The document summarizes a 2-week universal design bench/seating design workshop conducted at National Taiwan University of Science and Technology (NTUST). The workshop used a participatory process to teach 24 students universal design concepts through designing benches for the NTUST campus. Students worked in teams, using activities like role-playing and persona development to understand users' needs while overcoming language and cultural barriers. The workshop aimed to implement inclusive and sustainable design solutions for the NTUST landscape.
Universal Design aims to create products and environments that are usable by all people without needing adaptation. When applied to education, Universal Design focuses on accessibility and diversity by designing instruction for a wide range of student abilities through inclusive classrooms, accessible physical environments, multiple teaching methods, accommodations, feedback, flexible resources, and varied assessments. A door example shows how Universal Design benefits all users by creating an automatically opening door versus a standard door that excludes some.
This document outlines a project proposal to design and build an ergonomic hydraulic chair. The proposal is presented in 5 phases: 1) background research on chair design and ergonomics, 2) formulating the project goals and design, 3) conducting user surveys and market research, 4) analyzing the data to design and build a prototype, 5) presenting and evaluating the final project. If funded, the project would be carried out by students over 3 months to address issues with traditional chair designs and create a comfortable option for disabled users.
This project aims to design and build an ergonomic bag to help improve posture in adolescents and prevent back problems later in life. The bag will be designed to suit body position and not cause damage from the weight carried. It will incorporate knowledge from different areas and use new technological innovations like wider shoulder straps. The expected results are a bag that promotes good posture, prevents illness or back pain, and can be positioned in the market. It will involve research, design, construction, and exhibition of the bag over approximately one year.
This document outlines an interdisciplinary workshop on international week 2020 led by Professors Jon Fairburn and Jess Power. It discusses their backgrounds working across various facilities and disciplines. It presents the need for interdisciplinary studies to address complex issues too broad for a single discipline. An example project of students from the film department working with local farmers on promotional films is described. Reflections from various disciplines on interdisciplinary collaboration are shared. The document concludes with proposing a sustainability week event and providing resources to aid its planning.
The document discusses representing modern research and development practices in school STEM curricula. It argues that science is not currently taught as it is practiced, with hypothesis, experimentation, observation, interpretation and debate. The ReMSTEP program aims to address this by having pre-service teachers experience contemporary science and math research and development practices. This includes opportunities for students to interact with scientists in research environments and for undergrad science students to engage with schools. The goal is to better equip teachers to integrate modern scientific practices into their classrooms. Challenges include aligning cutting-edge research with traditional curricula and getting busy researchers to represent their work for students.
EXPLORING AUDIO-TACTILE DESIGN APPROACHES IN CREATING A HOME-AWAY-FROM-HOME F...DamilareOG
This document is a thesis submitted by Ogunsanya Damilare Damisi to the Department of Architecture at the University of Lagos in partial fulfillment of the requirements for a Master's degree in Environmental Design. The thesis explores audio-tactile design approaches for creating accessible housing for visually impaired students at the University of Lagos. Through literature review and case studies of similar projects, the thesis examines challenges faced by visually impaired individuals and strategies for multi-sensory design. This informed the design of a proposed hostel for visually impaired students at the University of Lagos, with a focus on audio-tactile cues to aid wayfinding and accessibility.
10 Principles for Designing Your Makerspace—Detailed versionMelanie Kahl
Designed for a high school in Ohio, this resource illuminates 10 principles for community, materials, and environment of a community makerspace.
It draws from interviews with the d.school, Brightworks, Columbia College, and MAKE.
Done in partnership with Experience Institute in 2015.
Universal Design aims to create products and environments that are usable by all people without needing adaptation. When applied to education, Universal Design focuses on accessibility and diversity by designing instruction for a wide range of student abilities through inclusive classrooms, accessible physical environments, multiple teaching methods, accommodations, feedback, flexible resources, and varied assessments. A door example shows how Universal Design benefits all users by creating an automatically opening door versus a standard door that excludes some.
This document outlines a project proposal to design and build an ergonomic hydraulic chair. The proposal is presented in 5 phases: 1) background research on chair design and ergonomics, 2) formulating the project goals and design, 3) conducting user surveys and market research, 4) analyzing the data to design and build a prototype, 5) presenting and evaluating the final project. If funded, the project would be carried out by students over 3 months to address issues with traditional chair designs and create a comfortable option for disabled users.
