Guidelines for the design of a mobile phone application for deaf people
- Authors: Yeratziotis, George
- Date: 2012
- Subjects: Mobile communication systems -- Design and construction , Deaf -- Means of communication
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9750 , http://hdl.handle.net/10948/d1007925 , Mobile communication systems -- Design and construction , Deaf -- Means of communication
- Description: Deaf people in South Africa are no longer a minority group and their needs regarding communication and interaction must therefore be taken into consideration. This demographic does not communicate and interact in the same way as hearing people, which means that any existing usability or accessibility guidelines do not apply. As a result, Deaf people do not have access to information in the same way that a hearing person does. Providing proper access to Information and Communications Technology services, which meet their particular needs, will help the hearing impaired to better integrate into society. The importance of demolishing the communication barrier between the hearing and the hearing impaired is very important. Many people assume that sign language is somehow based on oral language. However, this is not the case. Sign languages are natural visual-spatial languages, and form a contrast with spoken languages which are auditory-vocal based. Acknowledging this fact in 2008, the South African Sign Language Policy Implementation Conference together with several governmental bodies suggested that South African Sign Language should become recognized as the 12th official language of South Africa. Due to the fact that cell phone technology continues to evolve, it will remain a tool of communication upon which Deaf people heavily rely on. The cell phone fulfils a basic need for everyone, but especially for the Deaf demographic as they rely on the short message system to communicate. Deaf people are currently faced with a lack of appropriate mobile phone applications, which would allow them to communicate with hearing as well as deaf people. The primary objective of this research was therefore to make mobile technology equally accessible meaning usable to members of the Deaf demographic. The focus of the research was to investigate the communication barrier and a range of variables that can influence the deaf user’s experience. Topics such as user interface design, usability and interaction were investigated. The outcome of this research was to propose a set of guidelines that, when applied to the design of a website or to phone application accessibility, would ensure communication and interaction from a deaf user. The proposed set of guidelines was then applied to the design of the high fidelity prototype of a mobile phone application. The specific application is a messaging phone application that allows deaf users to communicate with other deaf and hearing users via short message system. A mobile phone application that allows Deaf people to send and receive messages based on the sign language alphabet. The application was named Signchat. Purpose of this was to visibly display how the guidelines were implemented in Signchat. While Signchat’s main purpose is to accommodate the needs of Deaf people, it is also a learning tool and an application that bridges the gap by allowing deaf and hearing users to communicate.
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- Date Issued: 2012
An investigation of community learning through participation in integrated water resource management practices
- Authors: Phiri, Charles M
- Date: 2012
- Subjects: Water-supply -- Management -- South Africa Water conservation -- South Africa -- Management Water resources development -- South Africa -- Citizen participation Rain and rainfall -- South Africa Water quality management -- South Africa Integrated water development -- South Africa Water -- Management -- South Africa -- Study and teaching Social learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1622 , http://hdl.handle.net/10962/d1003504
- Description: South Africa is a semi arid country in which the average rainfall of 450mm/year is well below the world average of about 860mm/year. As a result, South Africa’s water resources are scarce in global terms and limited in extent. Current predictions are that demand will outstrip water availability in the next 15 years. A coordinated approach to improve both water quality and quantity is needed and in order to achieve that, it is crucial to strengthen capacities of local community involvement in identifying the problems that affect them and strategies to solve them. This research was undertaken to develop a deeper understanding of community learning processes in integrated water resources management (IWRM) practices. The study drew on situated and social learning theory which explains that knowledge and skills are learned and embedded in the contexts in which knowledge is obtained and applied in everyday situations. Multiple data collection techniques were used within a case study design and included document analysis, interviews, focus group discussions and field observations. Data analysis was done in three phases and involved uncovering patterns and trends in the data sets. In this context I discovered, through careful observation and interviews with members of the different communities of practice, that people are learning through social learning interactions with other community members as they engage in their daily water management and food production practices. Learning interactions take place through both informal and formal processes such as meetings, training workshops, conversations and interactions with outsiders. I also discovered that people learn from ‘external groups’ or training programmes which bring new knowledge and expertise, but this needs to be contextualised in the local communities of practice. The research has also shown that there are a number of challenges that appear to exist in these learning contexts. For instance it was found that participation and social learning processes and interactions are influenced by a range of causal mechanisms that are contextual. These insights into how communities learn, as well as the tensions and difficulties that are experienced in the learning processes are important for furthering learning and participation in community-based IWRM practices, projects and programmes.
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- Date Issued: 2012
An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study
- Authors: Kuhlane, Zukiswa
- Date: 2012
- Subjects: Science -- Study and teaching (Primary) -- Research -- South Africa Prior learning -- South Africa Limited English-proficient students -- Education (Primary) -- South Africa Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1602 , http://hdl.handle.net/10962/d1003484
- Description: This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.
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- Date Issued: 2012