Digital engagement

UK GovCamp 2012: Public service delivery, digital tools and the voluntary sector

By Michael Grimes
30 January 2012

In one of the UK GovCamp sessions last week we discussed the use of digital tools and third sector organisations in public service delivery.

I recorded most of the session. At some point I will try to write it up, but for now you can listen to the audio and read the transcript.

The transcript is mainly intact, but occasionally I was unable to make sense of a word or two. Therefore it’s in a wiki so that you can correct my errors if you so wish.

I was a little slow to start the recording, so it joins the discussion as we address the issues of voluntary groups taking on some aspects of public services. The transcript begins as someone from the police is explaining how they worked with a group of Street Pastors.

Cross-posted from citizensheep.com

Public scrutiny of legislation: more reason for citizenship education?

By Michael Grimes
15 February 2011

Today members of the public will for the first time be able to have their say on proposed UK legislation. The Protection of Freedoms Bill, introduced into the House of Commons on Friday, will be the first ever to invite input from the public.

By opening legislation to public scrutiny the Prime Minister hopes to widen the pool of expert knowledge that shapes it:

“Right now a tiny percentage of the population write legislation that will apply to 100% of the population … “This makes our laws poorer because it shuts out countless people across the country whose expertise could help”.

Public given chance to scrutinise new legislation [BBC]

I think this is justification enough. However, the Prime Minister also imagines that legislation will be richer if we all add our tuppeny-worth:

“[the status quo] makes our politics poorer because it increases the sense that Parliament is somehow separate from the people rather than subservient to them.

“Our new Public Reading Stage will improve the level of debate and scrutiny of Bills by giving everyone the opportunity to go online and offer their views on any new legislation.”

For me, this raises some questions.

Consultation process

  • How will this be managed?
  • Will legislation now be written in plainer English so that more people can make sense of it?
  • What feedback will we get?
  • If we all do decide to spout our own opinion, how will the government sift through it all?
  • Which opinions will be listened to, and why?
  • How will we be reassured that the best was made of our collective input?

Quality and rigour of input

  • What tools, evidence and support will be provided to help us understand the background to legislation?
  • What skills will we need to ensure our input isn’t rejected out of hand?
  • Where will this ‘expertise’ be developed: by happy accident, or - as is currently the case - in a statutory mechanism such as the endangered citizenship curriculum?

Crime maps are just the tip of the iceberg

By Michael Grimes
1 February 2011

This morning the UK media trumpeted the launch by the Police of their new crime map, which lets you see crime levels for your postcode area. That’s all very well, but what are we expected to do with it?

I, for one, will probably ignore it. I’d rather be blissfully ignorant of local crime potential than live in constant fear of it.

Of course, this map is just one application of the underlying data. For example, linked data could allow an agency to take the crime figures and overlay them with poverty data so that connections between the two begin to emerge.

But what’s the point of publishing them for all to see? Sure, it provides service deliverers with greater insight with which to make better decisions; but how does it help ‘ordinary’ members of the public? Well, it’s all part of the government’s Big Society agenda for transparency:

“Public access to public data provides the evidence base for public pressure and action, both on the part of those proposing new ways to deliver services and on the part of service users thus enabled to make an informed choice. This is what we mean by ‘transparency’: the ability to see how government actually works – or doesn’t work.

“…there can be no local innovation without local control of resources. Nor can local decision- making succeed without access to the government data on which informed judgement depends”.

Decentralisation and the Localism Bill: an essential guide

But ‘decision-making’ is about more than ‘informed judgement’. It’s about understanding the complexities of a situation, being able to put other interests before our own and seeking effective and constructive solutions.

Making information open and available publicly is just the beginning. Next we need a culture of interrogation; consumers of information need to be inquisitive, to acknowledge that a given representation is only a small part of the story and to engage with information critically and responsibly.

At the moment these skills of critical evaluation of information, and the exploration of the social, ethical and cultural implications of information technology, are in the school curriculum: within citizenship and ICT.

However, both of those subjects are under review; it is possible that neither will be in the curriculum by September 2012. So if schools are not expected to develop the skills necessary for meeting the challenges of Big Society, where will that development happen?

To my mind this will be the big challenge; making available information such as crime figures is just the tip of the iceberg.

This post was published originally – and in a slightly longer-winded form - on the Open Local Data Blog.

Digital mentors as advocates for the disenfranchised?

By Michael Grimes
15 October 2008

One of the issues surrounding poverty, cited in research by the Joseph Rowntree Foundation, is lack of media exposure; non-news broadcasts rarely mentions the subject, and when they do they tend to focus on extreme cases.

There’s an apparently easy response to that: the internet. The resources are there now to bypass - even influence - traditional media.

There are two obstacles though.

Firstly, how to harness the power of social media tools to make your voice heard above the clamour of millions (and counting) of others.

Secondly, the dilemma that the poorest in society, in a civic sense as well as an economic one, are likely to be the least able or motivated to access those tools in the first place.

The British government recently pledged £xm to put computers and broadband into the hands of the nation’s poorest. This sounds great, and yes the tools can’t be used if they’re not available, but one day they will need replacing (and besides, the government has also just pledged £xb to protect our finances).

What we tend to forget is that most people already have tools of some kind or other. I’m not currently in front of a PC, I’m writing and publishing this post from my mobile phone, on the train. Granted the tools are poorer than those of my office PC, but still perfectly adequate.

The question then is of how to help people use the tools available to them.

There is a lot of discussion at the moment about ‘digital mentoring’ (of which I am broadly in favour), and of how informal and mutual education can be used to help bridge the ‘digital divide’.

And those mentors who start from a deeper understanding of the technologies are themselves in a good position to publicise the stories of the people they engage with. While many of those would probably do that anyway, encouraging mentors to be advocates could provide more ammunition for the fight aganst poverty.

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