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Final presentation
1. Industrial Design 3rd Year Core Studio
ID 4- Design for Health & Wellness 2017
LEON LIU | THOMAS KIM | PRISCILLA LEE
Principal Investigator, Curriculum Developer & Course Instructor:
Associate Professor Angelika Seeschaaf-Veres
2. Assistive Objects for independent learning & play
These solution were developed in close collaborations with instructors and occupational therapists for Beverley
school children Age 4-12 with special physical and mental learning needs
3. Undergraduate industrial design students designed products for independent learning and
play for elementary school students with special needs. Individual solutions were the focus of
these products, each solution reflecting the particular interests and needs of each child.
Assignment
4. Assignment Context
Students designed for independent learning and play with teachers, speech and occupational therapists at
the Beverley School, in Toronto, and design firm Co-Design. Beverley school supports children from SK to
Grade 8 with special physical and mental needs. The project’s success hinged on collaboration with the
range of experts working with children with cognitive and physical impairments in the design process. This
collaboration enabled the effective translation of each child’s requirements for play for learning providing a
learning opportunity that developed students ability to integrate medical and behavioral factors into the
design as well as social and creative factors associated with enabling play.
5. This Project was created in Collaboration between Beverley School and the Industrial Design
program at OCAD U, with support of Co-design and the Research & Innovation office of OCAD
U (REB 1794).
September –December 2017
6. Many thanks to all the collaborators:
Beverley school TDSB:
Alana Grossman - Principal,
Danjela Malobabic Vice Principal
Beverley Instructors
and occupational & speech therapists,
Big thanks to the Beverley children, parents & guardians.
Co-Design:
Facilitation of project collaboration and production
Connie Chisholm & Kirsten White
Industrial Design OCAD U 3rd
Year Design for Health:
Angelika Seeschaaf Veres - Principal investigator, curriculum developer & instructor
Assistant Professor Ranee Lee - instructor
Assistant Professor Beverley Dywan- instructor
3rd
Year Industrial Design students 2017
Funded and supported by Research & Innovation office (REB 1794)
7. Design inquiry question
How can a material device engage
children[1] to enhance their learning
experience and outcome[2]?
[1] Hebbeler, K., & Spiker, D. (2016). Supporting Young Children with Disabilities. The Future of Children, 26(2), 185-205. Retrieved from http://www.jstor.org.ocadu.idm.oclc.org/stable/43940587
[2] Parodi, G. (2009). EARLY CHILDHOOD AND DISABILITY, SOME PRELIMINARY REFLECTIONS. Rivista Internazionale Di Scienze Sociali, 117(3/4), 571-592. Retrieved from
http://www.jstor.org.ocadu.idm.oclc.org/stable/41625244
This inquiry considers both emotional and physical stressors present in the classroom environment. What devices are presently
found in the classroom that are meant to reduce stress? How do those devices enhance students’ learning? What devices do
students gravitate towards? Why? How do current devices in the classroom promote student engagement?
8. Users
While Little Drummer is designed for the Beverley School, as an open-source design it
is available to those without a direct connection to the Beverley School community.
Beverley School
Students
Beverley School
Teachers/Support Staff
Parents
https://www.donateacar.com/wp-content/uploads/2017/03/Chil
d_Disability_Teaching_Finger_Paint_Happy_Smile.jpg
https://www.facebook.com/BeverleySchool/photos/a.28148376
5223887.67542.281452798560317/1643654719006778/?type=
3&theater
http://img.huffingtonpost.com/asset/scalefit_630_noupscale/59348850230000570e3
48bf2.jpeg?cache=4qmClXO2ZV
9. Stakeholders
Primary Stakeholders:
Beverley School Community
● Students
● Teachers
● Parents/Family
Special Needs Community
Secondary Stakeholders:
School Boards
3D Printing Industry
Assistive-Learning Industry
Toy Manufacturers
Tertiary Stakeholders:
Musical Instrument Manufacturers
Craft Supply Stores
Environment
https://www.facebook.com/BeverleySchool/photos/a.2814837652
23887.67542.281452798560317/1663785880326995/?type=3&th
eater https://www.designnews.com/sites/default/files/image003_xmkzer.jpg http://www.apa.org/Images/environment-title-image_tcm7-188217.jpg
10. Design Brief
Design Aim:
This project aimed to identify sources of physical and emotional stressors affecting student engagement in the
classroom environment. The examination and analysis of these stress points, contextualized through user,
market and expert research, determined a design solution targeted towards enhancing and facilitating student
engagement during daily activities. Particular attention was given to how students transition between activities
with an understanding that they may have sensory sensitivities and preferences. The project intended to
facilitate various methods that students and teachers use to manage and confront classroom stressors to
maintain a positive and supportive learning environment.
