Presented by Roy Smith of The MRS Consultancy on behalf of the Enable Research group

1. Finding out what will engage Non-Learners in learning - Use of Market Research techniques with potential learners Presented by Roy Smith of The MRS Consultancy on behalf of the Enable Research group

2. Objectives • To identify and understand the areas of interest for the women target groups. The extent of subjects and interests will impact on the software to be developed. • To identify ideas according to the women’s interests and for them to indicate the desired concepts. • To develop digital tools in the context ofpersonal interests and so promotethe most effective way of learning. • Τo investigate toolsand practices in order to familiarize women with computers and their applications that may lead to further training and employment.

3. Enable Project Process Evaluation Recommendations Signposting

4. The User Research Process

5. Methodology FourPhases of Research • Agree target groups – each country decided • Identify concepts inprofessional communication and learning experts workshop – concepts that may work with the target groups • Research concepts - Target group - 1:1 interviews – maximum of 8 per partner. In depth discussion of interests, skills & ambitions • Concept development and trials • the “winning ideas” developed as wire frames (like storyboards) • questionnaire to examine and measure if the concepts were attractive and effective *Partner countries conducted each phase independently

6. “Professionals” workshops Format • Thought leadership or “brainstorming” sessions • Focus group/workshop method • Contributors from communication, learning/training, target organisations, developers and researchers • Aim to recommend what they thought the target group would be interested in and what concepts would engage them

7. “Professionals” workshops – common issues and concepts* • Childcare – from baby care to schooling to teenagers: a broad range • Job related – from CVs to hesitancy and fear on returning to work. • Health – again a broad range of concerns suggesting specific and accurate information • Shopping – where to shop locally. How to do it online • Communications – with others in the same position (chat room for unemployed women), to same communities home and abroad. Need and ease of use on internet. • Design in many forms • Fashion • Interior design • Make up • Gardens • There were other less popular common concepts that may be incorporated in other concepts – storytelling, horoscope, skills exchange, time management etc

8. Target Groups • Women returners to work • Italy – women returners from ethnic communities • UK only – Somali women • All women with no ICT or digital training and preferably with no acknowledged skills. • The reality was no skills was problematic. The use of mobile phones was prevalent. • The following analyses of the sample are indicative as assumptions have been made on based on the information provided by partners in their summary reports. However as qualitative work these assumptions are still robust.

9. Target groups by partner

10. Target groups by age

11. Target groups by education

12. Target Groups – some issues • The target groups are broadly those included in the original bid. However, the recruitment process raised a number of issues around the demographic, social and economic profiles of the target groups – aside from the different nationalities and cultures. • Key issues include: • Age • Educational background • Ethnicity: language, integration, marital status etc • Levels of ICT and digital literacy

13. Interview process The concepts suggested by the professionals were collated and the “winners” identified and provided to partners for the 1:1 interviews. The interviews then explored these within discussions that identified the interviewees own experiences, environments, skills and ambitions. The following issues and concepts are those significantly raised in most if not all partners’ exercises

14. 1:1 interviews – common issues • Child care • Varied significantly with the ages and backgrounds of women • Local support • Authoritative information • Communications • For some migrants the “old country”. Others wanted communications for integration • Friends and colleagues • Exchanging skills • Job market • “What is it like now out there” • Database of opportunities • Preparing a CV • Health • Local support • Authoritative information • Interior design • Different styles for my home • Beauty/make up • “Reinvent my style” • Fashion • Style • Sizing • Buying online

15. 1:1 interviews – common concepts • Changing rooms – interior design • “Reinvent my style” – fashion & beauty* • Shopping online – what to do and how to do it* • Make up – see what you could look like* • Social networking – what to do and how to do it • Skills exchange – teach others what you can do and learn what they can do. • Returning to work - what happens nowadays, what to expect. • Presenting yourself for employment – CVs, interviews, approach

16. “Vive la difference!”National issues & concepts • Create your own web site (Italian not for profit enterprise) • Time management (Poland) • Horoscope (Romania) • Arts and craft for children (Greece) • Keeping in touch with the “old country” (Italy, UK) • Getting in touch with the “new country” – integration for some in UK and Greece – Italy? • Storytelling (UK) • Cooking (UK) • Educational games/quizzes (Greece)

17. Conclusions • The interviewees were a disparate group by age, background, financial status, education, experience • However, core common concerns/interests • Children • Health • Jobs • Home • Fashion • Beauty • Certification was not consistent across partnership. Important for some and not for others. Women from poorer backgrounds did not value it. Experience suggests this may change as they acquire skills. • Support needed for women from poorer backgrounds. This depends on the local situation. National cultures will also influence the appropriate support • Centres • Peer/tutor/mentor support. Could be real or virtual – support programmes/videos • Programmes need to able to be used at home as well

18. Research recommendation Design tool - ideal would be design programme that could be adapted for a range of uses • Visual impact not text • Allow the creativity of the learner to be expressed • Clear and, as far as possible, graphic instructions • Tangible reward for the learners’ efforts • Interactive • Underpinning learning (could be accredited or certificated)

19. Making Choices Enable team considered the research recommendations in the context of feasible technical and budgetary conditions. A development workshop in NovySacz indicated 2 concepts to be developed for user trials For initial engagement • Page designer • Personal stylist (The upskilling concept “Photoskills (Picasa)” could only be assessed by those who moved beyond engagement so the trialling was carried out by partners)

20. Sample of questionnaire

21. User trial feedback • The Page Designer is believed to have more potential for ongoing use including working together as a group. As the tool is in fact open, the women had various ideas about using it. The general impression is that this software can be used accordingly with women’s interests: • “To collect useful information (on any interesting subject), as a diary, a blog, or a scrapbook; in my leisure time, just for fun; to make photo albums if possible; to share information that is interesting to me with my friends/family (such subjects as news, politics, etc.); to make recipes…” • The flexibility of Page Designer would also allow for a wider application of the software in terms of level of IT skills – as it can be used to perform both simple and more complex tasks, depending on the needs and abilities of the learners. Thus the research group recommends that we develop Page Designer. • The group also notes that it is essential: • the tools are in the appropriate language • there is initial mentor support