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Digital Literacy Research ReportInforming opportunities for people with intellectual disability

Australia’s user experience experts

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Education opportunities exist to support autonomy and confidenceExecutive summary

Leep engaged CID (NSW Council for Intellectual Disability) and syfte to conduct research with people with mild to moderate intellectual disability, receiving NDIS, to assess their readiness and motivation for digital literacy skills. A focus group methodology was used to gather qualitative data using a semi structured interview format. The research took place in April 2017 with 5 sessions facilitated by CID and Leep representatives. User experience researchers from syfte attended the sessions to observe, document, and compile the findings for this report. Six key motivations for achieving digital literacy were uncovered, all supporting the overarching need for autonomy. Freedom, connectedness, achievement, safety, enjoyment and problem solving are valued reasons why a person with intellectual disability would seek out digital literacy training. However, significant barriers to digital literacy exist. Security concerns, bullying and the emotional and financial consequences of unmoderated internet access are risks that carers are commonly unwilling to take, given their duty of care. Opportunities exist to minimise these barriers. This research will inform digital literacy education program development.

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The purpose of this researchIntended outcome

To build a financially viable and affordable

business case for providing people with mild to moderate intellectual disability, receiving NDIS,

digital literacy skills.

This report anonymises data and summarises the research methodology and findings, responding to Leep’s research outcome:

— Leep project brief

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Roles and responsibilitiesAbout Leep, CID and syfte

Leep are a not-for-profit group who create inclusive communities through communityNet, digital inclusion and volunteer solutions. Leep commissioned this research to guide them in developing digital literacy programs for NDIS participants. Leep played an active role in interviewing participants, sharing the analysis and in shaping strong research deliverables.

NSW Council for Intellectual Disability (NSW CID) is a change-movement driven by people with intellectual disability. CID works to change things for the better through advocacy, inclusive communications and project management. CID recruited participants for this research and facilitated inclusive focus group sessions.

syfte are a Sydney-based Experience Design consultancy, who research and design services, brand experiences and digital touchpoint - for diverse audiences. syfte crafted the research framework and generated custom assets for research activities, to support Leep’s objectives. syfte analysed outputs of the research sessions and generated this report.

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CID recommended focus groups as an efficient and cost-effective means by which qualitative research findings could be found across multiple participants. CID engaged syfte to establish the methodology for these focus groups, though CID were to facilitate these sessions. In order to optimise results, syfte established a framework of paired interviews within each focus group of 4 participants. This was expected to encourage more honest and open discourse, and would allow any disruptions to have a lesser effect on the research sessions. Two facilitators were needed from CID; one for each interview pair.

Research rigourMethodology

Session duration: 3 hours (includes two breaks)

Recruitment: conducted by CID (screening criteria in Appendix)

Incentive offered: $80 in the form of gift cards to select stores (JB Hifi, Coles/Myer, or ‘other’ nominated by decision maker)

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Session frameworkMethodology

Discuss

Do

Intro About technology About education Validating

1 hour

2hours

3hours

* timescale below is approximate; represents relative durations of session topics

Objectives: • Build rapport • Reduce anxiety • Manage

expectations about session

Objectives: • Establish common language • Introduce concept and

understand technology usage • Capture challenges with digital

literacy

Objectives: • Establish common language • Introduce concept and understand

experiences with education • Capture challenges and context of learning

Objectives: • Validate learnings • Neatly close out session • Thank participants

Who we are and why we’re here

Activity 1: Fill in the blanks about you

What technology do you use? What do you use it for?

Activity 2: Show the different ways that you use technology and what you like / don’t like

What courses / classes have you done? What made it good / bad?

Activity 3: Show the different ways that you have learned new skills and show what you liked and did not like

Summarise what we’ve talked about

Thank you! Remunerate.

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Planned versus actualMethodology changes

4 participants with ID 2 participants with ID 2 carers / decision makers

Planned

Actual 6 participants with ID

3 carers

1 decision maker (input via email)

6 participants with ID

1 carer

1 decision maker

5 participants with ID

1 carer

3 decision maker

Session 1 Session 2 Session 3

2 participants with ID 2 carers / decision makers

Changes made

• Lead facilitator adjusted session framework to run solo activities combined with full-group discussion, allowing for larger numbers.

• Carers were interviewed separately.

• Lead facilitator adopted the framework from Session 1, and more time was attributed to discussing past learning experiences.

• Carers participated in this session.

• Lead facilitator adopted the framework from Session 2.

• Carers were interviewed separately.