Design Outcome:
Little Drummer is a multi-sensory approach to play. Its design incorporates audio, visual and tactile elements,
while allowing for easy modifications to fit individual preferences and curriculum needs. It is a low-cost (and
sustainable) solution that makes use of commonly found domestic and classroom materials and supplies. Little
Drummer makes use of 3-D printing to produce a high-quality, cost-effective product without relying on
economies of scale while taking advantage of greater availability of consumer 3-D printers and decreasing
costs to 3-D print.
Little Drummer’s customizable design comes at no additional cost to the consumer, allowing it to engage with
its user(s) based on their unique preferences and needs.
11. The class is getting ready for the
music class. The drums are already
in the classroom.
The teacher begins to set up the
drums with the appropriate
symbols for the music lesson.
The students and music teacher
sing songs and play the drums.
Based on the song lyrics, the
students hit the corresponding
symbols.
ENTICE ENGAGEMENTENTER EXIT
The teacher collects the drums
from each student.
EXTENSION
The drum handle broke. However,
the teacher is able to fix the handle
themselves.
Teacher: Preparing for Music Class
Little Drummer allows the teacher to increase student engagement by providing them
with their individual drum. Little Drummer is designed to be easily repaired.
12. ENTICE ENGAGEMENTENTER EXIT EXTENSION
The class has circle time and the
teacher wants the students to
actively participate.
The class is learning new words and
there are not appropriate pre-made
symbols. (Also, some of the symbols
have been lost/misplaced) The
teachers is able to print their own
and/or cut out new shapes.
The teacher puts each symbol back
into the drum. The straps can also
be put back inside the drum.
During circle time songs, the
teacher reinforces the meanings
and associations of the drum
symbols.
The teacher hands out a drum to
each student.
Teacher: Circle Time
Little Drummer is used to reinforce learning through associations of sound, symbols
and/or textures. New symbols can be printed and cut-out as needed.
13. ENTICE ENGAGEMENTENTER EXIT EXTENSION
The music teacher is going to a
new class with drums for the
students.
The music teacher, carrying the
drums from another class, hands
out the drums to the new class.
The drum can be used by students
when seated, standing or even in
motion.
The drums can be hung up for
storage, but also simply thrown
inside the closet.
The drum is able to be used for various
cognitive developmental levels. (The drum
can be a single cause/effect with hitting
and sound, or it can be more complicated
by looking at sound created when hitting
the hard or soft side or by adding in
shapes, colours and symbols with an
associated playing order/symbol-word
recognition.
Teaching Assistant: Moving classes
Little Drummer is easily stored but also very portable. Its portability enhances Little
Drummer’s ability to adapt to different curriculum objectives as a learning tool/toy.
14. Little Drummer
The teacher receives/picks up
the package for the drums.
The teacher/parent is 3d printing
with student/child
Teacher/parent makes drum based
on provided instructions with child.
Customizes as necessary.
Parent: Sourcing Accessible Objects
Little Drummer has potential to eliminate shipping fees through 3-D printing, but more
importantly is designed with user-customization in mind.
15. Sound Shapes Circle Pack
http://www.westmusic.com/p/remo-ss-1000-05-sound-shapes-circle-pack-204616
“The Sound Shapes Circle Pack features five circular shapes in different
diameters and colors with specific pre-tuned pitch relationships. It provides a
wide range of five tones which can be manipulated for a variety of effects.
Sound Shapes are easily stored, portable and stackable. Ideal for
Recreational and educational applications.”
What makes Little Drummer different?
Market Research
Price Point
Repairable & replaceable parts
Poorer sound quality
Ability to incorporate other learning/symbols
17. https://www.rehabmart.com/product/gumball-switches-32055.html
Gumball Assistive Technology Capability Switches
Market Research
Gumball Switches are a popular, high quality and dependable
switch, meeting the needs of most users. The base has three
holes in the removable mounting plate for easy, secure
mounting to a flat surface. Two free clear plastic covers, one
with a lip and one without, are included. Gumball Switches are
some of the most popular capability switches on the market.
What makes Little Drummer different?
