Расширенный материал по теме "Система ориентирования для маломобильных людей: интеграция принципов и особенностей универсального дизайна в проектирование общей системы ориентирования". Лекция и воркшоп по теме прошли на двух курсах в Британской школе дизайна: курс "Дизайн-мышление: за гранью возможного" и курс "Городская навигация" (www.britishdesign.ru/programs/fc/). Дизайнеры, занимающиеся разработкой системы ориентирования, обязаны знать, как создавать дизайн, понятный маломобильным людям. Культура нового поколения, как и законы большинства развитых стран, требует, чтобы мы думали о правах людей с ограниченными возможностями.
В презентации рассмотрены и другие темы:
1. Основные тренды мирового сообщества.
2. Принципы построения системы для ориентирования маломобильных людей.
3. Кейсы тестирования системы.
4. Инфографика.
5. Инновационные решения в системе проектирования.
6. Сервис-дизайн в системе проектирования навигационных решений для всех групп населения (на примере 2-х кейсов: метро в Токио и госпиталь Yastrad Fawr Hospital).
Группа Signbox - www.facebook.com/pages/Signbox/200603426750404
Системы управления освещением: как начать экономить до 70% на счетах за освещ...Trinova Lighting Solutions
Презентация компании Тринова по системам управления освещением - узнайте, что умеют умные системы и как они помогут сделать Ваш офис, магазин, музей, удобным, энергоэффективным и самым стильным.
This document discusses web accessibility and the challenges of implementing accessibility standards. It summarizes key aspects of web accessibility including:
- Laws requiring public websites to comply with accessibility standards
- The WCAG 2.0 guidelines which define principles, guidelines, and success criteria for accessible websites
- Tools like WAI-ARIA that add attributes to make websites accessible to assistive technologies
- A study that measured developers' awareness and use of accessibility standards, finding only partial compliance and awareness
- Challenges to wider adoption including lack of awareness, unclear responsibilities, and perceptions that standards are too time-consuming
This document summarizes Session 3 of a web accessibility workshop. It discusses alternative input devices such as alternative keyboards, pointing devices, switches, and on-screen keyboards. It also covers other assistive technologies like braille embossers and displays, screen magnification software, text-to-speech programs, speech recognition, and word processors for individuals with disabilities. Examples and images are provided for many of the assistive technologies.
The document summarizes key points from a workshop on web accessibility:
1. The workshop covered principles of accessible design including people first, clear purpose, solid structure, and universal usability.
2. Attendees participated in exercises on responsive design and discussed their experience testing websites' responsiveness.
3. Guidelines for accessible web development were reviewed, such as using proper headings, lists and form labels, providing alt text for images, and ensuring adequate color contrast.
This document provides an overview of a web accessibility workshop held on March 3rd, 2016. The workshop covered several topics related to web accessibility including target user groups, empathy exercises using the web with limited abilities, frameworks for accessible web design, and preparing for WCAG 2.0 testing. The workshop was led by Vladimir Tomberg, PhD from Tallinn University. Participants were provided login credentials to use the Mac lab and instructions for completing in-class and home assignments. Today's workshop sessions included discussions of target user groups who benefit from accessible design, an empathy exercise using the web with limited abilities, an introduction to the principles of accessible web design, and an overview of WCAG 2.0 guidelines for web content accessibility testing
This document summarizes a lecture on universal design principles. It discusses 10 key principles: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, size and space for approach and use, a community of users of mixed abilities, and equitable use. For each principle, the document provides definitions, examples, and strategies for applying the principle in design. The goal of universal design is to create products, environments and systems that can be used by people of all abilities to the greatest extent possible without need for adaptation.
Расширенный материал по теме "Система ориентирования для маломобильных людей: интеграция принципов и особенностей универсального дизайна в проектирование общей системы ориентирования". Лекция и воркшоп по теме прошли на двух курсах в Британской школе дизайна: курс "Дизайн-мышление: за гранью возможного" и курс "Городская навигация" (www.britishdesign.ru/programs/fc/). Дизайнеры, занимающиеся разработкой системы ориентирования, обязаны знать, как создавать дизайн, понятный маломобильным людям. Культура нового поколения, как и законы большинства развитых стран, требует, чтобы мы думали о правах людей с ограниченными возможностями.
