All posts by Ben Durbin

Our new theory of change

Post Syndicated from Ben Durbin original https://www.raspberrypi.org/blog/theory-of-change-2024/

One of the Raspberry Pi Foundation’s core values is our focus on impact. This means that we are committed to learning from the best available evidence, and to being rigorous and transparent about the difference we’re making.

A smiling girl holding a robot buggy in her lap

Like many charities, an important part of our approach to achieving and measuring our impact is our theory of change. We are excited to launch a newly refreshed theory of change that reflects our mission and strategy to ensure that young people can realise their full potential through the power of computing and digital technologies.

Read our theory of change

What is a theory of change?

A theory of change describes the difference an organisation aims to make in the world, the actions it takes to achieve this, and the underlying assumptions about how its actions will create change.

Two learners sharing a laptop in a coding session.

It’s like a good cake recipe. It describes the ingredients and tools that are required, how these are combined, and what the results should be. But a theory of change goes further: it also addresses why you need the cake in the first place, and the reasons why the recipe will produce such a good cake if you follow it correctly!

What is the change we want to make?

Our theory of change begins with a statement of the problem that needs solving: too many young people are missing out on the enormous opportunities from digital technologies, and access to opportunities to learn depends too much on who you are and where you were born.

We want to see a world where young people can take advantage of the opportunities that computers and digital technologies offer to transform their own lives and communities, to contribute to society, and to help address the world’s challenges.

Learners in a computing classroom.

To help us empower young people to do this, we have identified three broad sets of outcomes that we should target, measure, and hold ourselves accountable for. These map roughly to the COM-B model of behaviour change. This model suggests that for change to be achieved, people need a combination of capabilities, opportunities, and motivation.

Our identified outcomes are that we support young people to:

  1. Build knowledge and skills in computing
  2. Understand the opportunities and risks associated with new technologies
  3. Develop the mindsets to confidently engage with technological change

How do we make a difference?

We work at multiple levels throughout education systems and society, which together will achieve deep and long-lasting change for young people. We design learning experiences and initiatives that are fun and engaging, including hundreds of free coding and computing projects, the Coolest Projects showcase for young tech creators, and the European Astro Pi Challenge, which gives young people the chance to run their computer programs in space.

Three learners working at laptops.

We also support teachers, youth workers, volunteers, and parents to develop their skills and knowledge, and equip them to inspire young people and help them learn. For example, The Computing Curriculum provides a complete bank of free lesson plans and other resources, and Experience AI is our educational programme that includes everything teachers need to deliver lessons on artificial intelligence and machine learning in secondary schools.

Finally, we aim to elevate the state of computing education globally by advocating for policy and systems change, and undertaking our own original research to deepen our understanding of how young people learn about computing.

How will we use our theory of change?

Our theory of change is an important part of our approach to evaluating the impact of our resources and programmes, and it informs all our monitoring and evaluation plans. These plans identify the questions we want to answer, key metrics to monitor, and the data sources we use to understand the impact we’re having and to gather feedback to improve our impact in future.

An educator teaches students to create with technology.

The theory of change also informs a shared outcomes framework that we are applying consistently across all of our products. This framework supports planning and helps keep us focused as we consider new opportunities to further our mission.

A final role our theory of change plays is to help communicate our mission to other stakeholders, and explain how we can work with our partners and communities to achieve change.

You can read our new theory of change here and if you have any questions or feedback on it, please do get in touch.

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How we’re creating more impact with Ada Computer Science

Post Syndicated from Ben Durbin original https://www.raspberrypi.org/blog/how-were-creating-more-impact-with-ada-computer-science/

We offer Ada Computer Science as a platform to support educators and learners alike. But we don’t take its usefulness for granted: as part of our commitment to impact, we regularly gather user feedback and evaluate all of our products, and Ada is no exception. In this blog, we share some of the feedback we’ve gathered from surveys and interviews with the people using Ada.

A secondary school age learner in a computing classroom.

What’s new on Ada?

Ada Computer Science is our online learning platform designed for teachers, students, and anyone interested in learning about computer science. If you’re teaching or studying a computer science qualification at school, you can use Ada Computer Science for classwork, homework, and revision. 