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Participant breakdown Participants

Total participant pool

17 people with mild-moderate intellectual disability

5 carers / support workers

4 decision making carers

+1 decision making carer (unmoderated email input supplied)

Demography of participants with intellectual disability

Living situation

59% living with family (n=10)35% in supported accommodation (n=6)

Note: 1 non-response (limited details in screener)

Age range

29% 26-35 years (n=5)18% 36-45 years (n=3)6% 46-55 years (n=1)

29% 18-25 years (n=5)

6% 56+ years (n=1)

Location (distance from Penrith)

12% within 10km (n=2)29% between 10-20km (n=5)18% between 20-30km (n=3)

12% from Penrith (n=2)

24% from Blue Mountains (n=4)* Locations based on centre of town / suburb, according to Google Maps

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Participant breakdown Participants

Total participant pool

17 people with mild-moderate intellectual disability

5 carers / support workers

4 decision making carers

+1 decision making carer (unmoderated email input supplied)

Behavioural / needs-based segmentation of participants with intellectual disability

Note: 1 non-response (limited details in screener)

Digital support frequency

0% Always need (n=0)18% Mostly need (n=3)35% Sometimes need (n=6)12% Do not need (n=2)

Digital frequency

65% Everyday (n=11)18% Most days (n=3)12% More than once/week (n=3)0% Rarely (less than weekly) (n=0)

This behavioural / needs-based segmentation was based on self-reporting and reflects the participant’s perceived digital use. Where a carer responded to the screener on their behalf, findings show a disparity in perceptions of ability. This is, therefore, a subjective assessment.

In addition, screening questions did not specify an intended meaning for of ‘use [a device]’. As such, self-report around usage could represent non-internet tasks (e.g. ‘use’ a phone to take a photo) or internet-enabled tasks (e.g. search the web or to log in to a service). This requires interpretation.

1. Value and risks of increasing digital literacy 2. Entertaining learning experiences are remembered 3. Autonomy requires a clearer understanding of money 4. Security concerns cause social isolation

MOTIVATIONSDesirability factors around digital literacy

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Motives for learning & engagementValue of digital literacy

Freedom

I want to be more independent of parents and/or guardians.

Enjoyment

I want to feel amused and be engaged and entertained.

Connectedness / Identity

I want to develop meaningful social or professional relationships that provide a sense of belonging.

Problem Solving

I want to find a successful resolution to challenges, without being anxious or scared or frustrated.

Achievement

I want to feel accomplishment and pride and having done something new.

Safety / security

I want to be confident that I’m safe and my identity or money is secure.

There are six common reasons why people with intellectual disability would choose to learn a new skill, and though they did not use the word, participants described a desire to be more self-sufficient.

Autonomy

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Carers reflected concern around the impact of increased digital literacy Risks of digital literacy

Freedom

Carer is hyperaware of the risks of digital literacy, and need to trust that education is conducted responsibly.

Enjoyment

Carers appreciate the value of engagement, but reported concern around the anti-social, addictive behaviours that this engenders.

Connectedness / Identity

Carer is hyperaware of the emotional impact of cyber-bullying, identity fraud, but is not equipped to moderate social behaviour online.

Problem Solving

Carers see the importance of learning this, as they need to respond to digital problems across device types, with which they are unfamiliar.

Achievement

Carers see education as a valuable way to encourage people with intellectual disability to try something new, in a structured and supportive way.

Safety / security

Carers want dependents to be safer and more secure, but reported concern over how this could be taught properly.

Increasing the digital literacy of anyone who has a lack of understanding of consequences of these new skills, increases their vulnerability to negative influence, or increases the emotional impact of errors.

Autonomy

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Entertaining learning experiences are rememberedDesire/Want

Insight:

Problem solving should be taught through digital experimentation (games, creativity).

Games and creative pursuits are common engagement tools that allow people with intellectual disability to solve bounded, clearly briefed problems in a consequence-free environment. Experimentation is used by games and creative software tutorials, encouraging learnability through play. Engagement in learning significantly improves understanding and recall (Blasco-Arcas, Buil, Hernandez-Ortega and Sese, 2013). Add to this, a consequence-free environment to make errors, and security, identity and emotional risks are lowered.

Problem Solving Achievement EnjoymentSupports:

Observed behaviours: 3 participants independently coloured or

drew their thoughts to alleviate social anxiety in collaborative research environment.

Popular digital tools / assets:

Farmville game

CSI game

Visual sudoku game

Movie maker software YouTube

Wiggles App

Elvis Presley videos

Creating lyrics pages

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Insight:

Repetition and patterns help to recall knowledge.

Participants were asked to tell us some skills they had learnt from previous courses they has competed(ie: food prep, barista, hygiene etc..). We observed that their knowledge of the subject matter was tightly linked to familiar patterns and repetition. Days of the weeks and colour codes triggered participants to recall information and actions with relative ease. Mapping knowledge to routine actions through rote learning seemingly reduced cognitive load and anxiety.

Entertaining learning experiences are remembered (cont)

Desire/Want

Observed behaviours: Participants commonly used known

frameworks (colour, days, airport geography) as a means of recalling experiences.


Visual sudoku game

CSI game

Wiggles App

Problem Solving Achievement Enjoyment

Supports:

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Desire/Want

Observed behaviours: Participants reported studying multiple

courses at TAFE or centres for continuing education, but these skills were rarely

employed, as participants were not offered work in that field, in addition to challenges

with commuting.

