Digital Ambassadors – 7. Reviewing the programme
Post 7 of 7
While a Digital Ambassadors programme may be popular, it is important to review it on a yearly basis (more often if possible) to:
- Measure success
- Ensure long term viability
- Ensure relevance
- Offer a discussion platform for future improvements
In this post, I share some of the review work I have done with my students.
Whilst I did not formally list success criteria prior to starting the Digital Ambassadors programme, it can be summarised as follows:
- Are the numbers sufficient to justify the group being in existence?
- Do the students enjoy being part of the group?
- Is there an even split between boys and girls?
- Is there a range of age groups represented in the group?
- Is the work offered challenging enough?
- Is there a range of options available to students?
- Do students feel they are making a positive difference?
- Does the community benefit from the Digital Ambassadors’ work?
- Are enough leadership opportunities offered?
Over time, I have received answers to the questions above using mainly informal interviews. I have also:
- Looked at the number of ‘views’ for each Youtube video, and written tutorials
- Surveyed teachers
- Observed teachers in student-led sessions
- Received non-prompted feedback from teachers and parents praising the work done by the Digital Ambassadors
As mentioned in a previous post, I currently work at an international school, and naturally the student turnover is relatively high. It is important to review the impact of the turnover on the Digital Ambassadors programme. For example, it may be a good idea to try and recruit students who are likely to remain at the school for an extended period of time to form a core.
At the end of every academic year, I look at the leaving students, and start looking at possible replacements for the next academic year. Using an invitation process helps with ensuring sustainability. You can read this post to find out more.
Getting students feedback on the programme is vital to the success of the programme. Having a say in how the programme is run helps with motivation and provide a real sense of ownership. Here are some of the changes that have taken place due to student feedback:
- More frequent meetings as a group
- Less complicated schedule to man the Genius Bar
- Discontinuation of the Digital Peer Mentoring programme, as mentees did not always turn up to sessions