Launched last year as a partnership between us and the University of Cambridge, Ada’s comprehensive resources cover topics like algorithms, data structures, computational thinking, and cybersecurity. It also includes 1,000 self-marking questions, which both teachers and students can use to assess their knowledge and understanding. 

Throughout 2023, we continued to develop the support Ada offers. For example, we: 

  • Added over 100 new questions
  • Expanded code specimens to cover Java and Visual Basic as well as Python and C#
  • Added an integrated way of learning about databases through writing and executing SQL
  • Incorporated a beta version of an embedded Python editor with the ability to run code and compare the output with correct solutions 

A few weeks ago we launched two all-new topics about artificial intelligence (AI) and machine learning.

So far, all the content on Ada Computer Science is mapped to GCSE and A level exam boards in England, and we’ve just released new resources for the Scottish Qualification Authority’s Computer Systems area of study to support students in Scotland with their National 5 and Higher qualifications.

Who is using Ada?

Ada is being used by a wide variety of users, from at least 127 countries all across the globe. Countries where Ada is most popular include the UK, US, Canada, Australia, Brazil, India, China, Nigeria, Ghana, Kenya, China, Myanmar, and Indonesia.

Children in a Code Club in India.

Just over half of students using Ada are completing work set by their teacher. However, there are also substantial numbers of young people benefitting from using Ada for their own independent learning. So far, over half a million question attempts have been made on the platform.

How are people using Ada?

Students use Ada for a wide variety of purposes. The most common response in our survey was for revision, but students also use it to complete work set by teachers, to learn new concepts, and to check their understanding of computer science concepts.

Teachers also use Ada for a combination of their own learning, in the classroom with their students, and for setting work outside of lessons. They told us that they value Ada as a source of pre-made questions.

“I like having a bank of questions as a teacher. It’s tiring to create more. I like that I can use the finder and create questions very quickly.” — Computer science teacher, A level

“I like the structure of how it [Ada] is put together. [Resources] are really easy to find and being able to sort by exam board makes it really useful because… at A level there is a huge difference between exam boards.” — GCSE and A level teacher

What feedback are people giving about Ada?

Students and teachers alike were very positive about the quality and usefulness of Ada Computer Science. Overall, 89% of students responding to our survey agreed that Ada is useful for helping them to learn about computer science, and 93% of teachers agreed that it is high quality.

“The impact for me was just having a resource that I felt I always could trust.” — Head of Computer Science

A graph showing that students and teachers consider Ada Computer Science to be useful and high quality.

Most teachers also reported that using Ada reduces their workload, saving an average of 3 hours per week.

“[Quizzes] are the most useful because it’s the biggest time saving…especially having them nicely self-marked as well.” — GCSE and A level computer science teacher

Even more encouragingly, Ada users report a positive impact on their knowledge, skills, and attitudes to computer science. Teachers report that, as a result of using Ada, their computer science subject knowledge and their confidence in teaching has increased, and report similar benefits for their students.

“They can easily…recap and see how they’ve been getting on with the different topic areas.” — GCSE and A level computer science teacher

“I see they’re answering the questions and learning things without really realising it, which is quite nice.” — GCSE and A level computer science teacher

How do we use people’s feedback to improve the platform?

Our content team is made up of experienced computer science teachers, and we’re always updating the site in response to feedback from the teachers and students who use our resources. We receive feedback through support tickets, and we have a monthly meeting where we comb through every wrong answer that students entered to help us identify new misconceptions. We then use all of this to improve the content, and the feedback we give students on the platform.

A computer science teacher sits with students at computers in a classroom.

We’d love to hear from you

We’ll be conducting another round of surveys later this year, so when you see the link, please fill in the form. In the meantime, if you have any feedback or suggestions for improvements, please get in touch.

And if you’ve not signed up to Ada yet as a teacher or student, you can take a look right now over at adacomputerscience.org

The post How we’re creating more impact with Ada Computer Science appeared first on Raspberry Pi Foundation.