Problem Solving Achievement Freedom

Supports:

Insight:

Repetition is needed to retain skills.

Many participants had completed skilled work qualifications - barista courses, typing skills, food preparation. However, due to a lack of work opportunities and participants being unaware of the ins and outs of online job seeking, applications and resumes, many of their qualifications ended up being unused and forgotten. Compounding to the lack of work opportunities, and difficulties around travelling autonomously, courses are easy to join and easy to drop out if the student is not engaged - further perpetuating the cycle.

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Opportunities for digital literacy:

Create a list of recommended or endorsed games / apps. Each should have a clear learning benefit, cost and access method, so that carers see the risk and reward of allowing access. Reflect on how these games work and use to teach broader life skills.

Desire/Want

Discovery:

Most participants reported playing digital games and being creative using technology. Memorable and engaging learning experiences often had a creative or gamified aspect (eg: visual sudoko), allowing users to solve bounded problems, accomplish tasks and engage with appropriate challenges. Problem solving that provided consistent audio/visual feedback (eg: CSI app) was reported to reduce frustration and encourage continued use. Open ended creativity (example, producing video) provided an outlet to alleviate anxiety and share a passion with others.

FarmVille game - Best for learning about how plants grow and planning how to use resources. Good way of starting to understand budgeting.

Free. In-app purchases can be disabled.

Available on any internet-enabled device. Requires internet to download and to play.

Download Leep’s ‘Carer’s guide to FarmVille’ and join us to learn ‘budgeting with FarmVille’.

Example:

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Autonomy requires a clearer understanding of moneyDesire/Want

Insight:

The concept of money is not the same in physical and digital form. If it can’t be seen, it’s not as real.

Participants showed desire to understand their own funds but had not demonstrated strong connection between cash (tangible) and digital (abstract) money, and implications of financial security.

Freedom Safety / Security Problem SolvingSupports:

Observed behaviours: Several participants wanted to know how to

be better with money (to be more independent). 1 carer reported calculators

were used to work on change at shops.


Calculator

* Very few financial tools were reported.

Opal card

Gift cards Mum’s credit card

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Autonomy requires a clearer understanding of money (cont)


Money management is a strongly desired learning area and a Leep course demonstrating the relationship between physical money and digital money would be well-received by both dependents and their carers. Skill-levelled stages of learning would improve the lives of those learning how to add change; and can extend to those wanting to learn basic budgeting.

Desire/Want

Discovery:

Discussions around online shopping revealed that participants were interested in using technology to order groceries and personal gifts (ie: clothes, games from app store). The concept of value around physical tokens (one to one ratio) seemed to be better understood than digital money (intangible). Participants were universally aware of money as a way of buying things and paying bills. Only 1 participant demonstrated knowledge of online banking, whilst most participants reported having funds in cash form, or an ‘account’ that was managed by a carer.

Level 1: Leep will teach you how to make change when you go shopping or serve someone at work. We’ll teach you how to use the calculator on your phone.

Level 2: Leep will teach you how to budget your money.

Level 3: Leep will teach you about how money is safely used when you’re online and have a gift card or are using your bank card.

Example:

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Security concerns cause social isolationDesire/Want

Insight:

Teaching carers about social media restrictions and permissions limits risk and improves confidence.

Participants expressed that they would like to be active on social media so they can connect with others that have similar interests and disabilities. Carers are the gate keepers to access and commonly had a black-or-white approach to social media (and for some, internet connectivity). Reducing the barriers to safe social media and internet usage will reduce carers’ workloads by preventing issues and increasing happiness due to social cohesion.

Connectedness / Identity Freedom SafetySupports:

Observed behaviours: 1 participant brought up her brother’s

Facebook. She did not have his login details, rather he had logged in on the same device

she was using and had not logged out.


Facebook

FarmVille game

YouTube

Instagram

* Tools were mentioned, but not necessarily used.

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Security concerns cause social isolation (cont)


Social media platforms are available for people with intellectual disability, as well as there being simple changes that can be made in the settings of platforms like Facebook, Instagram and Twitter. Education around digital social inclusion would be best if geared at carers and a simultaneous session for dependents. This would give carers visibility of the skills that their dependents are learning and will want to practice, with their help.

Desire/Want

Discovery:

Several participants reported that they used social media (example, Facebook), but it was later reported by their carers that they were not using social media. This inaccurate self-report makes it difficult to gauge usage of social media among people with intellectual disability. However, it does highlight the challenge that carers face in how they monitor or moderate online social behaviour, and even whether or not they should. Several carers reported that their dependents were not allowed to use social media, citing the risks of bullying, vulnerability to grooming by false friends, and the potential consequences of identity theft, despite the social benefit it can offer.

Demonstrate to carers the difference between privacy based on the default social media platform settings, and the limitations that can be applied by adjusting the privacy controls. These limitations represent significant security and online safety improvements.