В презентации рассмотрены и другие темы:
1. Основные тренды мирового сообщества.
2. Принципы построения системы для ориентирования маломобильных людей.
3. Кейсы тестирования системы.
4. Инфографика.
5. Инновационные решения в системе проектирования.
6. Сервис-дизайн в системе проектирования навигационных решений для всех групп населения (на примере 2-х кейсов: метро в Токио и госпиталь Yastrad Fawr Hospital).
Группа Signbox - www.facebook.com/pages/Signbox/200603426750404
Системы управления освещением: как начать экономить до 70% на счетах за освещ...Trinova Lighting Solutions
Презентация компании Тринова по системам управления освещением - узнайте, что умеют умные системы и как они помогут сделать Ваш офис, магазин, музей, удобным, энергоэффективным и самым стильным.
This document discusses web accessibility and the challenges of implementing accessibility standards. It summarizes key aspects of web accessibility including:
- Laws requiring public websites to comply with accessibility standards
- The WCAG 2.0 guidelines which define principles, guidelines, and success criteria for accessible websites
- Tools like WAI-ARIA that add attributes to make websites accessible to assistive technologies
- A study that measured developers' awareness and use of accessibility standards, finding only partial compliance and awareness
- Challenges to wider adoption including lack of awareness, unclear responsibilities, and perceptions that standards are too time-consuming
This document summarizes Session 3 of a web accessibility workshop. It discusses alternative input devices such as alternative keyboards, pointing devices, switches, and on-screen keyboards. It also covers other assistive technologies like braille embossers and displays, screen magnification software, text-to-speech programs, speech recognition, and word processors for individuals with disabilities. Examples and images are provided for many of the assistive technologies.
The document summarizes key points from a workshop on web accessibility:
1. The workshop covered principles of accessible design including people first, clear purpose, solid structure, and universal usability.
2. Attendees participated in exercises on responsive design and discussed their experience testing websites' responsiveness.
3. Guidelines for accessible web development were reviewed, such as using proper headings, lists and form labels, providing alt text for images, and ensuring adequate color contrast.
This document provides an overview of a web accessibility workshop held on March 3rd, 2016. The workshop covered several topics related to web accessibility including target user groups, empathy exercises using the web with limited abilities, frameworks for accessible web design, and preparing for WCAG 2.0 testing. The workshop was led by Vladimir Tomberg, PhD from Tallinn University. Participants were provided login credentials to use the Mac lab and instructions for completing in-class and home assignments. Today's workshop sessions included discussions of target user groups who benefit from accessible design, an empathy exercise using the web with limited abilities, an introduction to the principles of accessible web design, and an overview of WCAG 2.0 guidelines for web content accessibility testing
This document summarizes a lecture on universal design principles. It discusses 10 key principles: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, size and space for approach and use, a community of users of mixed abilities, and equitable use. For each principle, the document provides definitions, examples, and strategies for applying the principle in design. The goal of universal design is to create products, environments and systems that can be used by people of all abilities to the greatest extent possible without need for adaptation.
This document contains a lecture on design for all. It discusses various human characteristics related to mobility and dexterity such as reach and stretch, dexterity, locomotion, and motor capability. It provides examples of inclusive design for talking books, accessible trains, automatic doors, and single-head mixer taps. It concludes by assigning homework to design personas for ideas and implement a low-fidelity prototype due by the next lecture.
This document outlines the agenda and activities for the second lecture of a design course. It includes:
1. Student presentations of empathy maps from observation tasks.
2. Formation of design teams to identify user needs and generate design ideas. Teams will select the most interesting needs and come up with 10 potential solutions for each need, considering various constraints.
3. Presentation and selection of the best design idea by each team, incorporating audience feedback. Teams will report their ideas and the lecture will conclude with a survey.
