Skills required to desing mobile interfaces for diverse users
- 1. SKILLS REQUIRED TO DESIGN MOBILE INTERFACES FOR DIVERSE USERS IM Venter RJ Blignaut KV Renaud University of Eastern Finland, 2015 1
- 2. The project • This is a joint project with Glasgow University. • The project was conducted over a period of four years (2011 – 2014) with slight changes and adaptations each year. University of Eastern Finland, 2015 2
- 3. The project • This presentation will deal with data that was collected at the University of the Western Cape (UWC) in 2011. University of Eastern Finland, 2015 3
- 4. Introduction • Universities are increasingly required to train well-rounded workers with more than mere technical knowledge. • McKenzie et al. argue that graduates now need more than mere disciplinary capabilities. They also need to demonstrate professional and personal capabilities to compete for available jobs. (McKenzie, Morgan, Cochrane, Watson, & Roberts, 2002) University of Eastern Finland, 2015 4
- 5. Introduction • It is a challenge to help students to develop these skills. • The problem for educators is that it is far easier to teach facts than it is to develop skills. • The former teaches students what to think, the latter teaches them how to think. University of Eastern Finland, 2015 5
- 6. Introduction This study reports on a computer science assignment specifically designed to develop professional and personal as well as discipline- specific skills. University of Eastern Finland, 2015 6 http://www.dexigner.com/news/9688
- 7. Capabilities Disciplinary capabilities is sometimes referred to as hard skills whereas, professional and personal capabilities are referred to as soft skills. University of Eastern Finland, 2015 7 McKenzie, Morgan, Cochrane, Watson, & Roberts, 2002, p. 432
- 8. GRADUATE ATTRIBUTE 1 SCHOLARSHIP: A critical attitude towards knowledge University of Eastern Finland, 2015 8 http://www.istockphoto.com/stock-photo-18373145- learn-and-lead.php
- 9. GRADUATE ATTRIBUTE 2 CRITICAL CITIZENSHIP AND THE SOCIAL GOOD: A relationship and interaction with local and global communities and the environment. University of Eastern Finland, 2015 9 http://www.istockphoto.com/stock- illustration-9397134-world-flags-green-shoots.php
- 10. GRADUATE ATTRIBUTE 3 LIFELONG LEARNING: An attitude or stance towards themselves 1. Inquiry-focused and knowledgeable 2. Critically and relevantly literate 3. Autonomous and collaborative 4. Ethically, environmentally and socially aware 5. Skilled communicators 6. Interpersonal flexibility and confidence to engage across difference University of Eastern Finland, 2015 10
- 11. Situated learning assignment • A human-computer interaction (HCI) assignment for a third-year computer science course targeted the acquisition of specific soft skills, and was • aimed at developing HCI subject knowledge or hard skills. University of Eastern Finland, 2015 11 http://www.istockphoto.com/stock- illustration-4868850-cellphone- icon.php
- 12. What is situated learning? • Whereas one can easily create a realistic environment for the development of hard skills within the university environment, it is difficult to achieve this for the soft skills. • Soft skills can best be developed in a situated learning environment which is strongly associated with informal learning outside the classroom, and University of Eastern Finland, 2015 12
- 13. Situated learning • Requires students to make contact with people and circumstances outside the university environment. University of Eastern Finland, 2015 13 http:// www.istockphoto.co m/stock- photo-16298103- seniors-browsing- their-smart- phones.php? st=a20277c
- 14. Graduate attributes targeted Graduate attributes Targeted skills SCHOLARSHIP Communication skills Ability to do research Discipline specific knowledge CRITICAL CITIZENSHIP AND THE SOCIAL GOOD Professionalism Multiplism Team work University of Eastern Finland, 2015 14
- 15. The assignment • Act as if a large mobile phone company employed them. • Determine HCI needs of senior (>65 years) mobile phone users. • Conduct research to understand the older users’ experiences with, and perceptions of, their mobile phones. • Report their findings so that their company would be able to gauge the potential and challenges associated with this niche market. University of Eastern Finland, 2015 15
- 16. The graying generation in less developed regions University of Eastern Finland, 2015 16
- 17. Assignment detail For this report, self selected teams of 4 to 5 students had to: • interview and explore experiences of the older mobile phone user, using a pre-designed questionnaire; • assist their interviewee with a mobile phone function the interviewee wished to learn; and • reference research papers on mobile phone usage by older users in a report summarising the results of their study. University of Eastern Finland, 2015 17
- 18. How successful is a situated learning assignment in bridging the skill gap? This specific study was aimed at determining how successful situated learning could be to develop graduate attributes. University of Eastern Finland, 2015 18
- 19. Study Design University of Eastern Finland, 2015 19
- 20. Research approach Content analysis was used to analyse the 7 team reports (of 32 students) based on four themes or evaluation criteria. University of Eastern Finland, 2015 20
- 21. Evaluation criteria (rubric) 1. How successfully the team integrated the referenced literature into the report; 2. The completion of questionnaires and capturing of data; 3. Discussion of the process and results of the function taught; 4. Comments and suggestions on how the phone software/design could be improved for the elderly based on the information gathered during their study. University of Eastern Finland, 2015 21
- 22. Radar graph of rubric University of Eastern Finland, 2015 22 0 10 20 30 40 50 60 70 80 90 100 Team 7 Team 6 Team 5 Team 4Team 3 Team 2 Team 1 Literature & introduction Questionnaire Taught function HCI adaptation
- 23. Critical social theory • To interpret the results of the reports, content analysis was used and viewed through a critical social theory lense. • In particular, Habermas’ theory of critical social science and his three knowledge interests were applied. University of Eastern Finland, 2015 23 Benjamin Pavie / ben http://openclipart.org/