This project aims to design and build an ergonomic bag to help improve posture in adolescents and prevent back problems later in life. The bag will be designed to suit body position and not cause damage from the weight carried. It will incorporate knowledge from different areas and use new technological innovations like wider shoulder straps. The expected results are a bag that promotes good posture, prevents illness or back pain, and can be positioned in the market. It will involve research, design, construction, and exhibition of the bag over approximately one year.
This document outlines an interdisciplinary workshop on international week 2020 led by Professors Jon Fairburn and Jess Power. It discusses their backgrounds working across various facilities and disciplines. It presents the need for interdisciplinary studies to address complex issues too broad for a single discipline. An example project of students from the film department working with local farmers on promotional films is described. Reflections from various disciplines on interdisciplinary collaboration are shared. The document concludes with proposing a sustainability week event and providing resources to aid its planning.
The document discusses representing modern research and development practices in school STEM curricula. It argues that science is not currently taught as it is practiced, with hypothesis, experimentation, observation, interpretation and debate. The ReMSTEP program aims to address this by having pre-service teachers experience contemporary science and math research and development practices. This includes opportunities for students to interact with scientists in research environments and for undergrad science students to engage with schools. The goal is to better equip teachers to integrate modern scientific practices into their classrooms. Challenges include aligning cutting-edge research with traditional curricula and getting busy researchers to represent their work for students.
EXPLORING AUDIO-TACTILE DESIGN APPROACHES IN CREATING A HOME-AWAY-FROM-HOME F...DamilareOG
This document is a thesis submitted by Ogunsanya Damilare Damisi to the Department of Architecture at the University of Lagos in partial fulfillment of the requirements for a Master's degree in Environmental Design. The thesis explores audio-tactile design approaches for creating accessible housing for visually impaired students at the University of Lagos. Through literature review and case studies of similar projects, the thesis examines challenges faced by visually impaired individuals and strategies for multi-sensory design. This informed the design of a proposed hostel for visually impaired students at the University of Lagos, with a focus on audio-tactile cues to aid wayfinding and accessibility.
10 Principles for Designing Your Makerspace—Detailed versionMelanie Kahl
Designed for a high school in Ohio, this resource illuminates 10 principles for community, materials, and environment of a community makerspace.
It draws from interviews with the d.school, Brightworks, Columbia College, and MAKE.
Done in partnership with Experience Institute in 2015.
This document discusses differentiated instruction and the role of technology. It defines differentiated instruction as tailoring teaching to meet students' individual needs. Technology supports differentiated instruction by allowing flexible grouping, assessment, and presenting content in various formats. An example is provided where students use different technologies like podcasts and presentations to demonstrate their learning about American decades.
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
This document provides information about the sixth edition of the textbook "Product Design and Development" by Karl T. Ulrich and Steven D. Eppinger. It includes the copyright information, list of contributors to the book, and acknowledgments. The preface provides an overview of the authors' approach and goals for the textbook, which blends theory and practice through an emphasis on structured product development methods. It is intended to be used both in academic and industrial settings.
This document provides information about the sixth edition of the textbook "Product Design and Development" by Karl T. Ulrich and Steven D. Eppinger. It includes the copyright information, list of contributors to the book, and acknowledgments. The preface provides an overview of the authors' approach and goals for the textbook, which blends theory and practice through an emphasis on structured product development methods. It is intended to be used both in academic and industrial settings.
Product-Design-and-Development-Karl-T.-Ulrich-Steven-D.-Eppinger-EdisiSreesh P Somarajan
This document provides information about the sixth edition of the textbook "Product Design and Development" by Karl T. Ulrich and Steven D. Eppinger. It includes the copyright information, list of contributors to the book, and acknowledgments. The preface provides an overview of the authors' approach and goals for the textbook, which blends theory and practice through an emphasis on structured product development methods. It is intended to be used both in academic and industrial settings.
The document introduces a WebQuest activity for high school students on the topic of environmental stewardship. Students are tasked with developing ideas for a business focused on environmental sustainability to pitch to investors. They are instructed to research examples of leaders in environmental stewardship, evaluate different forms of energy production and their impacts, and illustrate their knowledge of key issues through a presentation. The conclusion congratulates students on a successful proposal and encourages them to continue learning about environmental stewardship.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
The document discusses integrating sustainability concepts into college courses. It outlines a workshop where faculty identify key concepts in their disciplines and discuss how to connect them to sustainability topics. The goal is to make sustainability a core part of curriculums rather than supplementary. Faculty brainstorm concepts and discuss potential integration points within their fields and courses. This could help shift curriculums to better address sustainability challenges.