This document provides an overview of a lecture on Design for All. It begins with introductions from the lecturer and a request for students to introduce themselves. The lecturer then explains that the course is about awareness, design thinking, and tools/methods rather than just graphic or web design. Evaluation criteria are also outlined which include workshops, essays, and a design project. Recommended resources like Slideshare and Pinterest are shared. The agenda includes definitions, why Design for All is important, personal human characteristics, and homework assignments.
Customer journey maps provide a framework to improve the customer experience by mapping out key interactions and touchpoints across various stages of the customer journey. They can help increase conversion rates, retention, and generate better ideas by accounting for the user's feelings, motivations and questions at different points. While originally used for customers, journey maps could also benefit learning design by mapping out a learner's experience through a course or activity and identifying problems at transition points to improve the overall experience.
This document discusses universal design principles and strategies through a presentation given by Vladimir Tomberg at Tallinn University. It begins by introducing the speaker and their background in inclusive design. It then discusses how typical designs often only consider a narrow subset of users. The presentation explores the range of human abilities and provides examples of inclusive design solutions. It promotes designing with diverse users in mind through techniques like empathic modeling and accessibility testing. Students found value in experientially understanding the challenges faced by users with different abilities. The goal of universal design is to create equitable experiences for all people.
Exploring Different Routes from LMS towards PLE: a Dialectical PerspectiveVladimir Tomberg
This document discusses different approaches to personal learning environments (PLEs) as alternatives to learning management systems (LMSs) from a dialectical perspective. It presents a classification of PLEs including desktop-based, social media-based, and widget-based. It then describes three design experiments exploring PLE approaches: LePress which implemented assessment workflows in blogs, EduFeedr which provided course coordination and awareness using blogs, and Dippler which integrated various services into a digital learning ecosystem. Each approach is analyzed in terms of advantages and disadvantages. The conclusion discusses how a dialectical analysis can help overcome binary oppositions to create a synthesized approach using the best aspects of existing systems and innovative alternatives.
This document discusses universal design principles for inclusive design. It begins with introducing the speaker and discussing how most designs are made for a narrow target user, usually young males. It emphasizes that good design should address the wide variety of human abilities. It then outlines several key principles of universal design like equitable use, flexibility, perceptible information, tolerance for error, and low physical effort. Examples are given to illustrate each principle, such as curb cuts that benefit people of all abilities. The document stresses that universal design requires understanding diverse audiences and their varied needs.
Teaching Design for All Through Empathic Modeling: a Case Study in Tallinn Un...Vladimir Tomberg
This document describes a case study of using empathic modeling to teach design for all principles to HCI students. Students simulated various disabilities and obstacles as they navigated campus. This helped them gain awareness and empathy for users' experiences. Feedback showed the exercise was engaging and helped students understand how to design inclusively. The study concludes empathic modeling is a good approach for teaching design for all in HCI courses.
Integration data models, Learning Layers project meeting in BremenVladimir Tomberg
Report on process of building common semantic core for data from several Learning Layers applications for an integrated solution supported by Social Semantic Server
This document summarizes Session 4 of a Web Accessibility Workshop. It covers WAI ARIA, including an introduction to ARIA and how it addresses accessibility issues with dynamic content. The core ARIA components are then discussed, including abstract roles, widget roles, document structure roles, and document landmark roles. Examples are provided throughout to illustrate how ARIA adds semantics and information to make interfaces understandable to assistive technologies.
Слайды к моему короткому выступлению на круглом столе конференции ПрофсоUX в Санкт-Петербурге, 26 апреля 2014 года. Круглый стол был посвещен UX образованию.
This document summarizes session three of a web accessibility workshop. It discusses alternative input devices such as keyboards designed for one-handed use, foot pedals, pointing devices using eye tracking or head movements, and touch screens. It also covers other assistive technologies like braille embossers and refreshable braille displays, screen reading software, text-to-speech and speech recognition programs, and word processors that provide auditory feedback. The session included demonstrations of assistive technology used in different operating systems.
This document summarizes a workshop on web accessibility. It includes:
- An agenda for the workshop that covers presenting homework, frameworks for accessible web design, responsiveness exercises, discussions on designing accessible web applications, and demonstrations of tools.