Example:

1. Unexpected results frustrate and break focus 2. Fear of online bullying 3. Carers have to 'know it all’ - yet lack knowledge

BARRIERSBlockers preventing people with intellectual disability from achieving digital literacy

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Unexpected results frustrate and break focus

Insight:

Minor breaks in familiar flows cause anxiety and frustration and break focus from core task.

Frustration with technology was a common theme, with participants explaining that they often had to ask for assistance when technology failed or didn’t work in the expected way such as passwords not working. Carers reported individuals experiencing high anxiety, which could be prevented.

Opportunities:

Participants expressed frustration around: • Wifi connectivity, • Resetting forgotten passwords • Recovering your work when technology freezes.

Educating people about negative events needs careful attention to prevent frustrations during the teaching session that become a blocker to finishing the class. Experiential learning will allow the individual to ‘experience’ a negative event (and how to fix it), in a consequence-free, practice environment. As a result, if the individual experiences the negative event in real life, it’s familiar and less frightening. This aims to reduce the negative emotional response.

‘Can’t log in’

‘Takes long time to send’

‘Screen freezes’

Obstacle/Barrier

- Common frustrations

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Fear of online bullying is common

Insight:

Fear of online risks were passed down to dependents from carers.

Online bullying was a common worry/fear mostly felt by carers. Participants reported experiencing bullying, and though most of these instances were at high school, they reported ongoing concerns. To mitigate against the risks of cyber bullying carers limit access to social media and internet connected devices.

Opportunities:

Education around bullying prevention and how to use social media safely is not enough to mitigate this fear. It is the carer’s responsibility to keep dependents safe. They have a duty of care, and with potentially multiple dependents, carer’s require their fears to be acknowledged and respected, and a clear articulation of the benefits and challenges of different types of digital literacy, as well as their options as a carer in balancing their dependent’s wellbeing, comfort, enjoyment and sense of autonomy. Helping carers to make well-informed, confident decisions about digital literacy, access and usage of technology is critical to the rollout of an educational program.

Obstacle/Barrier

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Carers have to be experts in technology - yet lack support

Insight:

Carers are the first (and sometimes only) port-of-call for technological troubleshooting.

However, carers are not trained in technology, and can only support as far as their own technological experiences will allow. Frustration with technology was commonly reported by participants, and carers often dealt with individuals who were highly anxious or angry as a result. Carers don’t have the knowledge or familiarity with different device types and often get stumped by a lack of information.

Opportunity

Curate a library of how-to videos starring individuals with intellectual disability who would like to teach peers online about their device of choice. Videos are known to be a preferred mechanism for learning new skills, such as cooking a recipe. People with intellectual disability have a wide range of devices, that they have bought themselves, had handed down from family, or had donated to their group home.

Obstacle/Barrier

Someone could create a short video showing users of an iPhone 5 how to create a new ringtone that says “you have a call, answer me” and to add a photo to your carer’s number in your contacts.

Example:

1. TRAVEL - Trusted and empowered to get from A to B 2. FINANCE - Gamifying digital money 3. HEALTH - Repetition every day keeps the doctor away 4. LIFE SKILLS - Maintaining skills for independence 5. SOCIAL - Learn cyber security in a safe environment

PROPOSED PILOTSHypothesizing ideas from researchinsights for potential next steps

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Concept: Travel toolkit01. TRAVEL - Trusted & empowered to get from A to B

Freedom

Proposed Pilots

Security

Customisable travel toolkit for carers to gauge, teach and support dependents as they transition to be independent travellers. (capacity building) (daily living) Dependent Benefits:

Personalised and tiered support based on their level of experience and comfort. Empowered to travel independently which opens up opportunities to socialise. Carer Benefits:

Able to test and gauge dependents abilities to travel independently. Confident knowing their dependent will be safe.

CHOICE & CONTROL

WORK HEALTH & WELLBEING

RELATIONSHIPS

SOCIAL & COMMUNITY

PARTICIPATION

DAILYLIVING

LIFE LONGLEARNING

HOME

Motives:

MODEL BASED OFF NDISOUTCOMES FRAMEWORK

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Concept: Turning money invisible02. FINANCE - Gamifying digital money

Freedom

Proposed Pilots

Security

A tool that displays images of bank notes and coins as well as numbers (‘skeuomorphic’); translating digital funds to cash. Over the counter payments are made by selecting ‘bank notes’ or ‘coins' then tapping to pay. When ‘change’ is due it is visually displayed in the app. Dependent Benefits:

Making digital currency more ‘tangible’ - relatable to real world bank notes/coins. Empowered to make digital payments. Carer Benefits:

Digital cash limits are more secure and manageable than physical cash.

