Include2011 ntust

Ricardo Gomes, Professor and Chair, Design and Industry Department
Inclusive
Table/Bench
Design

Workshop
for
the

Na;onal
Taiwan
University

of
Science
and
Technology

(NTUST)
Campus
Landscape

Ricardo
Gomes,
Professor
and
Chair

Design
and
Industry
Department

ricgomes@sfsu.edu

Abstract

The
case
study
project
documents
the

development
and
implementaGon
of
an

intensive
2-‐week
Universal
Design

Bench/SeaGng
Design
Workshop
that

was
conducted
in
the
College
of
Design

at
Na;onal
Taiwan
University
of
Science

and
Technology
(NTUST).

The
workshop
highlights
the
teaching

methodologies
and
techniques
that
were

uGlized
in
facilitaGng
language
and

cultural
diﬀerences
in
uGlizing
the
NTUST

campus
as
a
case
study
in
creaGng

universal
design
concepts
for
an

inclusive
environmental
landscape.

Introduc;on

This
year
2010
will
mark
and
important

milestone
celebraGon
of
the
20th
Anniversary

of
the
landmark
passage
of
the

Americans
with
Disabili;es
Act
(ADA)

in
1990,
one
of
the
USA’s
premier
civil
rights

laws.

The
Landscapes
for
All
project,
started
in
the

early
1990’s
on
the
San
Francisco
State

University
campus,
aimed
to
quesGon
the

status
quo
of
disabled
accessibility
standards.

Tex
The
Open
Bench

The
Universal
Sea;ng
Design

Studio
is
part
of
SFSU’s
ongoing

process
to
maintain
a
sustainable

&
accessible
campus

The
Open
Bench
is
an
answer

to
the
constraints
of
tradiGonal

ﬁxed
benches.

Tex
My
Table
2

My
Table
2
is
designed
to
be
easily
adjustable

using
an
electrical
motor
powered
by
solar
energy.

Workshop

Methodology,

Development
Process

and
Ac;vity
Modules

The
Workshop
Objec;ves
were
to

implement
universal
design
concepts

and
applicaGons
through
the

introducGon
of
an
“in-‐situ”
case
study

project
that
uGlized
the
NTUST
campus

environment
in
designing
an
Inclusive
&

Sustainable
Bench
Design
for
NTUST

Accessible
Landscape.

The
“CharreVe-‐like”
Workshop

consisted
of
24
undergraduate
and

graduate
product
design
students
that

were
grouped
into
Teams
of
3
students.

The
contact
hours
were
from
9:30
AM
–

4:30
PM,
Monday
–
Friday
for
a
total
of

60
contact
hours
for
the
2-‐week
period.

Workshop

Methodology,

Development
Process

and
Ac;vity
Modules


NTUST
Workshop
Format

•  DISCOVERY

•  OBSERVATION

•  UNDERSTANDING
(Empathy)

•  INTERPRETATION

•  VISUALIZATION

•  IMPLEMENTATION
(Rapid-‐prototyping)

•  EVALUATION
(Feedback
&
ReﬂecGon)


NTUST
Workshop
Format

The
Use
of:

1.  ParGcipatory
Peer-‐supported
Group
AcGviGes
and
Exercises

2.  Role-‐playing
Scenarios
helped
to
bridge
language
and
cultural

barriers,
as
well
as
sGmulate
acGve
and
engaged
project

research
and
exploraGon.

3.  Use
of
Personas
and
Scenarios
helped
to
formulate
and

develop
user
and
environmental
empathy
for
the
students.

Workshop
Curriculum
Procedures
and
Methodology

a.  Special
EdiGon
on
Asian
Universal
Design
Network
(AUDN)

Published
on
Newslefer
of
Design
for
All
InsGtute
of
India,

February
2009,
edited
by Mr.
Tony
KM
Chang,
CEO
of
Taiwan

Design
Center

b. 
Universal
Design
in
2008
Taiwan
Expo

c.  Taiwan
Universal
Design
Award,
organized
by
Free
Universe

EducaGon
FoundaGon

d.  UD
Taipei
City
Explore
Team-‐
UD
Taipei,
2008

Contact
and
Liaison
with
Taiwan
Design
Center
in
San
Francisco

and
Taipei,

Mr.
Yu
Hsiu,
Yang,
Director

Discovery

Workshop
Curriculum
Procedures
and
Methodology

UD
Taipei
City
Explore
Team
(2008)


OBSERVATION/UNDERSTANDING/EMPATHY:

Visit
to
Taiwan
Design
Center
and
Universal
Design
SimulaGon
Lab


UNDERSTANDING

is
the
ﬁrst
and
primary

stage
that
we
encouraged

the
students
to
look
at
to

ﬁnding
the
problem,

understanding
the

problem
thru
discovery.