- Principles for accessible user experience design that include putting people first, having a clear purpose, solid structure, easy interaction, helpful wayfinding, clean presentation, plain language, accessible media, and universal usability.
- Guidelines for accessible web design such as using proper headings, lists and reading order, providing sufficient color contrast, including alternative text for images, and ensuring usability of links, forms and navigation.
This document provides an overview of a web accessibility workshop session on accessible web design. The session included the following topics:
1. An introduction to the workshop and course evaluation criteria.
2. An empathy exercise where participants attempted to use the web with limited abilities to understand accessibility challenges.
3. A discussion of frameworks for accessible web design, including principles such as clear purpose, solid structure, and easy interaction.
The workshop covered important concepts for accessible design such as considering all users, including those with disabilities, building sites using standards like WCAG 2.0, and designing for ease of use, navigation, and understanding across different abilities. The goal was to prepare participants for testing and meeting web accessibility
This document outlines the agenda and content for Lecture Four of a course on Design for All. The lecture covers universal design principles including equitable use, flexibility, error management, stability and predictability, and efficiency. It then discusses human factors principles such as cognition, perception, and ergonomics. Strategies for applying each principle are provided with examples. The lecture concludes by presenting assignments on finding good HCI examples and an opportunities and threats workshop, as well as completing a survey and continuing an accessibility report workshop.
This document summarizes lecture 3 on Design for All. It discusses:
- Why Design for All is important from economic and aging perspectives
- Key movements and legislation around universal design in the US and EU
- Related technical specifications like WCAG and WAI-ARIA
- Basic principles of universal design around usability, perceptibility, understandability, and robustness
- Homework assignments on finding examples, writing an essay, and a design project workshop
This lecture discusses design for all and covers topics like reach and stretch ability, dexterity, locomotion, vision, and text design guidance. It presents human characteristics and capabilities data to understand variability and provides examples of both satisfactory and unsatisfactory designs. The goal is to design products that are inclusive and can be used by people with varying levels of abilities. Assessment of people's capabilities and the demands of products is important. The lecture also discusses homework assignments.
The document provides an overview of a course on Design for All. It discusses key terms like inclusive design, universal design, and accessibility. It explains the importance of considering diverse human characteristics and abilities when designing products, services, and environments. Evaluation will include practice workshops, an essay, and an individual design project. The lecture agenda includes definitions, why design for all is important, personal human characteristics, and homework assignments."
Harnessing the Potential of Accessibility Standards and Responsive Web Design Practices to Achieve Learning Interoperability on the Level of the User Interface
Presentation in ICWL 2013, Kenting, Taiwan
This document contains a lecture on design for all. It discusses various human characteristics related to mobility and dexterity such as reach and stretch, dexterity, locomotion, and motor capability. It provides examples of inclusive design for talking books, accessible trains, automatic doors, and single-head mixer taps. It concludes by assigning homework to design personas for ideas and implement a low-fidelity prototype due by the next lecture.
This document outlines the agenda and activities for the second lecture of a design course. It includes:
1. Student presentations of empathy maps from observation tasks.
2. Formation of design teams to identify user needs and generate design ideas. Teams will select the most interesting needs and come up with 10 potential solutions for each need, considering various constraints.
3. Presentation and selection of the best design idea by each team, incorporating audience feedback. Teams will report their ideas and the lecture will conclude with a survey.
This document provides an overview of a lecture on Design for All. It begins with introductions from the lecturer and a request for students to introduce themselves. The lecturer then explains that the course is about awareness, design thinking, and tools/methods rather than just graphic or web design. Evaluation criteria are also outlined which include workshops, essays, and a design project. Recommended resources like Slideshare and Pinterest are shared. The agenda includes definitions, why Design for All is important, personal human characteristics, and homework assignments.
Customer journey maps provide a framework to improve the customer experience by mapping out key interactions and touchpoints across various stages of the customer journey. They can help increase conversion rates, retention, and generate better ideas by accounting for the user's feelings, motivations and questions at different points. While originally used for customers, journey maps could also benefit learning design by mapping out a learner's experience through a course or activity and identifying problems at transition points to improve the overall experience.