CHOICE & CONTROL


RELATIONSHIPS

SOCIAL & COMMUNITY

PARTICIPATION

DAILYLIVING

LIFE LONGLEARNING

HOME

Problem Solving

Motives:


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Concept: Money management training02. FINANCE - Gamifying digital money

Freedom

Proposed Pilots

Security

The National Autistic Society have developed an online money management training course to help financial soft skills for people with autism. Whilst not showing Australian currency, if endorsed, the tool could be useful in running a pilot to identify areas which need greater support. Source: http://www.autism.org.uk/professionals/training-consultancy/online/managing-money.aspx

Dependent Benefits:

Fundamental knowledge of financial management Carer Benefits:

Tools to support training in financial management in a controlled environment Identify problem areas that need greater support

CHOICE & CONTROL


RELATIONSHIPS

SOCIAL & COMMUNITY

PARTICIPATION

DAILYLIVING

LIFE LONGLEARNING

HOME

Problem Solving

Motives:

Achievement


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Concept: NDIS Plan playbook03. HEALTH - Repetition every day keeps the doctor awayProposed Pilots

Enjoyment

Motives:

Achievement

A gamified playbook to engage and involve dependents in their personal NDIS roadmap. The playbook provides exercises and games that are integrated into the dependents regular routines. Outputs from the playbook will provide greater insight into their dependents needs, wants and goals. Dependent Benefits:

Enjoyable, personalised games and exercises Feedback on goal setting and achievements Carer Benefits:

Ongoing insight into their dependents needs, wants and goals as they change over time Ability to provide more tailored support

CHOICE & CONTROL


RELATIONSHIPS

SOCIAL & COMMUNITY

PARTICIPATION

DAILYLIVING

LIFE LONGLEARNING

HOME


Visualise daily tasks by leveraging existing tools such as *Stepping Stones App. Dependents can use the app to provide routined visual cues to reinforce learned behaviours necessary for independent living. Dependent Benefits:

Approachable interface; highly visual, personalised and contextual Carer Benefits:

Curate, create and tweak visual tasks over time Not required to be present to support dependent

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Concept: Visualising daily tasks04. LIFE SKILLS - Maintaining skills for independence

Freedom

Proposed Pilots

*Stepping Stones App: Stepping Stones is a simple and user-friendly app which allows you to quickly create visual guides or ‘Paths’, using your own photos. https://itunes.apple.com/us/app/stepping-stones-daily-routines/id673876719?mt=8

Problem Solving

CHOICE & CONTROL


RELATIONSHIPS

SOCIAL & COMMUNITY

PARTICIPATION

DAILYLIVING

LIFE LONGLEARNING

HOME

Motives:


https://itunes.apple.com/us/app/stepping-stones-daily-routines/id673876719?mt=8

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Concept: Digital playground05. SOCIAL - Learn cyber security in a safe environment

Freedom

Proposed Pilots

Security Connectedness

A safe closed social network for dependents, carers and group homes to communicate, learn the fundamentals of cyber security how to interact appropriately on social networks. Dependent Benefits:

Make friends and grow relationships Access to internet enabled platforms Carer Benefits:

Low touch channel to ‘keep in touch’ with their dependents Confidence to teach dependents cyber security and online social etiquette without revoking access

CHOICE & CONTROL


RELATIONSHIPS

SOCIAL & COMMUNITY

PARTICIPATION

DAILYLIVING

LIFE LONGLEARNING

HOME

Motives:

Enjoyment


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Hypothesizing Priorities Proposed Pilots

AUTONOMY

RISK

Travel toolkit

Turning money

invisible

-

+

NDIS Planplaybook

Visualisingdaily tasks

Digitalplayground

+

Concepts have been mapped to a matrix to visually suggest priorities based on reducing risk, and increasing autonomy. Autonomy:

Relates to the level of independent engagement required by the dependent to interact with a given tool, or service. Risk:

Level of risk associated to some aspect of dependent’s or carer’s financial or personal safety and security.

Money management

training

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Try a phased pilot approach…Establishing Pilot Scope - Low, Medium or High EffortProposed Pilots

Effort required:

LOW EFFORT EXPERIMENT

MEDIUM EFFORT EXPERIMENT

HIGH EFFORTPILOT

Develop an idea that is low cost, low effort to the organisation - keep rapid and low fidelity

Questions answered:

Is there interest? If yes, invest medium effort. If no, try another low effort approach.

Invest more time (potentially money) and involvement from customers/clients

What is the viability of the idea to the business? Is it feasible to develop further? If yes, invest more effort.

Find an balance between investment and value

What is the minimum viable product (MVP) to provide benefit to customers and impact to business vision?

1. Leep to identify the opportunities they most want to target.

2. Prioritise opportunities based on business appetite, level of existing internal skill / knowledge, any existing knowledge of supply and demand.

3. Workshop a series of low effort experiments / pilots to assess appetite of clients. syfte can assist with facilitation, using the ‘How might we…’ approach.