For pictures


NTUST
Workshop
Format

DISCOVER:

Ac;vity
#
1:
“How
did
we
get
so
much
stuﬀ?”

“Break
the
Ice”
and
establish
a
casual,
interacGve,

posiGve
and
energeGc
tone
for
the
course
–
in
English!

Ac;vity
#
2:
Conduct
“Day-‐in-‐the-‐Life”
Family
Persona

Group
Scenarios:

• A
trip
to
Shin
Kong
Mitsukoshi
Life
Square
shopping
mall

• A
Sightseeing
to
Yangming
Park
or
NaGonal
Park
Taipei

• A
trip
to
the
NaGonal
Palace
Museum

• A
trip
to
Miramar
Entertainment
Park

• A
trip
to
Taipei
Zoo

• A
trip
to
Taipei
Story
House

1.
Par;cipatory
Peer-‐supported
Group
Ac;vi;es
and
Exercises


Ac;vity
#
2:
Conduct
Family
Persona

“A
Day
in
the
Life
Family
Scenario…June
30th,
2009”

1.  4-‐6
Personas

(20
students:
4
“Family”
Groups
of
5
family
member
Personas)

2.  AcGvity
Day:
7
AM
–
7
PM
(12
hours)

3.  Develop
an
AcGvity
or
“Event”
for
each
hour
of
the
day
relaGve

to
your
Family
AcGvity
(12
Hours=12
AcGviGes/”Scenarios”)

4.  Select
“Top
Ten”
AcGviGes

5.  Determine
what
is
the
three
(3)
“Easiest”
and
“Most
Diﬃcult”

AcGviGes
for
the
Family
to
do
together

6.  Select
“Top
Three”
most

possible
“Inclusive”
AcGviGes/Tasks

and
how
they
may
be
facilitated

7.

Select
“Best”
AcGvity
and
Product
SoluGon
that
may
best

facilitate
this
AcGvity/FuncGon/Task


Ac;vity
#
2:
Conduct
Family
Persona

Infant 1 month to 1 year Yellow
Toddler 1 year to 2 years Dark Blue
Preschooler 2 years to 6 years Dark Green
School age 6 years to 12 years Orange
Adolescent 12years to 20 years Purple
Young adult 20 years to 40 years Red
Middle aged adult 40 years to 60 years Light Blue
Young-old adult 60 years to 80 years Lime
Old-old adult 80 years and beyond Magenta
1.  A
trip
to
Shin
Kong
Mitsukoshi
Life
Square
shopping
mall

2.  A
Sightseeing
to
Yangming
Park
or
NaGonal
Park
Taipei

3.  A
trip
to
the
NaGonal
Palace
Museum

4.  A
trip
to
Miramar
Entertainment
Park

5.  A
trip
to
Taipei
Zoo

6.  A
trip
to
Taipei
Story
House

Scenarios:


Ac;vity
#
2:
Conduct
Family
Persona

Family
Member
“Persona”
Iden;ty
Card

Students
should
rate
their
level
of
ability
with:

0=
Full
Ability/No
disability
5=
Severe
Impairment


NTUST
Workshop
Format

PHASE

I:
OBSERVATION
(Empathy)

Review
of
ExisGng
Campus
Public
SeaGng/Tables
Designs

PHASE
II:
VISUALIZATION
(Prototyping
SoluGon)

Inclusive
Table/Bench
Design
Concept

PHASE
III:
FEEDBACK
(ReﬂecGon
&
EvaluaGon
of
SoluGon)

DISCOVER-‐OBSERVE-‐UNDERSTANDING-‐INTERPRETATION:

PHASE

I:

OBSERVATION
(Empathy)

Review
of
ExisGng

Campus
Public
SeaGng/
Tables
Designs

OBSERVATION

is
the
second
stage
that
we

have
the
students
employ

aver
they
have
established
a

clear
understanding
of
the

problem.
ObservaGon
can
be

done
in
a
variety
of
manners

and
approaches
such
as:

• 

arGfacts
reviews

• 

looking
at
the
exisGng
market

• 

looking
at
the
user
proﬁle

• 

site
observaGon

• 

user
observaGon

• 

media
documentaGon

• 

interview

• 

shadowing

For pictures


3.
Use
of
Personas
and
Scenarios
helped
to
formulate
and
develop

user
and
environmental
empathy
for
the
students.

INTERPRETING

is
the
third
stage
which
will

be
translaGng
the
research

data,
realizing
they
are
not

the
experts
and
they
need
to

be
very
narraGve
and

interpretaGve
and
in
their

own
words
understand
the

situaGon.