The document discusses the principles of minimalism in instructional design for computer-based learning. It advocates stripping away non-essential materials to focus on learner-centered activities. Key principles include making materials self-contained, putting the learner in control, using errors as learning opportunities, and removing anything that slows learning. Specific design strategies recommended are putting important information at the top of the page, using simple consistent designs, putting text before multimedia, and structuring materials in topical modules.
The document provides details about the School of Environmental Studies at Lagos State Polytechnic in Nigeria. It describes the school's six departments, hierarchy of staff members, proposed input-process-output system, shortcomings and solutions. The school aims to produce creative and skilled graduates through its departments of Architecture, Art and Design, Building Technology, Estate Management, Quantity Survey, and Urban Planning. It outlines the school's activities, tools used, and goals of preparing students for successful careers.
This document outlines a project proposal to build a hydraulic model of a condom to teach young people at a technical school in Marinilla, Colombia how to properly use condoms. The project aims to educate youth about safe sex practices and disease prevention through hands-on learning with the hydraulic condom model. It would be carried out over 4 months with support from the technical school. The main beneficiaries are young men who will learn how to correctly use condoms and be informed about sexually transmitted diseases.
In 3 sentences:
This document outlines the key components of an educational innovation paper, including an overview, description of the innovation, implementation procedures with timeline and resources, outcomes, and sustainability plan. It also provides details on an educational innovation showdown competition open to teachers and staff who implemented an approved innovation between the 2020-2021 and 2021-2022 school years. The winners will be selected based on a 10-minute presentation and question/answer session with an evaluation committee.
Moodle Generating Science Inquiry Activities - Dr. Mingming DiaoMoodlemootAU2014
This document summarizes the Opening Real Science project, which aims to bring authentic science education to Australian classrooms. It introduces the project leaders and partners across multiple universities. The project will develop online modules in various science subjects that embed real scientific practices like hypothesis testing. It discusses exemplar modules in topics like tropical cyclones and consumer chemistry. The document also outlines the educational design framework and provides examples of how scientific activities and modules can be built in Moodle.
This document provides an example course roadmap for a 20th Century Design History course. It outlines the overall student learning outcomes as examining how design improves the human condition. It lists 4 modules that will be covered, focusing on different historical periods and innovations in art, technology, and commerce within the design field. The roadmap also details the weekly activities, which include readings, discussion boards, scrapbooking assignments, presentations, and an on-location final project. Assessment is through the scrapbook, discussions, 4 presentations on different design eras, and a final project. The roadmap aims to help students develop design appreciation and skills in analyzing everyday environments historically and aesthetically.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
The document summarizes robotics activities conducted at the 56th Junior High School of Athens as part of the RoboESL project. It describes the objectives of using robotics to encourage students at risk of early school leaving to remain in school. It details the implementation process over two school years with different groups of students, including preparation, activities, and methodology. Key findings are presented through cases that show ways participation positively impacted students, such as improving social skills and school engagement. The conclusion is that while more research is needed, robotic activities have the potential to change students' attitudes toward learning.
Creating a Thriving Workplace: A conversation about the successes and challen...CICoEPilot
The CI CoE Pilot and CI4Resilience project is are hosting a one-day workshop on June 29 for NSF Major Facilities (MFs), on creating a thriving workplace. At the 2019 NSF Workshop on Connecting Large Facilities and Cyberinfrastructure, participants working in MFs described needs and challenges with building and developing staff that we had not heard discussed by those working in more mainstream academic research institutions. To explore this further, the Pilot conducted a series of interviews with managers at MFs to learn more about their experiences with hiring, retention, training and mentoring, work culture, rewards and recognition, and loss of personnel. From these interviews we learned more about how MFs grow and develop their staff, what aspects of their staffing situations appear to be unique to working in an MF, and what aspects tend to resemble more typical academic research institutions. To continue to fulfill our mission of supporting and fostering the work of MFs, we are hosting this workshop to provide a forum for discussion and idea-sharing around professional development issues specific to MFs.