4. Identify success metrics for each experiment to ensure clarity of next steps upon completion of a pilot.

5. Run first round of experiments and re-assess.

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Defining, refining and prototyping…Next Steps

Ideation WorkshopHow Might WeEvery problem is an opportunity for design. By framing your challenge as a How Might We question, you’ll set yourself up for an innovative solution.Link: http://www.designkit.org/methods/3

Determine What to Prototype There are so many ways to prototype an idea. Here’s how to isolate what to test..Link: http://www.designkit.org/methods/34

http://www.designkit.org/methods/3

1. Recruitment screener (courtesy of CID) 2. Session framework (prepared by syfte; used by CID) 3. Phases and activities (prepared by syfte; used by CID) 4. Discussion guide (prepared by syfte; used by CID) 5. Supporting literature

APPENDIXAssets and protocols underpinning this research

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Recruitment of participants was conducted by the Council for Intellectual Disability (CID). The screening questions are specified (see right). Note: Participants were not asked to self-select as to the degree of their intellectual disability. As a result, it is not clear what proportion of participants had a mild intellectual disability, and what proportion had a moderate disability.

Courtesy of CIDRecruitment screener

Screening questions

Who do you live with? • On my own • At home with family • In supported accommodation

Age?

Do you speak any other languages?

How often do you use a phone / computer / iPad? • Everyday • Most days • At least once a week • Rarely

How much support to do you like to use a phone / computer / iPad? • I always get support • I get support most of the time • I only need support with some things • I don’t normally need any support

What type of voucher would you prefer to receive? • Coles/Myer • JB Hifi • other - please specify

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Session framework calls out four key phases of the focus group.

In each phase, facilitator starts with discussion on the topic, in order to identify a common language and prime participants to focus on the topic at hand. This is immediately followed up with a visual and hands-on activity, to engage participants and focus them on their own experiences. Phase 1: Build rapport (get to know you) Phase 2: About technology Phase 3: About education Phase 4: Validating / confirming data and offering closure to participants

Prepared by syfteSession framework

Phase / duration Task duration

Short

Getting to know you

TBD (based on test)

20 mins

Introduction; Meet and build rapportNote: Facilitators to meet and greet each person individually, and introduce participants in pairs, not as a big group to minimise anxiety for more introverted participants

TBD30 mins

Learn about the participants; Structured activity 1: Filling in the blanks of a semi-structured story

Moderate

About technology

TBD30 mins

Split into 2 groups: Discuss using technology (1 facilitator per group; Leep to float) •Devices we use• Things we do on those devices, with examples• How did we get to be good at those things?

Note: List / notes to be used in next activityTBD

30 minsStructured activity 2: Stories about technology use in different contexts; Categorising the good and bad

Longer

About education

TBD30 mins

Split into 2 groups: Discuss education / courses that we have done (or want to do)(1 facilitator per group; Leep to float)

Note: List / notes to be used in next activityTBD

30 minsStructured activity 3: Create lists or clusters of things we liked and did not like about education experiences. Create headings for clusters to act as prompts: •Cost• Format / mode of delivery• Location• When / how often

Moderate

Validating preferences

TBD5 mins

Walkthrough what we’ve learned; Confirm what is good and what is bad about experiences with technology and with education.

TBD5 mins

Thank you to everyone; opportunities for questions from participants

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In phase 1, the facilitator and observers build rapport, and encourage participants to meet one another. This reduces barriers to openness and honesty during the session, such as shyness, distrust and anxiety. During this phase, participant expectations are managed by the facilitator, and they are assured that their privacy will be maintained, and the session agenda is explained. This gives common goals to the group and gives a clear indication of what will be required in advance of activities, giving participants choice as to their continued involvement.

Prepared by syftePhase 1 activity

Audience Facilitator action You’ll needParticipants who prefer writing or reading along

Explain activity, and hand out sheets and pens. Read the story aloud, whilst participants follow on. Allow those who want to read along or write the answer to do so.

Printed copy of the semi-structured story (with blanks) – one per participant

Participants who are comfortable to talk about themselves

Explain activity, and hand out sheets and pens. Read each sentence aloud, with participants encouraged to verbally fill in the blanks according to their story.

A single copy of the semi-structured story (with blanks) read aloud

Participants who are comfortable with free-form discussion

Ask participants to tell the group a little about themselves and what they do in their role as a carer

n/a

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In phase 2, the facilitator asks open questions to elicit stories and understanding of the concept of technology. Breaking down the concept of technology into ‘devices that you use’ and ‘things that you do online’ allows participants to separate technology as a ‘thing’ from technology as a medium for action. During this discussion, the facilitator writes participant comments onto post-its. This acts as both a visual record (and prompt) and is immediate positive feedback that the participant is giving ‘helpful’ information.


Audience Facilitator action You’ll needAll participants In pre-requisite discussion, capture any technology

used, and any delighters or pain points, on post-it notes (1 idea per post-it).

Prompt: What do you use a computer, tablet, mobile for?