This document discusses universal design principles and strategies through a presentation given by Vladimir Tomberg at Tallinn University. It begins by introducing the speaker and their background in inclusive design. It then discusses how typical designs often only consider a narrow subset of users. The presentation explores the range of human abilities and provides examples of inclusive design solutions. It promotes designing with diverse users in mind through techniques like empathic modeling and accessibility testing. Students found value in experientially understanding the challenges faced by users with different abilities. The goal of universal design is to create equitable experiences for all people.
Exploring Different Routes from LMS towards PLE: a Dialectical PerspectiveVladimir Tomberg
This document discusses different approaches to personal learning environments (PLEs) as alternatives to learning management systems (LMSs) from a dialectical perspective. It presents a classification of PLEs including desktop-based, social media-based, and widget-based. It then describes three design experiments exploring PLE approaches: LePress which implemented assessment workflows in blogs, EduFeedr which provided course coordination and awareness using blogs, and Dippler which integrated various services into a digital learning ecosystem. Each approach is analyzed in terms of advantages and disadvantages. The conclusion discusses how a dialectical analysis can help overcome binary oppositions to create a synthesized approach using the best aspects of existing systems and innovative alternatives.
This document discusses universal design principles for inclusive design. It begins with introducing the speaker and discussing how most designs are made for a narrow target user, usually young males. It emphasizes that good design should address the wide variety of human abilities. It then outlines several key principles of universal design like equitable use, flexibility, perceptible information, tolerance for error, and low physical effort. Examples are given to illustrate each principle, such as curb cuts that benefit people of all abilities. The document stresses that universal design requires understanding diverse audiences and their varied needs.
Teaching Design for All Through Empathic Modeling: a Case Study in Tallinn Un...Vladimir Tomberg
This document describes a case study of using empathic modeling to teach design for all principles to HCI students. Students simulated various disabilities and obstacles as they navigated campus. This helped them gain awareness and empathy for users' experiences. Feedback showed the exercise was engaging and helped students understand how to design inclusively. The study concludes empathic modeling is a good approach for teaching design for all in HCI courses.
Integration data models, Learning Layers project meeting in BremenVladimir Tomberg
Report on process of building common semantic core for data from several Learning Layers applications for an integrated solution supported by Social Semantic Server
This document summarizes Session 4 of a Web Accessibility Workshop. It covers WAI ARIA, including an introduction to ARIA and how it addresses accessibility issues with dynamic content. The core ARIA components are then discussed, including abstract roles, widget roles, document structure roles, and document landmark roles. Examples are provided throughout to illustrate how ARIA adds semantics and information to make interfaces understandable to assistive technologies.
Слайды к моему короткому выступлению на круглом столе конференции ПрофсоUX в Санкт-Петербурге, 26 апреля 2014 года. Круглый стол был посвещен UX образованию.
This document summarizes session three of a web accessibility workshop. It discusses alternative input devices such as keyboards designed for one-handed use, foot pedals, pointing devices using eye tracking or head movements, and touch screens. It also covers other assistive technologies like braille embossers and refreshable braille displays, screen reading software, text-to-speech and speech recognition programs, and word processors that provide auditory feedback. The session included demonstrations of assistive technology used in different operating systems.
This document summarizes a workshop on web accessibility. It includes:
- An agenda for the workshop that covers presenting homework, frameworks for accessible web design, responsiveness exercises, discussions on designing accessible web applications, and demonstrations of tools.
- Principles for accessible user experience design that include putting people first, having a clear purpose, solid structure, easy interaction, helpful wayfinding, clean presentation, plain language, accessible media, and universal usability.
- Guidelines for accessible web design such as using proper headings, lists and reading order, providing sufficient color contrast, including alternative text for images, and ensuring usability of links, forms and navigation.
This document provides an overview of a web accessibility workshop session on accessible web design. The session included the following topics:
1. An introduction to the workshop and course evaluation criteria.
2. An empathy exercise where participants attempted to use the web with limited abilities to understand accessibility challenges.