The Modern Face of Engineering Education: Tools to Build the Next Generation ...Michael Klopfer
Overview of Calit2's mission for engineering education and some feedback to electronics designers on electronics education products for makers and technical education
The document discusses making curriculum accessible for all students. It emphasizes that students learn differently and teachers must accommodate diverse learners. The rise of technology and higher standards requires new approaches like Universal Design for Learning, which creates flexible lessons that provide multiple means of engagement, representation, and action/expression based on brain research and principles of inclusive instructional design. UDL aims to reduce barriers in curriculum and provide appropriate support and challenge for all students.
1) Universal design at San Francisco State University aims to make all products and environments usable by people of all ages and abilities. This is in line with SFSU's commitment to accessibility following a 2001 lawsuit by disabled students and faculty.
2) Several programs at SFSU promote universal design principles, including the Accessible Landscapes project, Institute on Disabilities, and the Design Center for Global Needs. The Design and Industry department integrates universal design into its curriculum to provide an inclusive education.
3) The Accessible Landscapes project involved collaborative design sessions to create a more accessible campus landscape and set standards for inclusive public spaces. The Design Center for Global Needs researches design solutions for accessibility, the elderly, healthcare, and
This document provides an agenda and background information for the Design Symposium event. The symposium will feature presentations from designers at companies like HP, IDEO, and Frog Design on topics related to emerging design and the future society. It will include welcoming remarks, speaker introductions, presentations on themes like inclusive and sustainable design, a panel discussion, and conclusion. The goal is to discuss the role of designers in creating environments for an emerging, more inclusive future society.
This document discusses differentiated instruction and the role of technology. It defines differentiated instruction as tailoring teaching to meet students' individual needs. Technology supports differentiated instruction by allowing flexible grouping, assessment, and presenting content in various formats. An example is provided where students use different technologies like podcasts and presentations to demonstrate their learning about American decades.
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
This document provides information about the sixth edition of the textbook "Product Design and Development" by Karl T. Ulrich and Steven D. Eppinger. It includes the copyright information, list of contributors to the book, and acknowledgments. The preface provides an overview of the authors' approach and goals for the textbook, which blends theory and practice through an emphasis on structured product development methods. It is intended to be used both in academic and industrial settings.
This document provides information about the sixth edition of the textbook "Product Design and Development" by Karl T. Ulrich and Steven D. Eppinger. It includes the copyright information, list of contributors to the book, and acknowledgments. The preface provides an overview of the authors' approach and goals for the textbook, which blends theory and practice through an emphasis on structured product development methods. It is intended to be used both in academic and industrial settings.
Product-Design-and-Development-Karl-T.-Ulrich-Steven-D.-Eppinger-EdisiSreesh P Somarajan
This document provides information about the sixth edition of the textbook "Product Design and Development" by Karl T. Ulrich and Steven D. Eppinger. It includes the copyright information, list of contributors to the book, and acknowledgments. The preface provides an overview of the authors' approach and goals for the textbook, which blends theory and practice through an emphasis on structured product development methods. It is intended to be used both in academic and industrial settings.
The document introduces a WebQuest activity for high school students on the topic of environmental stewardship. Students are tasked with developing ideas for a business focused on environmental sustainability to pitch to investors. They are instructed to research examples of leaders in environmental stewardship, evaluate different forms of energy production and their impacts, and illustrate their knowledge of key issues through a presentation. The conclusion congratulates students on a successful proposal and encourages them to continue learning about environmental stewardship.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
The document discusses integrating sustainability concepts into college courses. It outlines a workshop where faculty identify key concepts in their disciplines and discuss how to connect them to sustainability topics. The goal is to make sustainability a core part of curriculums rather than supplementary. Faculty brainstorm concepts and discuss potential integration points within their fields and courses. This could help shift curriculums to better address sustainability challenges.
The document discusses the principles of minimalism in instructional design for computer-based learning. It advocates stripping away non-essential materials to focus on learner-centered activities. Key principles include making materials self-contained, putting the learner in control, using errors as learning opportunities, and removing anything that slows learning. Specific design strategies recommended are putting important information at the top of the page, using simple consistent designs, putting text before multimedia, and structuring materials in topical modules.
The document provides details about the School of Environmental Studies at Lagos State Polytechnic in Nigeria. It describes the school's six departments, hierarchy of staff members, proposed input-process-output system, shortcomings and solutions. The school aims to produce creative and skilled graduates through its departments of Architecture, Art and Design, Building Technology, Estate Management, Quantity Survey, and Urban Planning. It outlines the school's activities, tools used, and goals of preparing students for successful careers.