The four elements of our focus on impact

Post Syndicated from Ben Durbin original https://www.raspberrypi.org/blog/our-focus-on-impact/

The mission of the Raspberry Pi Foundation is to enable young people to realise their full potential through the power of computing and digital technologies. That’s what we say in our 2025 strategy. But how can we be sure we’re succeeding?

Learners at a CoderDojo coding club.
Participants at a CoderDojo in England.

In our strategy we also identify one of our values as being ‘focussed on impact’. This means that we are committed to learning from the best available evidence, and to being rigorous and transparent about the difference we’re making.

Children in a Code Club in India.
Participants at a Code Club in India.

Like all our values, our focus on impact infuses all of our work, and it is led by a dedicated impact team. This blog outlines four ways in which we put this value into practice in pursuit of our mission.

1. Do the right things

It doesn’t matter how fast you run, if you’re heading in the wrong direction, you’ll never get to your destination. We use data to prioritise our resources where we can make the biggest difference for young people.

For example, we use national statistics from the UK to assess how many of the Code Clubs and CoderDojos we support in the UK run in places where they can reach young people facing educational disadvantage, so that we can adopt an evidence-based approach to better serving these young people.

A child at a laptop in a classroom in rural Kenya.
Learners in a classroom in Kenya.

And we know many of the young people who face the greatest barriers to accessing computing education and developing new skills and confidence live in countries with low- and middle-income economies. That’s why we are building new partnerships in India, Kenya, and South Africa and adapting our resources and programmes for the contexts of educators and learners living there.

2. Measure what matters

We’re really excited that we’ll soon be publishing an updated Theory of Change, which captures how we make an impact. This will be the foundation for Monitoring and Evaluation (M&E) plans for all of our initiatives, where we specify their goals and set down what kinds of data we will collect to make sure we have the measure of whether the initiatives are succeeding.

A learner and a faciliator in a classroom learning digital skills.
A learner and facilitator in a classroom in Kakuma refugee camp.

Strong M&E is equally important for our established programmes and our new pilot initiatives. Code Club, the worldwide network of free, after-school coding clubs for 9- to 13-year-olds we support, has been growing for more than 10 years. Durham University’s Evidence Centre for Education is currently conducting an independent evaluation of UK-based Code Clubs to help us understand how to better support Code Club volunteers and learners around the world. We ourselves recently evaluated the pilot of a new programme we designed in partnership with Amala Education to deliver a vocational skills course for displaced learners aged 16 to 25 in Kakuma refugee camp in Kenya.

3. Keep getting better

Data is only useful if it’s translated into insights that are acted upon. We use the findings from evaluations to inform the design and continual improvement of all our initiatives.

Teachers in Code Club training in Odisha, India.
Teachers in Code Club training in India.

For example, the evaluation of our pilot vocational skills training in Kakuma refugee camp provided insights that have helped us adapt the programme for a second cohort of young people. The same was true of the M&E insights we gained from our partnership with Mo Schools in Odisha, India, where we have provided training and support to 1075 teachers to establish Code Clubs. Informed by survey data and informal feedback each step of the way, we are now gradually scaling up our support towards launching a more intensive computing and coding programme in 2000 schools in Odisha this year.

Young learners at computers in a classroom.
Learners in a UK primary school classroom.

Side by side with our M&E results, we also rely on the latest computing education research, conducted at the Foundation, in the Raspberry Pi Computing Education Research Centre at the University of Cambridge, and by academic researchers around the world. Our groundbreaking research programme on gender balance in computing, and our ongoing research on culturally relevant pedagogy, are shaping the way we work to enable all young people to achieve their full potential in computing.

4. Tell people about it

We are proud of the difference we are making. We want everyone to hear about it and feel inspired to get involved in our vital mission for young people. Our annual reviews are packed full of statistics and overviews of the difference we’re making, and we’re creating a growing video series of unique stories from people in the community we support. Watch this space for news about our updated Theory of Change, our next annual review, and more blogs about our impact.

A learner and a volunteer at a CoderDojo coding club.
A participant and a volunteer at a CoderDojo in England.

By doing these four things well, we can be confident that we are enabling young people to achieve their potential through the power of computing and digital technologies.

If you share our passion for impact and think our mission is important, why not get involved today? You can:

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