• Pre-printed cards demonstrating the nine digital skill areas of interest

• Pre-printed cards denoting delighters and pain points (good / bad)

• Post-it notes• Thick black pens (Sharpies)• Blu-tac

All participants Ask participants to tell you how to categorise the technology based on the nine digital skills areas.

Once identified, ask them to what they liked or disliked about it to uncover delighters or pain points, if not already uncovered.

Put post-it into the correct category ‘bucket’ and mark it with a pre-printed good / bad marker.

As above

All participants Ask participants to tell you about the technology tool that they are most skilled / knowledgeable in.

Ask how they got to be so skilled, and capture notes.

Ask if they were taught how to use any of the technology examples.

Did anything ever go wrong? How did you learn to fix the problem? Did someone help you?

As above

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Audience Facilitator action You’ll needAll participants In pre-requisite discussion, capture any education

experiences relating to technology or non-digital skills, and any delighters or pain points, on post-it notes (1 idea per post-it).

• Pre-printed cards demonstrating the four clusters

• Pre-printed cards denoting delighters and pain points (good / bad)

• Post-it notes• Thick black pens

(Sharpies)• Blu-tac

All participants Ask participants to tell you how to categorise the education based on learning methods / classes that they liked or didn’t like.

Put post-it into the correct place to represent positivity or negativity.

Prompt: What did you like about that class / course / time learning? * terminology to be guided by participants)

Capture specific positives and negatives on post-its.

As above

All participants Put pre-printed header cards on the wall.

Cluster specific post-its representing positives and negatives under the four clusters: •Cost• Format / mode of delivery• Location• When / how often

Probe for more examples, if needed.

As above

In phase 3, the facilitator asks open questions to elicit stories and understanding of the concept of education. Reflecting on the concept of education requires participants to recall and describe the things that they have learned in a class or course. By anchoring participants in the ‘thing’ that they learned, they are better able to recall details of the way in which they learned. Again, the facilitator writes participant comments onto post-its. Participants are encouraged to give additional feedback to mark up the learning experiences that they enjoyed and those that they did not. Visual records of these stories (on post-its) makes this easier for participants.

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In phase 4, the session is wrapped up, and the outcome of discussions and activities is summarised to ensure accuracy. This validation allows participants to clarify anything that was misinterpreted, and to ask any questions of the facilitator. At this point, the participants are thanked for their help and remunerated for their time. It is important to wrap up in this way to give participants a sense of completion, and to confirm that the details recorded are correct.

Prepared by syftePhase 4 wrap up

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Explain the purpose of the session: Thank you all for helping us today. We are holding this session to understand how people learn to use technology, and what types of technology is or is not useful for you. The best way to make sure we create useful services is to get feedback from people who would be using them, like yourselves. To make sure we get accurate feedback, please be honest with your opinions – you can’t offend us or get anything wrong! We aren’t testing you in any way, we just want to know a bit about you and what sorts of things are useful for you. Also don’t be surprised if we answer a question with another question, we’re just trying to understand what you’re thinking. You don’t have to share anything you are uncomfortable talking about. Remember, we’re all different, and have different stories to tell. We want to hear about your experiences, and so we’ll ask you to think about real things that have happened and get you to talk about those. The session will run for around 3 hours with lots of activities, and we’ll have plenty of breaks, but you are free to leave at any time. The session will be recorded (audio) for research purposes only. It will be kept strictly confidential and won’t be available to anyone outside the immediate project team and will be used only for the purposes of this project – are you comfortable with this?

Phase 1 discussion guide

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Objective 1a: Get to know the participant.

Facilitators are to meet each person individually, and introduce participants to the room in pairs. Unscripted meet and greet.

Activity 1 - fill in the blanks

Now we’re going to do a short activity - don’t worry, you can’t get anything wrong. We’re going to fill in the blanks on these sheets of paper, and if you don’t want to write it down, you can talk us through it.

Read through activity sheet with example answers.

Share back to group Get participants into pairs, and let them have a brief chat to get comfortable. Would anyone like to share their story? (In pairs)

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Objective 1b: Identify devices Split into two groups (one facilitator per group) What kinds of technology do you use? Refer to activity sheet with devices examples. Capture any technologies used, and any delighters or pain points, on post-it notes (1 idea per post-it).

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[IF USE TECHNOLOGY]

What do you use [device] for? How do you feel about using [device]? What do you like most about using [device]? / What’s your favourite thing about using [device]? What frustrates you about [device]? / Do you ever get upset when using [device]?

What sorts of tools or programs do you use? What do you like most about using [device]? / What’s your favourite thing about using [device]? What frustrates you about [device]? / Do you ever get upset when using [device]? Does anyone else have the same or different experiences with [said device]? What other technology is used in your household?

[IF DON’T USE TECHNOLOGY]

For what reasons don’t you use a computer, tablet, mobile or laptop? How would you feel about learning how to use a computer, tablet, mobile or laptop? What are your motivations for wanting to learn how to use [xyz]? How would wish to be taught how to use [xyz]? [against learning] What are your reasons for not wanting to learn? [against learning] What would persuade you to engage with technology?