This document outlines a project proposal to build a hydraulic model of a condom to teach young people at a technical school in Marinilla, Colombia how to properly use condoms. The project aims to educate youth about safe sex practices and disease prevention through hands-on learning with the hydraulic condom model. It would be carried out over 4 months with support from the technical school. The main beneficiaries are young men who will learn how to correctly use condoms and be informed about sexually transmitted diseases.
In 3 sentences:
This document outlines the key components of an educational innovation paper, including an overview, description of the innovation, implementation procedures with timeline and resources, outcomes, and sustainability plan. It also provides details on an educational innovation showdown competition open to teachers and staff who implemented an approved innovation between the 2020-2021 and 2021-2022 school years. The winners will be selected based on a 10-minute presentation and question/answer session with an evaluation committee.
Moodle Generating Science Inquiry Activities - Dr. Mingming DiaoMoodlemootAU2014
This document summarizes the Opening Real Science project, which aims to bring authentic science education to Australian classrooms. It introduces the project leaders and partners across multiple universities. The project will develop online modules in various science subjects that embed real scientific practices like hypothesis testing. It discusses exemplar modules in topics like tropical cyclones and consumer chemistry. The document also outlines the educational design framework and provides examples of how scientific activities and modules can be built in Moodle.
This document provides an example course roadmap for a 20th Century Design History course. It outlines the overall student learning outcomes as examining how design improves the human condition. It lists 4 modules that will be covered, focusing on different historical periods and innovations in art, technology, and commerce within the design field. The roadmap also details the weekly activities, which include readings, discussion boards, scrapbooking assignments, presentations, and an on-location final project. Assessment is through the scrapbook, discussions, 4 presentations on different design eras, and a final project. The roadmap aims to help students develop design appreciation and skills in analyzing everyday environments historically and aesthetically.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
The document summarizes robotics activities conducted at the 56th Junior High School of Athens as part of the RoboESL project. It describes the objectives of using robotics to encourage students at risk of early school leaving to remain in school. It details the implementation process over two school years with different groups of students, including preparation, activities, and methodology. Key findings are presented through cases that show ways participation positively impacted students, such as improving social skills and school engagement. The conclusion is that while more research is needed, robotic activities have the potential to change students' attitudes toward learning.
Creating a Thriving Workplace: A conversation about the successes and challen...CICoEPilot
The CI CoE Pilot and CI4Resilience project is are hosting a one-day workshop on June 29 for NSF Major Facilities (MFs), on creating a thriving workplace. At the 2019 NSF Workshop on Connecting Large Facilities and Cyberinfrastructure, participants working in MFs described needs and challenges with building and developing staff that we had not heard discussed by those working in more mainstream academic research institutions. To explore this further, the Pilot conducted a series of interviews with managers at MFs to learn more about their experiences with hiring, retention, training and mentoring, work culture, rewards and recognition, and loss of personnel. From these interviews we learned more about how MFs grow and develop their staff, what aspects of their staffing situations appear to be unique to working in an MF, and what aspects tend to resemble more typical academic research institutions. To continue to fulfill our mission of supporting and fostering the work of MFs, we are hosting this workshop to provide a forum for discussion and idea-sharing around professional development issues specific to MFs.
The Modern Face of Engineering Education: Tools to Build the Next Generation ...Michael Klopfer
Overview of Calit2's mission for engineering education and some feedback to electronics designers on electronics education products for makers and technical education
The document discusses making curriculum accessible for all students. It emphasizes that students learn differently and teachers must accommodate diverse learners. The rise of technology and higher standards requires new approaches like Universal Design for Learning, which creates flexible lessons that provide multiple means of engagement, representation, and action/expression based on brain research and principles of inclusive instructional design. UDL aims to reduce barriers in curriculum and provide appropriate support and challenge for all students.
1) Universal design at San Francisco State University aims to make all products and environments usable by people of all ages and abilities. This is in line with SFSU's commitment to accessibility following a 2001 lawsuit by disabled students and faculty.
2) Several programs at SFSU promote universal design principles, including the Accessible Landscapes project, Institute on Disabilities, and the Design Center for Global Needs. The Design and Industry department integrates universal design into its curriculum to provide an inclusive education.