- 24. Habermas’ knowledge interests In his theory of critical social science, Habermas opposes the claim that science offers an objective or neutral account of reality but feels that “… different kinds of knowledge are shaped by the particular human interests that they serve” (Carr & Kemmis, 1986, p. 134) University of Eastern Finland, 2015 24
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- 27. Results in terms of Harbermas’ Technical Knowledge Interest Graduate attribute Results Communication skills Verbal and written communication skills were developed. Students had to acquaint themselves with various mobile technologies for demonstration purposes and had to communicate this to the interviewee. University of Eastern Finland, 2015 27
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- 29. Graduate attributes Results Teamwork Professionalism All team members had to take responsibility for their learning and timeously contributing to the team effort. Learnt ethical practices such as getting permission from participants. Adhere to deadlines. Truthful referencing of other’s work. University of Eastern Finland, 2015 29 Results in terms of Harbermas’ Practical Knowledge Interest
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- 31. Results in terms of Harbermas’ Emancipatory Knowledge Interest Graduate attribute Results Multiplism Acknowledged different generations, cultures and abilities. Learnt to have empathy with older mobile users and to acknowledge the legitimacy of their requirements. In dealing with non-technical users they broadened their worldview. They had to share knowledge which is in a sense emancipatory. University of Eastern Finland, 2015 31
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- 33. Results in terms of Harbermas’ all the Knowledge Interests Graduate attributes Results Research skills Students were exposed to the process of consulting research literature, planning research, collecting, analysing and reporting on data. University of Eastern Finland, 2015 33
- 34. Discussion • Situated learning allowed students to critically reflect on real-life situations. • Student reports demonstrated an appreciation for the challenges that senior mobile phone users experience. • Suggested HCI improvements indicated an engagement with the task, and • developed skills (oral and written communication, multiplism, and the ability to do research). University of Eastern Finland, 2015 34
- 35. Conclusion This project was aimed at narrowing the graduate skill gap by addressing graduate attributes such as: • scholarship; • critical citizenship; and • social good. These have been developed to some extent by this situated learning assignment and would contribute to their ability to become life long learners. University of Eastern Finland, 2015 35
- 36. Conclusion The research done over the four years gave rise to several presentation and publications. University of Eastern Finland, 2015 36
- 37. University of Eastern Finland, 2015 37 Year Data collected Output 2011 Forty four student researcher’s from Scotland and 32 from South Africa collected data from 44 and 63 participants older than 65 respectively • Venter IM, Blignaut, RJ, and Renaud, K. (2014). Uniformity in the midst of diversity. Journal of Engineering, Design and Technology, Vol 12, No 4 (6 October 2014) ISSN: 1726-0531 http://dx.doi.org/10.1108/JEDT-08-2013-0060 (Pages 550-562) • Venter, IM, Blignaut, RJ, and Renaud, K. (2013). Mirroring real life in a university setting to instill graduate attributes. Teaching and Learning Seminar Series, UWC, Bellville, South Africa. 30 May 2013. (Presentation) • Venter IM, Blignaut, RJ, and Renaud, K. (2013). Reaching out to mobile phone “rookies” in two countries. Proceedings of WCCE2013, WCCE 2013, Torun, Poland, 1-5 July 2013 (Pages 282-283) (ISBN 978-83-231-3095-6) • Blignaut, RJ, Venter IM, and Renaud, K. (2013). Training for the globalized workplace. INED Demographic Conference “Future of Populations”. Paris 3-6 Décembre 2013
- 38. University of Eastern Finland, 2015 38 Year Data collected Output 2012 Data was collected from 99 participants by 49 student researchers in South Africa. The students completed the questionnaires themselves as well. • Renaud, K, Blignaut, RJ and Venter, IM. (2013). Designing Mobile Phone Interfaces for Age Diversity in South Africa: “One-World” versus Diverse “Islands”, Human-Computer Interaction -- INTERACT 2013, Lecture Notes in Computer Science, edited by Paula Kotzé, Gary Marsden, Gitte Lindgaard, Janet Wesson and Marco Winckler. Springer, LNCS 8119 (Pages 1-17, Part III) (ISBN978-3-642-40476-4). • Blignaut, RJ, Venter IM, and Renaud, K. (2013). A bridge over the computer science graduate skill gap. Proceedings of the 10th IFIP World Conference on Computers in Education WCCE2013, Torun, Poland, 1-5 July 2013 (Pages274283) (ISBN 978-83-231-3090-1 )
- 39. University of Eastern Finland, 2015 39 Year Data collected Output 2013 Data was collected from 77 participants by 44 students. Students completed the questionnaire and this questionnaire also included some health related questions. This article dealt with the data of three years (2011-2013). Blignaut, RJ, Venter, IM and Renaud, KV. (2015) Granny gets smarter but junior doesn’t notice, The Journal of Community Informatics (submitted - 1161) 2014 Sixty-three student researchers collected data from 56 young participants and 55 older participants and completed the questionnaire themselves Blinkered Views of Out-Group Mobile Phone Usage in a South African University (finalising this article)
- 40. Recommendation University of Eastern Finland, 2015 40 • This situated learning assignment and team work approach demonstrates promise and is a realistic way for universities to prepare students for the workplace. • The development of these soft skills can be done outside scheduled contact time, leaving valuable time for the development of hard skills.
- 41. ACKNOWLEDGEMENTS Research Committee of the University of the Western Cape, South Africa University of Eastern Finland, 2015 41
- 42. Questions • Can this project be replicated in another country where the culture is very different? • What difficulties did the students experience in finding mobile phone users over 65 years of age? • Can such a situated learning project be used in other disciplines? University of Eastern Finland, 2015 42