Analog
Price Point
Repairable & replaceable parts
18. Research synthesis
Unique Needs:
Understanding different
experiences create unique needs
[1]
Economic costs associated with
raising children with disabilities [2]
Societal importance of early
development to allow child to
reach full potential [3]
3-D Printing:
Studies show significant
consumer savings in using 3-D
printing for toys. [2]
Most 3-D printed objects geared
towards accessibility focus on
task performance.
Observational:
Field-research at Beverley School
Rooms 201, 203, 113, 114
[1]Szczerba, R. J. (2016, August 09). Experience What Autism Might Feel Like. Retrieved October 10, 2017, from
https://www.forbes.com/sites/robertszczerba/2016/06/07/experience-what-it-feels-like-to-have-autism/#7c0bd7ea4cb0
[2] MacInnes, M. (2008). One's Enough for Now: Children, Disability, and the Subsequent Childbearing of Mothers. Journal of Marriage and Family, 70(3), 758-771. Retrieved from
http://www.jstor.org.ocadu.idm.oclc.org/stable/40056365
[3] Parodi, G. (2009). EARLY CHILDHOOD AND DISABILITY, SOME PRELIMINARY REFLECTIONS. Rivista Internazionale Di Scienze Sociali, 117(3/4), 571-592. Retrieved from
http://www.jstor.org.ocadu.idm.oclc.org/stable/41625244
[4] Petersen, Emily E.; Kidd, Romain W.; Pearce, Joshua M. 2017. "Impact of DIY Home Manufacturing with 3D Printing on the Toy and Game Market." Technologies 5, no. 3: 45.
19. Design Criteria
Must: Should: Could:
● Be producible
● Integrate itself easily into
the classroom environment
● Complement existing
assistive learning devices
● Consider sensory elements
(Sound, Touch, Sight)
● Allow for interaction
between the student and
teacher
● Safe & Durable
● Be implementable in
various classrooms
● Adaptable to various
students & classroom
scenarios/situations
● Be easily storable
● Consider use through
various developmental
stages & physical growth
● Facilitate interaction between
the students
● Promote communication
(listening and/or expression)
● Implementable outside the
classroom
● Utilize/enhance existing
objects presently used in the
classroom
21. Feedback: Beverley School Occupational Therapist & Co-Design
Connie Chisholm & Kirsten White: Co-Design
Safety concerns with magnets and friction fit
lid-closure.
Questioned metallic material choice
Anna Lin: Occupational Therapist
Sharing & Patience are learned skills. There can be
reasons why there are not one item per student.
Liked the idea of using object with shapes to reinforce
learning.
Also liked the object as a play tool. Learning through
choice and communication is a big goal of Beverley School
which can be accomplished during play.
http://www.emeraldus.com/industry-news/2012-panel-of-experts-ready-to-a
nswer-industry-questions/
22. Feedback– Beverley School Teachers
Hien Quach (Room 201):
‘I like both sides [drum head and fabric]. The images on the side is good for transition [but distracting] maybe
can be two separate objects. Drums should be less distracting for the kids but if it is used for some transitions
or learning tools it will be very useful...I think magnet is distracting because is easy to take off. But the
symbols inside are good. Some kids really enjoy the sensitive surface. The kids sometimes try to put them in
their mouth. The strap is very useful.’
Jonah Epstein (Music Teacher):
Did not like the drum. Was unimpressed with the sound quality. Did not see benefit in the design for his
classroom activities.
What are we designing? A musical instrument or toy/assistive learning device?
Who are we designing for? Why do we think this can add value for Beverley School?
How should we present our design? Are we designing a drum? Or a learning toy?
23. Value Proposition
Little Drummer is an engaging, customizable toy that encourages play and participation to
reinforce and introduce new skills and learning through interaction and collaboration.
Too often toys and learning devices geared towards those with accessibility concerns are themselves
inaccessible - whether it is due to high cost or difficulty sourcing appropriate products, or a
combination of both.
Little Drummer sees opportunity in utilizing 3-D printing and open-source design to increase
accessibility while allowing user-directed refinements, customizations and adaptations to the
design to meet an individual’s needs and goals. (While pre-packaged Little Drummer kits are
available, the design is easily reproducible through materials commonly found in an individual’s home
or crafting supply store such as Michael’s.)
Little Drummer facilitates individual and collective learning and play for both
children and adults.