3) The Accessible Landscapes project involved collaborative design sessions to create a more accessible campus landscape and set standards for inclusive public spaces. The Design Center for Global Needs researches design solutions for accessibility, the elderly, healthcare, and
This document provides an agenda and background information for the Design Symposium event. The symposium will feature presentations from designers at companies like HP, IDEO, and Frog Design on topics related to emerging design and the future society. It will include welcoming remarks, speaker introductions, presentations on themes like inclusive and sustainable design, a panel discussion, and conclusion. The goal is to discuss the role of designers in creating environments for an emerging, more inclusive future society.
The document summarizes inclusive design projects aimed at serving the majority world. It discusses the early years of ICSID and design work at the University of Nairobi. It also summarizes the "Q Drum" and "Super MoneyMaker Pump" projects, which are low-cost water transportation and irrigation solutions developed for communities in Africa. The document emphasizes the importance of designing for affordability, cultural acceptability, and environmental sustainability when serving emerging markets and bottom of the pyramid populations.
The document summarizes a design symposium that addressed emerging design and the future society. It included welcoming remarks, introductions of panelists from companies like HP and IDEO, and presentations on topics like sustainability and designing for emerging markets. The panelists then discussed questions about the role of designers in catalyzing social change and enhancing quality of life in emerging societies through cultural understanding and inclusive practices. The event concluded with a discussion on individuals making a difference through design.
The document summarizes a collaboration between Hitachi Ltd. and San Francisco State University to localize an elementary school Universal Design workshop originally developed in Japan for use in the United States. Graduate students worked with Hitachi to adapt the materials to be culturally appropriate for American middle school students. They then presented a successful Universal Design workshop at Clarendon Elementary School in San Francisco.
This presentation discusses ways that design can contribute to a more prosperous, inclusive and sustainable future. It provides examples of responsible design approaches that create innovative solutions to challenges in emerging societies and developing countries. It highlights projects that use design to improve access to education, healthcare, clean water and other resources for populations in need.
This document provides an agenda and background information for a design symposium on emerging design and future society. The symposium will include welcoming remarks, an overview of the theme, and presentations from six speakers including representatives from Hewlett-Packard, IDEO, Frog Design, and DesignAffairs. The speakers will address topics like the role of designers in emerging markets and societies, cultural influences on design, and how design can enhance quality of life and drive social change. A panel discussion will follow the presentations to field questions on these issues.
The document outlines the agenda for the UD Education Forum at the 2002 International Conference for Universal Design in Yokohama, Japan. The agenda included introductions, dividing attendees into small groups to discuss selected topics, groups reporting on their discussions, and a summary. Selected topics for discussion were evaluating universal design, designing for the 21st century, an international student design competition, relating sustainable, affordable and universal design, establishing UD certificate programs, and exploring collaborative distance learning networks. Facilitators for the forum were Ruth Morrow, Gihei Takahashi, Yoshi Kawauchi, and Ricardo Gomes.
The document discusses the implementation of universal design principles in design curriculum at San Francisco State University. It describes three levels where universal design has been implemented: introductory, intermediate/upper level design courses, and graduate level courses. Examples are given of student projects in kitchen tools, faucets, and other products that were developed using universal design principles to be usable by all people.
This document outlines the development of a universal design methodology curriculum at San Francisco State University. It discusses several key components for implementing such a curriculum, including lecture materials, professional reviews/critiques, and research through workshops and focus groups.
Thematic areas that would be covered include design, health, social, legal, and economic perspectives as they relate to universal design. Specific topics mentioned are universal design principles, inclusive target markets, aging populations, independent living, intergenerational benefits, disability rights policies, and quantifying universal design benefits and appeals.
A 5-phase methodology is presented: discovery/understanding through research; interpreting findings; exploring concepts and solutions; evaluating ideas; and implementing tangible solutions relative to universal design
More from Design Center for Global Needs, San Francisco State University (10)
1. 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
2. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
3. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
4. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
5. Ricardo Gomes, Professor and Chair, Design and Industry Department
Tex
My
Table
2
My
Table
2
is
designed
to
be
easily
adjustable
using
an
electrical
motor
powered
by
solar
energy.
6. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
7. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
8. Ricardo Gomes, Professor and Chair, Design and Industry Department
NTUST
Workshop
Format
• DISCOVERY
• OBSERVATION
• UNDERSTANDING
(Empathy)
• INTERPRETATION
• VISUALIZATION
• IMPLEMENTATION
(Rapid-‐prototyping)
• EVALUATION
(Feedback
&
ReflecGon)
9. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
10. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
11. Ricardo Gomes, Professor and Chair, Design and Industry Department
Workshop
Curriculum
Procedures
and
Methodology
UD
Taipei
City
Explore
Team
(2008)
12. Ricardo Gomes, Professor and Chair, Design and Industry Department
OBSERVATION/UNDERSTANDING/EMPATHY:
Visit
to
Taiwan
Design
Center
and
Universal
Design
SimulaGon
Lab
13. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
14. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
15. Ricardo Gomes, Professor and Chair, Design and Industry Department
Ac;vity
#
2:
Conduct
“Day-‐in-‐the-‐Life”
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
16. Ricardo Gomes, Professor and Chair, Design and Industry Department
Ac;vity
#
2:
Conduct
“Day-‐in-‐the-‐Life”
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:
17. Ricardo Gomes, Professor and Chair, Design and Industry Department
Ac;vity
#
2:
Conduct
“Day-‐in-‐the-‐Life”
Family
Persona
Family
Member
“Persona”
Iden;ty
Card
Students
should
rate
their
level
of
ability
with:
0=
Full
Ability/No
disability
5=
Severe
Impairment
18. Ricardo Gomes, Professor and Chair, Design and Industry Department
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)
19. Ricardo Gomes, Professor and Chair, Design and Industry Department
DISCOVER-‐OBSERVE-‐UNDERSTANDING-‐INTERPRETATION:
PHASE
I:
OBSERVATION
(Empathy)
Review
of
ExisGng
Campus
Public
SeaGng/
Tables
Designs
20. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
21. Ricardo Gomes, Professor and Chair, Design and Industry Department
3.
Use
of
Personas
and
Scenarios
helped
to
formulate
and
develop
user
and
environmental
empathy
for
the
students.
22. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
23. Ricardo Gomes, Professor and Chair, Design and Industry Department
PHASE
II:
VISUALIZATION
(Prototyping
SoluGon)
Inclusive
Table/Bench
Design
Concept
Prototyping
SoluGon
Inclusive
Table/Bench
Design
Concept
24. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
25. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
26. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
27. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
28. Ricardo Gomes, Professor and Chair, Design and Industry Department
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..
29. Ricardo Gomes, Professor and Chair, Design and Industry Department
Pictures here
Pictures here
Title
IMPLEMENTATION
is
the
final
stage
in
area
number
six
would
be
the
implementaGon
stage:
the
tangible
soluGon.
30. Ricardo Gomes, Professor and Chair, Design and Industry Department
IMPLEMENTATION
is
the
final
stage
in
area
number
six
would
be
the
implementaGon
stage:
the
tangible
soluGon.
31. Ricardo Gomes, Professor and Chair, Design and Industry Department
IMPLEMENTATION
is
the
final
stage
in
area
number
six
would
be
the
implementaGon
stage:
the
tangible
soluGon.
32. Ricardo Gomes, Professor and Chair, Design and Industry Department
ReflecGon
&
EvaluaGon
PHASE
III:
FEEDBACK
33. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
34. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
35. Ricardo Gomes, Professor and Chair, Design and Industry Department
Title
Pictures here
Matrix
of
C-‐System
and
the
conceptual
models
•
Basic
Need
• Social
Need
• Comprehensive
Need
C-System
36. Ricardo Gomes, Professor and Chair, Design and Industry Department
Title
Pictures here
Matrix
of
C-‐System
and
the
conceptual
models
Fascina;on
and
Affinity
C-System
37. Ricardo Gomes, Professor and Chair, Design and Industry Department
For pictures
BASIC
NEED
•
Safety
Using
sov
material
to
prevent
injury
•
Understanding
Offering
lights
for
illuminaGng
area
38. Ricardo Gomes, Professor and Chair, Design and Industry Department
Easy
to
move
or
extend
For pictures
39. Ricardo Gomes, Professor and Chair, Design and Industry Department
Title
Pictures here
•
Offering
areas
for
easily
gripping
table
and
seaGng
surfaces
• Offering
seats
in
the
several
different
heights
Feature
of
Body
40. Ricardo Gomes, Professor and Chair, Design and Industry Department
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.
41. Ricardo Gomes, Professor and Chair, Design and Industry Department
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
42. Ricardo Gomes, Professor and Chair, Design and Industry Department
THANK
YOU
Ricardo
Gomes,
Professor
and
Chair
Design
and
Industry
Department
ricgomes@sfsu.edu