Universal Product Design- Unit 1: Breaking the Stereotypes
Brian Donnelly
Design Consultant
Former Associate Professor,
Department of Design and Industry
San Francisco State University
San Francisco, California, USA
Introduction
The following course units serve as the initial phase of a one semester (15 weeks x 6 hours/week.) Intermediate level product development course taught at San Francisco State University. The course, which is described on this site in a separate outline, directs students through a development process that begins with acquiring a deeper understanding of market opportunities and the potential of using universal design as one of a series of guidelines to maximize chances for successful commercial product development. The process continues with a series of activity modules that include in-depth user centered research, concept ideation, prototyping/ user testing and concept finalization. Historically, several students in the class have carried their project through to the completion of a provisional patent application. Two examples of the diverse array of student projects are depicted below.
Credit: Tuyet Tran
Credit: Len Gonzales and Troy Stevens
Unit 1 Goals:
As a Design educator with nineteen years of studio experience, I have made several important observations: 1) In many cases, a student will often come to class with a very limited vision regarding the broad scope of opportunities for product innovation. 2) This limited vision is particularly acute when asked to consider how they could develop a product in a way that would make it useable to a diverse population of users in terms of gender, age and ability. A widely held view considers products that facilitate greater inclusion as generally falling into the realm of assistive devices and health care products. 3) Students generally will be more motivated, energized and challenged if the course framework for intermediate and senior level studios allows them to pursue a project that is aligned with their own area of interest and (in many cases) has strong commercial viability.
Subsequently, there are two key goals for this and the following course unit, (both included in this site):
- Help students expand their vision of the world of product design that includes an appreciation of how universal design principles can enhance a competitive product development methodology
- Establish a foundation from which a student can identify a market need or desire that can be satisfied through the pursuit of a product development project that offers the student inspiration and motivation
- I have included a series of activities that are designed for group (large and small) and individual work. Organizing these into neat, computer-generated tables gives them a sterile feel. In class I work with large sheets of paper and employ a number of animated techniques to engage students and especially draw in those students who seem to be reserved. To get the most out of the exercises, I encourage other instructors to bring in lots of props and avoid being neat...use markers and large sheets attached to the walls - provide ample opportunities for students to have fun - challenge them to think outside the box with no idea considered as too crazy! This is where innovation begins...
- The term product as used in this course includes both physical products- (-the keyboard, the hammer, the bike, the cell phone body) and virtual products- the Web site interface, the screen menu for a DV camera, the information architecture for an Internet appliance....
- The activities described in the preceding pages are designed with a great deal of flexibility in mind. Although written for product development, instructors in related fields of design such as architecture, graphics and environmental design can rename categories for their particular use.
Credit: Praxis Product Design Inc.
Activity # 1: "How did we get so much stuff?"
Duration: (Approximately 1 hour) Format: large group activity
Goals: The following activity is designed to:
- "Break the Ice" and establish a positive, energetic tone for the course.
- Help students develop a more focused awareness regarding the extensive cycle of actions related to the development of a product.
- Initiate thought regarding the value of considering the needs of a diverse user population.
1-A. (3-5 minutes ) Randomly divide the class into groups of two. Have student pairs introduce themselves to each other (very briefly). Give each group an 8.5 x 11 in. sheet of paper with all of the letters of the alphabet listed in a vertical column with a 2-3 in. horizontal blank line next to each letter. Each group should fill in the name of at least one "thing" that starts with each of the letters in the list. They are limited to using things that they either have on them or brought with them to class (exclude parts of their anatomy). They can add additional names for any of the letters. Encourage "creative" thinking...
A. Apple, Altoids
B. Book, ball point pen, bungee cord
C. Clip, coin, crash helmet, etc. You get the idea
1-B. Stop after 5 minutes. Play it up as a "friendly competition " What group filled in a name for all the letters of the alphabet?
Let them announce their (personal) names to the class and then read off
some of the "things" they listed. Rapidly continue the competition:"Who
got 20 letters or more completed and so on.
Try and give every student in class a chance to share something about their
list. You can write some of these on large sheets of paper or on a whiteboard.
1-C. Ask the students to count up how many things they had on their list and to divide them between "products of nature" (apple, banana, lint, dust...) and man-made products (dollar, camera, Frisbee, nose ring....). Quickly go around and ask groups to verbally present their totals..."7 natural and 29 man made-etc. You could write these out on the large paper or whiteboard.
1-D. Ask students to identify some the things they listed that would be difficult for some people to use due to a limited ability such as hearing, vision, mobility. Ask them to give a few examples and explain why they might be problematic for some users.