3. A discussion of frameworks for accessible web design, including principles such as clear purpose, solid structure, and easy interaction.
The workshop covered important concepts for accessible design such as considering all users, including those with disabilities, building sites using standards like WCAG 2.0, and designing for ease of use, navigation, and understanding across different abilities. The goal was to prepare participants for testing and meeting web accessibility
This document outlines the agenda and content for Lecture Four of a course on Design for All. The lecture covers universal design principles including equitable use, flexibility, error management, stability and predictability, and efficiency. It then discusses human factors principles such as cognition, perception, and ergonomics. Strategies for applying each principle are provided with examples. The lecture concludes by presenting assignments on finding good HCI examples and an opportunities and threats workshop, as well as completing a survey and continuing an accessibility report workshop.
This document summarizes lecture 3 on Design for All. It discusses:
- Why Design for All is important from economic and aging perspectives
- Key movements and legislation around universal design in the US and EU
- Related technical specifications like WCAG and WAI-ARIA
- Basic principles of universal design around usability, perceptibility, understandability, and robustness
- Homework assignments on finding examples, writing an essay, and a design project workshop
This lecture discusses design for all and covers topics like reach and stretch ability, dexterity, locomotion, vision, and text design guidance. It presents human characteristics and capabilities data to understand variability and provides examples of both satisfactory and unsatisfactory designs. The goal is to design products that are inclusive and can be used by people with varying levels of abilities. Assessment of people's capabilities and the demands of products is important. The lecture also discusses homework assignments.
The document provides an overview of a course on Design for All. It discusses key terms like inclusive design, universal design, and accessibility. It explains the importance of considering diverse human characteristics and abilities when designing products, services, and environments. Evaluation will include practice workshops, an essay, and an individual design project. The lecture agenda includes definitions, why design for all is important, personal human characteristics, and homework assignments."
Harnessing the Potential of Accessibility Standards and Responsive Web Design Practices to Achieve Learning Interoperability on the Level of the User Interface
Presentation in ICWL 2013, Kenting, Taiwan
2. Будущее — светлое или мрачное?
К 2050 ожидается 2 миллиарда
В 2005 — 673 Миллиона
В 1950 г. На Земле проживало 200
миллионов людей старше 65 лет
2WUD 2015, S. Peterburg
3. Potential Support Ratio
Коэффициент Потенциальной Поддержки
Potential Support Ratio (PSR) это отношение
количества людей в возрасте 15-64 лет к
количеству людей, которых они могут
поддерживать после 65 лет
3Image: courtesy to Youth Connection WUD 2015, S. Peterburg
4. Изменяющийся Мир
• В 1950 году PSR равнялся 12:1
WUD 2015, S. Peterburg 4Source: http://www.inclusivedesigntoolkit.com
5. Изменяющийся Мир
• В 2000 году PSR равнялся 9:1
WUD 2015, S. Peterburg 5Source: http://www.inclusivedesigntoolkit.com
6. Изменяющийся Мир
• В 2050 году PSR будет ориентировочно 4:1
WUD 2015, S. Peterburg 6Source: http://www.inclusivedesigntoolkit.com
7. Изменяющийся Мир
• В 2050 в развитых странах PSR будет
составлять примерно 2:1
WUD 2015, S. Peterburg 7Source: http://www.inclusivedesigntoolkit.com
8. Ожидаемая популяция на 2020 г.
8Image: courtesy to Design for All Foundation WUD 2015, S. Peterburg
9. Ожидаемая популяция на 2050 г.
9Image: courtesy to Design for All Foundation WUD 2015, S. Peterburg
10. Source: 1996 Family expenditure survey
Влияние возраста на количество денег
и способность их тратить
10WUD 2015, S. Peterburg
12. Функции участвующие во взаимодействии
и влияющие на дизайн
Зрение
Слух
Мышление
Общение
Мобильность
Гибкость и досягаемость
Моторика рук
12User capabilities from inclusive design toolkit WUD 2015, S. Peterburg
13. Влияние возраста
Какая часть населения имеет ограниченные способности?
