Multi-Dimensional Evaluation as a Tool in Teaching Universal Design

1. Multi-Dimensional Evaluation as a Tool in Teaching Universal Design www.anlh.be/aaoutils/aaoutils/en/index_gen

2. Source „17 ways of thinking and teaching Universal Design”,Jon Christophensen Prof. Jim Sandhu, Inclusive Design Research Associates, Jesmond, Newcastle upon Tyne, UK. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

3. Research Question - How can the limits of Universal Design be established under wide-ranging situations and contexts? - What metrics do we use to evaluate success? - How do we incorporate the fast pace of globalisation in order to ensure the resources are used frugally? - How can Universal Design ensure the continuous flow of value, seamlessness, sustainability and the quality of life of a significant numer of human beings? - What is the most effective approach to teach Universal Design for future generations? Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

4. Universal Design • Inclusive design • Design for all • Barrier free design • Transgenerational design • Design for the broader average • Design for the non avarage Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

5. What is universal design ? Universal design is an idea put forth by the late Ronald Mace of North Carolina State University in the '80s. The concept which focuses on achieving accessibility to structures, products and services by planning for the fullest range of human functions at the blueprint stage. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

6. What is universal design ? The two main goals of universal design are: - to enable accesibility to the widest range of individuals - to eliminate the need for retrofitting and reconstruction Universal designit’s an approach that values and celebrates human diversity. Universal designhighlights a major paradigm shift- from treating people as part of the medical model, as dependent,passive recipients of care, to a model where people are treated as equal citizens and disability is seen to be either irrelevent or merely as a social construct. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

7. Main Thesis Evaluation as a process is a crucial platform for teaching universal design principles. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

8. Brief history of evaluation • In 1973 exercise consisted of practical design projects focusing on multiple disabilities,lectures by eminent leaders in fields such as design methods, politics, ergonomics etc.,and visits to mental hospitals, special care units, homes for elderly etc. • From 1979 most of the evaluation work resulted from consultancy contracts • Voluntary panel of disabled,older and ordinary testers • Lerning from the evaluation work panellists about their experiences with products and environments • Learn from feedback based on the analysis of the evaluation protocol Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

9. What is evaluation? It is concerned with gathering information through the involvement of users about the usability or potential usability of a product , environment or system in order either to improve or assess its functionality and to provide generic feedback for related range of products. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

10. Significant reasons why evaluations are necessary - Statutory health, safety and building standarts have to be met - A detailed understanding of product/environment use is required for design refinement - General levels of performance need to be achieved due to commercial market forces from rival products Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

11. Context of evaluation includes: - The experience level of users - The types of tasks that have to be undertaken - The environment in which the product has to be used - The type of system or product that is being evaluated Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

12. The User/Task/Environment/Product/System Approach In the context of evaluation all the above are components of usability which is an integral feature of universal design. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

13. The User What are the characteristics of the user? - Age - Sex - Diagnosis - Mental state/Learning abilities - Functional limitations - Some further questions: - Can the product be used by children? - Has suitable compromise been made between right- and left-handed users - Is product usable by: fat persons, tall persons, short persons, women in pregnancy, etc. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

14. The Task - What task should be achieved with the product/building/system? - What actions are required to carry them out? - What skills are required to carry out the tasks? - What is the dynamic interaction between the user and the task; between environment and the task? - What is the precise sequence of operation? Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

15. The Environment - In what conditions will the building/product be used? - Under what physical conditions? - Would it have to be installed? - Would it be used in conjunction with other equipment,furniture or structures? - What would be their characteristics? - What kind of social environment would the product/building be used in? Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

16. The Product/Building/System - What is the product/building for? - What features should it possess? - For what activity is it intended? - What are the principles for operating it? - Where it would be used? - How frequently would it be used? - How can the user obtain or access it? - How can it be installed? - How can it be maintained? - How can it be cleaned? - etc. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

17. Standards The designer’s conformity to standarts that uphold universal design principles can enhance product/building quality and promote good practice. Standards can also provide a prescription or guidelines when initiating a new project. Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław

18. Conclusions • Teaching Universal Design requires the broad vision comes with experience • Designers can bring great change in society through the judicious application of their Universal Design • Awarness of systematic methods for analysing problems,for carrying out evaluations of the design process is critical to Universal Design practice • The user issues than technical considerations should be central in design process • It is important to focus on user task analysis to well understood their needs • Task analysis needs to be done • Designing should be with many cycles of prototyping, testing, redesign • Multi-dimensional thinking, convergence and seamlessness should figure writ-large in any course teaching Universal Design Multi-dimensional evaluation as a tool in teaching universal design Aksiucik Emilia,Suchocki Radosław