distance, time and the sense of community as well as connection online is growing. The group now has women from different parts of Edinburgh joining it, growing the community from one specific area to wider with people from different cultures and languages learning together.

The group is a safe space for the women to share their concerns about Coronavirus and to ask questions about rules and guidelines, health and safety, and home-schooling. One woman recently commented, "We can talk of our stresses and we talk like family", whilst another shared, "my soul and mood are tired... and, I need to contact others". Another says, "we are friends and people are very kind". The importance of these local connections during lockdowns and the pandemic have supported the learners mental health and provided a local, community support network.

Bethany staff support the women beyond the weekly classes and try to work in a joined up way and in partnership with others, offering practical and relational support through phone calls, doorstep visits, walks together and food support. One woman says, "I love this group. It is not only for English. Every day I can ask for help without appointment".

What was done

Moving classes online, means that digital access has been a challenge, with some women no longer engaging. Bethany Christian Trust has helped provide devices for some of the women with grant funds. Supporting children's learning, especially during lockdown, has been a huge concern for some of these parents who feel they do not have adequate English or understanding of the education system. Bethany, in partnership with Edinburgh City Council, also run an online homework club each week for the children of ESOL families, with most of the children's mothers coming to the English class. The devices have proved to be helpful for both the women and for children doing home learning where digital poverty is a real issue.

Zoom proves to be the easiest digital platform and it can easily be used from a smart phone. Sessions are kept interactive and fun, using breakout rooms to increase the opportunity for women to speak with a volunteer. The weekly conversational sessions can be adapted to engage any language level, discussing relevant themes such as health, coronavirus and changing rules, education, children, family, our stories, food, as well as aspects of living in Scotland and understanding Scottish traditions, words and phrases.

The group has proved to be a platform for progression for some of the women. For example, several women have enrolled in Edinburgh College English courses, and one woman has been volunteering in one of Bethany Christian Trust's charity shops, when allowed following Covid-19 guidance. She commented that the skills she is learning will be useful for a future job, such as using the cash machine, managing stock and talking with customers.

Partnering with other agencies is key, with several women connecting into the Everyday English group via referrals from other agencies across the city. Some women in the group are part of other community activities such as a local jogging and walking group and Bethany staff participate and support activities such as these.

Impact

In the midst of global and local restrictions, we are reminded so clearly of how important and foundational connection and communication are, and the success of the 'Everyday English' class goes far beyond either the physical or virtual classroom, being an invitation to build confidence, friendship, community and identity.
Improvement questions

How am I helping adults and families to continue to engage in ESOL learning and wider opportunities?

What support and information can I signpost adults to?

How might the support and provision for adults need to be adapted or done differently during Covid-19?

How can I raise awareness of the needs of adults and families during this time and ensure that their needs and voices are heard in recovery planning?

How am I measuring the impact of new approaches and services and evolving these to suit the needs of adults and families?

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CLD ESOL - Bethany Christian Trust online community

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Background Bethany Christian Trust works in Moredun, in the South East of Edinburgh - an area marked by 6 high rise flats. Work seeks to meet local needs and build a sense of community where the potential for homelessness is a real concern.

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ESS Support Guide 3.2 - Writing case studies - Evaluation Support Scotland

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One of the ways we report on our work and our evaluation is through case studies. This ESS Support Guide gives some tips on how to write case studies.

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Chapter 4

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This book provides essential guidance for professionals and pre-qualifying students on how to gather and generate evidence of the impact of projects in the community.

Including case studies from diverse community settings, it provides easy to implement, practical ideas and examples of methods to demonstrate the impact of community work.

Considering not only evaluation, but also the complex processes of evidence gathering, it will help all those involved with work in the community to demonstrate the impact and value of their work. The book provides:

*guidance for how to present different findings to different audiences;

*methods for effectively demonstrating the value of your work;

*how to demonstrate the scale, quality and significance of impact.

"A vital text for anyone working with, for and in community settings. The text draws together theory and practice in an accessible format ensuring that everyone - students, practitioners and academics - can evidence the impact of important community-based work. The book will also support leaders, funders and policy makers to understand the particular nature of evidence generated in community settings and as such, is a vital contribution to the field." Kaz Stewart, University of Cumbria

"At last, a book that emphasises Community Development's responsibility to provide evidence that it meets its transformative purpose - on every level, local to global - excellent!" Margaret Ledwith, University of Cumbria

"An innovative, highly useful overview of the tools available to effective community workers in their necessary dance between thought and action, interwoven with a rich diversity of globally sourced case studies." Frances Crawford, University of New England

"A helpful and thought-provoking text for community workers that strikes a good balance between examples of practice underpinned by theory. Posing challenging questions, it will help community workers and managers alike to reflect on and improve their practice." Sheila Brown, Education Scotland

Karen McArdle has worked in the community development field for over 30 years and taught evaluation to professionals across multiple community contexts.

Kirsty Forrester has worked extensively as a community learning and development worker in local authority, third sector, social work and health settings.

Catherine McKay has worked for 37 years in Community Learning and Development at local and national policy levels across Scotland.

Ed Garrett combines an academic background in research and teaching with over fifteen years' experience as a community development worker in the voluntary sector.

Sue Briggs is a local authority development officer with experience of managing quality improvement approaches, professional development and community learning development practice.

Introduction

Part One

Impact, Evidence and Transformation ~ Karen McArdle

Power, Empowerment, Impact and Voice ~ Karen McArdle

A Challenging Context in which Values Matter ~ Karen McArdle

Part Two

Presenting Findings to Different Audiences ~ Catherine Mckay and Karen McArdle

Planning and Evaluating ~ Karen McArdle, Kirsty Forrester, Ed Garrett

Anecdote and Observation ~ Ed Garrett, Karen McArdle

Questionnaires ~ Karen McArdle and Kirsty Forrester

Interviews and Focus Groups ~ Karen McArdle, Kirsty Forrester, Ed Garrett

Narrative Inquiry ~ Karen McArdle

Collaborative and Participatory Approaches ~ Karen McArdle

Social Impact Studies ~ Ed Garrett

The Long Haul, Longitudinal Studies ~ Karen McArdle, Catherine Mckay

What everyone needs to know, Management Information Systems (MISs) ~ Sue Briggs, Kirsty Forrester, Karen McArdle

Using Others, Secondary Data ~ Kirsty Forrester and Karen McArdle

Knowing Ourselves, Self Evaluation ~ Sue Briggs, Karen McArdle

Part Three

Reflections, Valuing Community Work ~ Karen McArdle, Sue Briggs, Kirsty Forrester, Ed Garrett and Catherine McKay

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the impact of community work - how to gather evidence

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Policy Press | The Impact of Community Work - How to Gather Evidence : By Karen McArdle, Sue Briggs, Kirsty Forrester, Ed Garrett and Catherine McKay

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The Impact of Community Work - How to Gather Evidence; This book provides practical guidance for professionals and pre-qualifying students on how to gather and generate evidence of the impact of projects in the community.