Source: 1996/97 Disability follow-up survey 13WUD 2015, S. Peterburg
14. Старение и потеря функциональности
14Source: Alex Zhavoronkov presentation (in Russian)WUD 2015, S. Peterburg
15. Оценивание уровня индивидуальных
возможностей и возможностей, которые
требуются, чтобы использовать продукт
Зрение
Слух
Мышление
Общение
Мобильность
Гибкость и досягаемость
Моторика рук
15User capabilities from inclusive design toolkit WUD 2015, S. Peterburg
17. Пример: Oxo Good Grips
WUD 2015, S. Peterburg 17
• В 1990 г. Oxo International представила
кухонную утварь Good Grips для люде с
артритом;
• Oxo International росла по 40% - 50% ежегодно
с 1990 до 1995, на $20 миллионов в год
Image courtesy of www.phaidon.com
18. Как адресовать нужды людей с
разными возможностями?
Универсальный Дизайн
18WUD 2015, S. Peterburg
19. The History of Design by Sooshin Choi
Source: http://livewellcollaborative.org/
19WUD 2015, S. Peterburg
21. Истоки влияния и идей
21
John Clarkson, P., Coleman, R., History of Inclusive
Design in the UK, Applied Ergonomics (2013) WUD 2015, S. Peterburg
22. Классический пример UD − Пандус
22• Source: kohhranthianghlim.org WUD 2015, S. Peterburg
23. Principles of UD Illustrated
23Source link: udlhcpss.files.wordpress.com WUD 2015, S. Peterburg
24. Иерархическая структура
принципов Универсального Дизайна
Главенствующие принципы
•Равноправное использование
Принципы связанные с процессами
•Гибкость
•Управление ошибками
•Эффективность
•Стабильность и предсказуемость
Принципы связанные с человеческим
фактором
•Эргономика
•Восприятие
•Распознавание
Верхниеуровниустанавливают
ограничениядлянижних
Более общие,
направляющий
принципы
Более
детальные,
Более узко
определенные
24WUD 2015, S. Peterburg
42. Один размер годится всем
“… интерфейс некоторых
приложений вызывает
ощущение, что дизайнер
моделировал персонажа как
25 летнего мужчину с
магистерской степенью в
компьютерных науках,
увлеченного современными
технологиями и больше
заинтересованного в том,
чтобы играть с
компьютером, чем в
выполнении полезной
работы!”
Alistair D. N. Edwards
42WUD 2015, S. Peterburg
45. Персонаж с перечисленными важными
личными факторами
• Роза, бабушка 83 лет. Явно
стараясь быть независимой,
она ведет борьбу за каждую
повседневную задачу типа
покупок, приготовления еды и
работы по дому. Детям
приходится постоянно забегать
к ней чтобы помочь
• Она получает удовольствие от
общественной жизни – включая
регулярную игру в бридж и
еженедельную викторину, а
также семейными выходами в
ресторан.
• В отличие от мужа Роза
пользуется слуховым
аппаратом. Всю жизнь она
пользуется очками.
45WUD 2015, S. PeterburgSource: http://www.inclusivedesigntoolkit.com
46. Развиваем эмпатию
Студентка со связанными руками симулирует человека без
рук (слева), студент с грузом в рюкзаке симулирует человека
с остеопорозом (справа)
47. Знакомимся с современными
стандартами доступности
• WCAG 2.0 - (Web Content Accessibility
Guidelines) – Руководство и техники как делать
веб-сайты и веб-приложения доступными для
людей с ограниченными возможностями;
• WAI-ARIA (Accessible Rich Internet Applications
Suite) – фреймворк, описывающий атрибуты
веб документов, позволяющие сделать
интерактивные элементы интерфейсов
доступными для людей, использующих
вспомогательные технологии
WUD 2015, S. Peterburg 47
48. Измерение осведомленности о стандартах
доступности
Опрошено 75
участников из 16
стран
WUD 2015, S. Peterburg 48