What can be learned?
- Insight regarding the impact of product design and manufacturing on
the environment.
Select a few of the things they listed (hold them up as props and initiate a discussion about the resources (human and natural) that were used in designing, producing and distributing these things:- How much energy is used to make and transport the product?
- What type and amount of material is used for production and packaging.
· What is the impact on air, water, soil quality from the various stages of production and distribution? - What are the labor requirements and how do they impact the quality of life for people?
- Insight regarding the extensive cycle of actions related to the development
of a product
Ask students to consider how much "stuff" we have in our culture that is man-made (for the most part the result of some level of design and manufacturing. Take a few of the man-made things they listed and using them as props talk about the process used to move them from the point of identifying a market need or desire to distribution and use. I like to choose something simple (pencil) and something a bit more complex. (E.g. what was the impetus for a company to decide that it will commit lots of money to the design, manufacture and distribution of this bike helmet?) Encourage students to share their own ideas regarding the development of the products. - Insight regarding opportunities to improve the quality of a product (and the potential for increase marketability) by considering the needs of a broad range of users when either developing new or improving upon old products. Use the activity D (above) to imitate a short discussion about the value of considering a diverse user population in the research and development of products.
Summary- I conclude this discussion by stressing the fact that it is obvious (from this simple exercise) that in our culture we already have "lots of things". As we move ahead with this class on product development we need to be aware that the introduction of any new product has multiple consequences. With this understanding perhaps we can generate some designs that really have value.
Activity # 2 "Universal Design- isn't it about designing things like ramps and grab bars..."
Goals: The following activity is designed to:
- Help students recognize the importance of understanding the user (their
needs, desires, and the use context) as a foundation for discovering a
market opportunity as the basis for innovative product development.
- Help students discover that the application of universal design principles
can benefit the development process for a wide range of products extending
beyond the stereotypical categories of health care and assistive devices.
- Help students begin the process of identifying a market need and desire as a foundation for their course project.
Some Notes: Prior to this activity it would be useful to make a brief presentation on the Principles of Universal Design. You could use the materials found at the Center for Universal Design web site or as I do, create your own presentation (with images and props) to give the students a basic idea about the concept. In my examples I make it clear that all types of products, including those that are "mainstream" can incorporate some aspects of universal design. I like to note that in most cases, companies generate profits when they can sell product or services to a large market (I’ll talk a little about market share). In this regard, universal design as a methodology directed towards including a diverse range of users, can be viewed as part of a good business strategy.
It should be explained that student responses to the various questions posed in this activity are based upon "best guess" and assumptions. It is helpful to spend a few minutes and explain how more scientific market research methods would be conducted to obtain more reliable data: e.g. Focus groups, polls, interviews, contextual/ observational research, interviews, usability testing, literature and human factors data reviews etc. Explain that several of these methodologies will be employed as they progress on their project.
2.A. The User, Use Context and Universal Design
Format- Large Group Activity
Credit: Praxis Product Design Inc.
Credit: Praxis Product Design Inc.
Instructor Preparation:
In order to make this an engaging and fun activity, it is important that the instructor bring in props or images of a diverse array of products. These will be used to conduct a reverse analysis regarding some fundamental characteristics of the product user populations and the use context(s). The type of product and the means of presentation are contingent on the type of classroom and presentation technologies available. Some examples to bring in: children’s playground structure (image) toilet, cell phone, CD, Playschool-trike, set of utensils, computer, a web site (e.g. applemusic.com), Yellow Pages, PDA, Scissors, tooth brush, soap dispenser...
The tables that are presented on the following pages were divided up into
smaller segments to comply with the constraints of web page layout. In order
to conduct this activity you should merge and replicate the charts onto
large sheets of paper to facilitate large group interaction.
List the products that you selected down the far left vertical column. (An
alternative is to use if available, a computer and projection system)
You can click this link to obtain a PDF file with the tables merged. This can be printed out and distributed to students for their reference.
Encourage wild thinking and work towards involving all the students in class.
2-A.1 Use Environments:
When the class meets break them into small groups of approximately four. Briefly show the class each of the products that you selected (the real object or image). You will then explain that this first step is intended to analyze the frequency of use in three broad categories of environments. Start by defining the three categories:
Public: Use is conducted in an environment where a person or group is exposed for observation by the general public. (Example- drinking at a public fountain in a park)
Semi-Public: Use is restricted to an environment where there is a limited exposure to the general public. (Example-drinking water from a fountain inside a gym locker room.)