24. Little Drummer: Final Prototype
Little Drummer: Assembled from pre-packaged kit Shapes, symbols and colours can be used to
reinforce learning with sound
25. Storage for activity & transition symbols.
A vinyl pouch features a display pocket and a
larger gusset for storing symbols. It can be
attached to both the strap or drum.
Fabric swatches can be inserted to provide tactile
stimulus
Little Drummer: Final Prototype
26. All of the components will be encased between
two drumheads. The front of the package will be
adhered with a printed vinyl circle listing the kit’s
contents.
Little Drummer: Potential Packaging
The back of the package will have a stickered vinyl
with cheeky slogans relating to the product.
27. Little Drummer: Suggested Instructions
Little Drummer Body
1. Bend styrene strip into a
cylindrical shape, overlapping
the two ends so that the holes
line up.
2. Put one side of a bolt in a
hole on either side, screw them
together tightly. Do this for all
three holes.
Lids
1. Insert formed, clear acrylic sheet
into lid
2. Put provided drum heads on to
drum body
3. Put lid overtop of drum body
4. Repeat for other end
5. Weave string through the holes
on the side of lid to create a
zigzagging, triangular pattern
6. Clip strap onto lid
Symbols
1. Cut out symbols as you see fit
2. Can be stored in clear vinyl
pouch
Fabric (If kit is not purchased)
1. Cut out a circular swatch of
fabric, the size is approx 1 inch
added to all sides of the lid
2. Place over the drum head
3. Secure Fabric with lid
Extra suggestions
28. Interactions
The teacher hands out the
drums to the students. Little
Drummer can be used by
teacher or by individual
students.
The hard, plastic side allows students to express
themselves through sound, rhythm and play!
Little Drummer can be used
to facilitate interactions
between the teacher and
students as well as
communal class activities.
The softer sensory side can provide comfort.
29. Interactions
Outside, when it’s time
to go back in, the
teacher gets the
attention of students and
signals the time of
transition.
Students follow the sounds of the drumming back to the
classroom.
Strap allows students to run
and skip around freely with
the drum.
Students may not want to give Little
Drummer back to their teacher because
they had so much fun!
30. Interactions
Its durability is ideal for teachers who need
to pack up and move on to another activity
quickly. It can be hung for quick and easy
storage.
This little pocket can be attached to the
strap or strings of the drum, with picture
card storage in the back.
Allows teachers to display transition
pictures in the front.
Parents and teachers can assemble their
Little Drummers according to the
preferences of their child/student.
37. Bill of materials and/or technology components
3-D Printed Lids= $40/drum ($20/Lid) [Using OCAD Rapid Prototyping with semi-flex PLA]
Prepackaged Drum Kit= $40/drum (For a run of 15 Packaged Drums with new professional drum heads)
Materials: $37.13/drum ($557 for run of 15)
Styrene: $15
Co-Poly: $10
Fabric (2 sheets of different textures): $10
Chicago Screws (¼” length): $12
Vinyl: $2
Velcro: $1
String: $2
Nylon: $25
Clasps: $45
Drum Heads (New): $400
Printed Materials: $30
Labour: $3.33/drum ($50 for run of 15 packages)
Sewing: 1 hour @ $15/hr
Plastics Manufacturing: 1 hour @ $20/hr
Packaging & Quality Control: 1 hour @ $15/hr
* Potential Material savings through
partnerships and getting minimums
waived allowing for wholesale pricing. *
Time it takes Priscilla to assemble: 15-30 minutes
(depending on customizations)
Time it takes Thomas to assemble: 30-45 minutes
(depending on customizations)
38. Evaluation & Reflection
Open-Source:
Looking at various open-source
websites (MyMiniFactory,
Instructables, etc)
Accessibility Design:
Utility =/= meeting needs
Deeper understanding of needs
in context of design.
Hi-Tech Lo-Tech Solutions
Forward-thinking design does not
necessarily need to have a digital
component.
… Don’t make assumptions.
https://www.gofundme.com/EveryoneCanPlayhttp://www.instructables.com/play/
http://www.popularmechanics.com/adventure/sports/g
298/10-brilliant-bike-redesigns/?slide=1
39. Evaluation & Reflection
Success:
Prototyping & Iterations
(Checking & testing potential design
solutions)
Experimentation
(Considered different materials,
production process and designs)
Areas for improvement:
Communicating design process
(Rationale behind certain decisions.)
Thoroughness of Research
(Market Research Expert Research to
lesser extent)
(Design Value vs. Cost of Production)
