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UNIVERSAL DESIGN Study of an article from Universal design – 17 ways of thinking and teaching , Editor Jon Christopher

UNIVERSAL DESIGN Study of an article from Universal design – 17 ways of thinking and teaching , Editor Jon Christophersen, Husbanken. « Without dreams, a new reality cannot be created » Tone R ønnevig, advisor, The Norwegian State Housing Bank.

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UNIVERSAL DESIGN Study of an article from Universal design – 17 ways of thinking and teaching , Editor Jon Christopher

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  1. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. « Without dreams, a new reality cannot be created » Tone Rønnevig, advisor, The Norwegian State Housing Bank LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  2. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. This article describes a Norwegian project, organized by the Norwegian State Housing Bank, and coordinated by Tone Rønnevig. The aim of the project is to reinforce the integration of the Universal Design concept in schools, colleges and universities that educate professionals who shape the man-made environment (architects, planners, designers, ingineers and members of the building trades). The project started in 1997 and has been closed in 2002. This article describes the organization of the project, the aims and objectives, methods and results as well as the ups and downs experienced in the process WHAT CAN WE LEARN ABOUT THIS PROJECT, AND WHAT METHOD DOES TONE RONNEVIG GIVE US? LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  3. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. SUMMARY ► 1. Reasons for starting the project ► 2. Organisation of the project ► 3. Ambitions of the project ► 4. Conclusion LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  4. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. ► 1. Reasons for starting the project LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  5. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. The Norwegian State Housing Bank used the previous statement as a starting point. Then a meeting with the organisations for the disabled was organized in spring of 1997. Objectives of the meeting: • Finding and testing news modes of collaboration • Directing the efforts towards education aiming at integrating an understanding of different user needs into the courses. After defining the objectives of the project, they had to: • Describe the target areas in the educational establishements, the existing knowledge base, and possible education methods for Norwegian schools and universities. • Make visits to schools and government department (promotional effort / marketing proccess) to discuss the project. LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  6. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. ► 2. Organisation of the project LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  7. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. • ► 3. Ambitions of the project • The project shall promote changes which as far as possible will ensure that products and the built environment will be designed for all, as well as altering attitudes so that the idea of integration becomes the basis for product development, planning and building in the next century. • The intended results of the project are that: • Planning for disabilities and knowledge about Universal Design will be integrated into the courses offered by schools and universities, including relevant health education, technological and design education in Norway (architects, planning, industrial design, interior design, occupational therapists, and builders). • The schools and universities will be able to develop sufficient know-how to carry out courses in Universal Design. • Subjects relevant to Universal Design will be included in the curriculum of the schools and universities by the end of 2001, or that there is a plan for the inclusion of the subject. LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  8. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. ► 4. Conclusion When the aims and objectives were defined, the schools were invited to a stating-up conference →to present and discuss the Universal Design concept. The schools present had a positive interest in carrying the Universal Design concept further into their educational fields. Finally, the project group decided that, for the work to be effective, all types of schools that educate professionals within the fields of design, construction and production should be represented in the project. All types of health education were also targeted. → In spite of some difficulties to find founds for such a big project, and some delay problems in the time schedule , the project was successful in several aspects: Planning for disabled people and knowledge about UD has been integrated into the curriculum of schools. The project has been expanded to the member states of Europe LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

  9. UNIVERSAL DESIGNStudy of an article from Universal design – 17 ways of thinking and teaching, Editor Jon Christophersen, Husbanken. • This project has changed attitudes and ways of thinking, and increased theoretical knowledge. • A real discussion appeared between users, teachers and students, who have grasped the main point: « The solution is intended to integrate use for all; if adaptations are needed, we have done a bad job. » • We think that this project is really a good example,because Designing for all means that we must be aware of user’s needs, by learning from them. We have also experienced this way of working during a workshop with Blind people LAWNICZAK Jonathan; DEGRAEVE Hélène; Teacher Marc Dujardin; Academic year 2004/2005;Campus GENT

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