Private: A large degree of control is maintained who uses the product and when use is observed. (Example drinking water from a faucet in your home.)
For each product in succession ask the small groups to arrive at a consensus on the numbers to use for their groups’ frequency rating. Quickly record each groups ratings (I’ll use different colored markers and arrive at an aggregate rating for the class. Use a number scale to indicate the frequency rate for use of the product in each of the broad environment categories.
0 = Never 5 = Very high frequency of use.
Example
| PUBLIC | SEMI-PRIVATE | PRIVATE | |
| Toto Toilet | 1 | 2 | 5 |
| Nokia Cell Phone | 5 | 5 | 5 |
| applemusic.com | 2 | 3 | 5 |
2-A.2 Patterns of Use:
Explain that for the same series of products we will analyze the general patterns by which a product is used. Repeat the process of developing small group consensus and arriving at an aggregate number for the class.
Use a number scale to indicate the frequency rate for use of the products in each of the broad scenarios.0 = Never 5 = Very high frequency rate.
Example
| One product used by many (10+ people) simultan-eously | One product used by many (10+ people) at separate times | One product used by a few (3-9 people) simultan-eously | One product used by a few (3-9 people) at separate times | One product used by 1-2 people exclusively | |
| Toto Toilet | 0 | 5 | 0 | 5 | 5 |
| Nokia Phone | 1 | 4 | 3 | 4 | 5 |
| apple music.com | 1 | 5 | 2 | 5 | 5 |
2-A.3 Basic User Profiles- Gender:
In each box indicate the rate of frequency by which members of each gender use the product: Repeat the process of developing small group consensus and arriving at an aggregate number for the class. 0 = Never 5 = Very high frequency rate.
Example
| M | F | |
| Toto Toilet | 5 | 5 |
| Nokia Cell Phone | 5 | 5 |
| Applemusic.com | 5 | 4 |
2-A.4 Basic User Profiles- Age:
In order to complete this task it is important that students acquire a basic understanding of the following age categories.
Infant 1 month to 1 year
Toddler 1 year to 2 years
Preschooler 2 years to 6 years
School age 6 years to 12 years
Adolescent 12 years to 20 years
Young adult 20 years to 40 years
Middle aged adult 40 years to 60 years
Young-old adult 60 years to 80 years
Old-old adult 80 years and beyond
In each box indicate the rate of frequency by which members of each age group might use the product: 0 = Never 5 = Very high frequency rate.
Example
| Infant | Toddler | Preschooler | School age | Adolescent | Young adult | Middle aged adult | Young-old adult | Old-old adult | |
| Toto Toilet | 0 | 1 | 4 | 5 | 5 | 5 | 5 | 5 | 3 |
| Nokia Phone | 0 | 1 | 1 | 2 | 5 | 5 | 4 | 2 | 1 |
| Applemusic.com | 0 | 0 | 1 | 2 | 5 | 5 | 3 | 2 | 0 |
2-A.5 Basic User Profiles- Basic Ability Levels:
Explain that this task is intended to examine the extent to which the listed products currently accommodate use by people of diverse abilities. This chart is purposely positioned before the final chart (2-A.5) pertaining to the integration of universal design principles. Note that this chart does not cover every ability but is meant as an overview. Remind students that their responses are based on best guess and assumptions. This provides a good opportunity to emphasize the importance of user-centered research involving diverse populations to avoid erroneous assumptions and stereotyping.
Rate the degree of ability that can be accommodated by the product. 0 = Full Ability/No disability 5 = Severe Impairment
Example
| Hearing | Vision | Mobility | Balance | Grasp | Strength | Memory | Attention | |
| Toto toilet | 5 | 4 | 3 | 4 | 4 | 3 | 3 | 4 |
| Nokia phone | 4 | 1 | 3 | 2 | 1 | 4 | 1 | 1 |
| Applemusic.com | 5 | 5 | 5 | 4 | n/a | n/a | 3 | 3 |
2-A.6: Integration of Universal Design Principles
This activity provides an opportunity to expand upon the original presentation on universal design. In the previous chart students offered their best guess regarding the extent to which a product supports various types of abilities. In this activity the universal design principles serve as tools to analyze the product with respect to the features or lack of features (form, size, colors, mechanics, controls, interface, information architecture, etc.) that impact the extent to which the product supports use by individuals with diverse abilities. In addition to looking at the product in terms of how it currently integrates universal design principles, a second column is included for each principle that asks students to consider areas where there is potential for improving the product. This aspect of the activity offers an opportunity for students to identify a possible opportunity for innovation that they could pursue in the course as their project.