For pictures

PHASE
II:

VISUALIZATION

(Prototyping
SoluGon)

Inclusive
Table/Bench

Design
Concept

Prototyping
SoluGon

Inclusive
Table/Bench
Design
Concept

VISUALIZING/REALIZING

Once
they
have
established

all
of
these
areas,
then
at

that
Gme
can
they
begin
to

start
to
visualize,
realizing

their
design
idea,
their

design
approach
through

conceptualizaGon
and

soluGon
development.

For pictures

EVALUATING
&
REFINING

is
that
tesGng
and
reﬁning

process
of
design
that
is

paramount.
The
whole
design

problem
solving
process

must
engage
in
the
tesGng

and
reﬁnement
of
design

soluGons.


2.

Role-‐playing
Scenarios
helped
to
bridge
language
and

cultural
barriers,
as
well
as
s;mulate
ac;ve
and
engaged

project
research
and
explora;on..

Pictures here
Pictures here
Title
IMPLEMENTATION

is
the
ﬁnal
stage
in
area

number
six
would
be
the

implementaGon
stage:

the
tangible
soluGon.

IMPLEMENTATION

is
the
ﬁnal
stage
in
area

number
six
would
be
the

implementaGon
stage:

the
tangible
soluGon.

ReﬂecGon
&
EvaluaGon

PHASE
III:

FEEDBACK

Title
Pictures here
Pictures here
Title
Overview
of
the
works
from

Universal
Design
Workshop
at
the

Na;onal
Taiwan
University
of
Science
and
Technology

Machi
Sakata,
VisiGng
Scholar,
Japan
Patent
Oﬃce

Asia/U.S
Collabora;ve
and
Comparison

Ms.
Machi
Sakata
as
a
VisiGng
Scholar
in
the
Design
and

Industry
Department
at
SFSU
from
the
Japan
Patent

Oﬃce,
worked
on
the
development
of
a
new
guideline
/

checklist
for
Universal
Design
at
Chiba
University,
called

the
“C-‐System.”
This
concept
was
iniGally
presented
at

the
InternaGonal
Conference
for
Universal
Design
2002,

Yokohama,
Japan.

“C-‐System”
is
a
guideline
/
checklist
in
Universal
Design.

This
guideline
augmented
the
Seven
Principles,

advocated
by
R.
L.
Mace
of
the
Center
for
Universal

Design
at
North
Carolina
State
University.

Title
Pictures here
Matrix
of
C-‐System
and
the
conceptual
models

• 
Basic
Need

• Social
Need

• Comprehensive
Need

C-System

Title
Pictures here
Matrix
of
C-‐System
and
the
conceptual
models

Fascina;on
and
Aﬃnity

C-System

For pictures
BASIC
NEED

• 
Safety

Using
sov
material

to
prevent
injury

• 
Understanding

Oﬀering
lights
for

illuminaGng
area


Easy
to
move
or
extend

For pictures

Title
Pictures here
• 
Offering
areas
for
easily
gripping
table

and
seaGng
surfaces

• Offering
seats
in
the
several

different
heights

Feature
of
Body

Conclusion
&
Post-‐Workshop

Compara;ve
Review

Although
the
NTUST
UD
Workshop
was
only
for
two

weeks,
compared
to
a
similar
ﬁve
week
class
conducted

at
San
Francisco
State
University
in
the
Summer
of
2007,

the
ﬁnal
results
from
the
NTUST
Workshop
proved
to
be

more
producGve
and
comprehensive.

Acknowledgements
&
Credits

• 
Na;onal
Taiwan
University
of
Science
and
Technology
(NTUST)

College
of
Design,
Department
of
Industrial
and
Commercial

Design,
Professor
Pin-‐Chang
Lin
and
Professor
Jeng-‐Neng

Fan

• 
NTUST
DT2614
Prac;ce
of
Product
Design
Students,

UD
Workshop,
Summer2009

• 
Accessible
Landscapes:
Designing
for
Inclusion,
San
Francisco

State
University,
Phil
Evans,
Director,
Campus
Buildings
&

Grounds,
hfp://plopws.sfsu.edu/accessible_landscape/design_book.html

• 
SFSU
Design
&
Industry
Universal
Sea;ng
Design
Studio
Students

(1998
–
2007)

• Ms.
Machi
Sakata,
SFSU
VisiGng
Scholar,
Japan
Patent
Oﬃce

THANK
YOU

Ricardo
Gomes,
Professor
and
Chair

Design
and
Industry
Department

ricgomes@sfsu.edu

Include2011 ntust

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