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Objective 2b: Identify motives

Put post-it into the correct category and mark it with a pre-printed good/bad indicator.

Activity 2

Now we’ve talked a bit about the different devices, we’re going to do an activity to discuss what we use them for, just like the first activity - you can’t get anything wrong. We’re going to sort different devices into categories of what we use them for. So, what do you think about these areas? Do you use technology for any of these? How do you use technology for [area]? Are they something you already know how to do? Would you like to learn more in any of these areas? Which Digital Skill category do you use [device/technology] for?

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Scenarios:

Social Media - If you wanted to send a message to a friend using social media, is this a familiar task to you? Accessing Government - How would you go about accessing centrelink or NDIS online? Banking - You would like to transfer money to family members back account to pay them back for dinner, are you comfortable completing this task? Health Services - How would you go about accessing Medicare online? Shopping Online - Your friends birthday is next month and you want to buy them a gift from an online store, is this a task that you’re comfortable completing? Travel - You would like to book a weekend away for yourself and a friend, are you comfortable completing this task online? Work Skills - Does anyone access their email on their phone and computer? Security - Have you ever updated your password for any password protected accounts? Learning - Has anyone ever had to reserve a place in a class online?

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Objective 3b: Identify skills

Capture notes.

So, we’ve discussed using x, y, z tools. Which is your favourite? How did you learn how to use [said technology tool/device]? Were you taught how to use [technology example - computer, tablet, mobile]? How would you want to use it in a new way? Would you be interested in learning how to use [example of device they haven’t used]? How would you go about that? /How would your learn how to?

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Objective 1c: Understand format/mode of delivery

Capture any education experiences relating to technology or non-digital skills and any delighters or pain points on post-it notes (1 idea per post it) How were you taught how to use [technology tool/device]? Prompt: Were you taught in a class?, Were you taught 1-on-1? Were you taught at school? Talk me through what kinds of activities you did in the class/[participant terminology] Was the class/course/time learning easy to understand? Would you prefer to learn in a different way?

[SELF TAUGHT] Talk me through what happened when you taught yourself how to use [device/technology tool]? How long did it take for you to become comfortable using the [device/technology tool]? How often did you practice using [technology tool/device]?

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Has anyone attended a different learning class? What was the class for? / What skills did you get from the class? Do you feel the class was successful? Tell us about what kinds of activities you did in the class/[participant terminology].

Activity 3

Part 1 - Okay, now that we’ve talked a bit about education, we’re going to do another activity. This activity is split into two parts, first we’re going to sort the learning methods by what everyone liked or didn’t like.. Capture specific positives and negatives on post-its.

Thinking back to the the class/[participant terminology] that you participated in, is there anything you would change? Prompt: What did you like and dislike? If you were in charge of the class/[participant terminology] what would you do to help yourself learn?

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Part 2 - Now that we’ve sorted the learning methods into what we liked and didn’t like, we’re going to start the second part. We’re going to sort the positives and negatives into four categories - Cost, Format/Mode of Delivery, Location and When/How often. Cluster specific post-its representing positives and negatives under the four categories. Probe for more examples if needed.

How long did the course/[participant terminology] run for? Or was it just a one-off class/[participant terminology] ? What time of day was the course/[participant terminology]? How did you get to the course/[participant terminology] ? How long did it take to get to the course/[participant terminology] ? Was it a free class/[participant terminology] or did it cost money? Did you think that an appropriate cost?

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Run through what has been learned; confirm what is good and what is bad about experiences with technology and with education.

Thank you to everyone for participating today, does anyone have any questions?

[PROVIDE REMUNERATION]

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1. Seok, S. and DaCosta, B. (2017). Digital literacy of youth and young adults with intellectual disability predicted by support needs and social maturity: Assistive Technology: Vol 0, No 0. [online] Taylor & Francis Online. Available at: http://tandfonline.com/doi/abs/10.1080/10400435.2016.1165759?journalCode=uaty20 [Accessed 10 May 2017].

2. Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B. and Sese, F.J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance: Computers & Education: Vol 62, March, p. 102-110. Available at: http://www.sciencedirect.com/science/article/pii/S0360131512002473 [Accessed 10 May 2017].

3. Caton, S. and Chapman, M. (2011). The use of social media and people with intellectual disability: A systematic review and thematic analysis: Vol 42, 2016 - Issue 2, p. 125-139. [online] Taylor & Francis Online. Available at: http://www.tandfonline.com/doi/abs/10.3109/13668250.2016.1153052?journalCode=cjid20 [Accessed 10 May 2017].

Relevant readingSupporting literature

http://www.sciencedirect.com/science/article/pii/S0360131512002473

http://www.tandfonline.com/doi/abs/10.3109/13668250.2016.1153052?journalCode=cjid20

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