This document summarizes a study on developing skills for designing mobile interfaces for diverse users through a situated learning assignment. Students interviewed senior mobile phone users and assisted them with a function to understand their needs. They analyzed the results through frameworks like Habermas' knowledge interests. The assignment helped students improve communication, teamwork, research, and consideration of diverse perspectives. The multi-year study yielded publications and showed promise for preparing students for real-world challenges through similar experiential learning projects.

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

25. University of Eastern Finland, 2015 25

26. University of Eastern Finland, 2015 26

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

28. University of Eastern Finland, 2015 28

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

30. University of Eastern Finland, 2015 30

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

32. University of Eastern Finland, 2015 32

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