The following summary of the seven Principles of Universal Design is included as a reference for students. Use this opportunity to remind them of the presentation you made previously and encourage them to use on-line sources such as the Center for Universal Design or the IDEA web sites.
- Equitable Use: The design is useful and marketable to people with diverse abilities.
- Flexibility in Use: The design accommodates a wide range of individual preferences and abilities.
- Simple and Intuitive: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
- Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
- Tolerance for Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions.
- Low Physical Effort: The design can be used efficiently and comfortably and with a minimum of fatigue.
- Size and Space for Approach and Use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.
Repeat the process of developing small group consensus and arriving at an aggregate number for the class. Under the column labeled Current, rate the degree to which the product currently integrates each of the seven Principles of Universal Design:
0 = No integration 5 = Very high level of integration. Under the column labeled Potential, rate the degree to which you think each of the seven Principles of Universal Design could be integrated into a next generation product:
0 = No integration 5 = Very high level of integration. .
| Equitable Use | Flexibility in Use | Simple and Intuitive | Perceptible Information | Tolerance for Error | Low Physical Effort | Size and Space | ||||||||
| Current | Potential | Current | Potential | Current | Potential | Current | Potential | Current | Potential | Current | Potential | Current | Potential | |
| Toilet | ||||||||||||||
| Cell Phone | ||||||||||||||
| Web Site | ||||||||||||||
2B The Student’s Turn:
Format- Small group and individual work outside class
In Activity 2.A., the instructor introduced the products for the exercise. In this activity students, working in small groups, will develop their own list of products to examine. This accomplishes two goals: It provides students with more practice in developing their product analysis skills relative to user profiles, use context and universal design. Secondly, it presents another deeper opportunity for students to explore possible semester projects that they will be motivated to pursue.
2-B. 1 Instructor Preparation:
You
can click this link to obtain a PDF file with the tables merged. Print
out and distribute to students for their reference. Instruct students on
how to find the PDF file that they can print out inn multiple copies for
their homework assignment (to be explained later)
Divide class into new combinations of four. Provide each group with large
sheets of paper and markers. Explain that during this first activity they
are going to brainstorm a long list of products. For each of the 18 categories
listed below theyt have one minute to come up with as many as possible.
No discussion is necessary just write down anything a person says. Encourage
craziness. I’ll use a watch and tell them when to move to the next
category. In 18 minutes the class will come up with an amazing list of products.
It can be helpful to quickly review the categories as a large group and
then tell them to dive in.
Note the term product could be interchanged with words such as environment so that the activity could be incorporated into course form other design areas
- A product that will help someone relax: chair, massager, hammock, CD player...
- A product that will help improve a person’s health: scale, exercise bike, treadmill...
- A product that will help a person create: potters wheel, sketchpad, 3d software...
- A product that will provide safety: car seat, table saw guard, batting helmet...
- A product that will make work easier: shovel, cordless drill, a work light...
- A product that will provide entertainment: MP3 player, Karaoke machine, book...
- A product that will provide comfort: pillow, heated car sear, Jacuzzi)..
- A product that will help a person play: Monopoly, golf clubs, boogie board...
- A product that will help a person learn: Leap frog, flash card, Internet encyclopedia
- A product that will provide transportation: bike, scooter, Mini-Cooper, train, Segway...
- A product that will keep track of and manage time: Swatch, alarm clock, sundial...
- A product that will support wayfinding: Map, Trimble GPS, road signs...
- A product that will help conserve energy: Compact Fluorescent, electric car...
- A product that will organize information: Rolodex, Palm Pilot, Filemaker Pro, recipe...
- A product that will help conserve resources: Recycle bin, composter, Port-a-potty...
- A product that will save time: Microwave, Tivo, credit card, catalogs, eBay, Amazon...
- A product to create, capture manipulate images: DV cam, Scanner, Photoshop...
- A product that will help a person eat: steamer, camping stove, Cuisinart...
2-B.2 Homework Assignment
Have each group divide up the categories so each student has at least four. Each student is to then select at least three products from the list generated by the group for that category. As an outside assignment they are to complete the charts located on the handout you provided. (2A 1-6). For the next class they are to bring in the completed charts (approximately 12) accompanied by their own props, which can either be a real product or an image of each of the products they have listed. If a computer and projector is available, students could place digital images on a CD or send them to the instructor via e-mail.
2-B.3 Class Presentation
When students return to class they are instructed to reconvene into their
last groups.
Allow each student 10 minutes to present the results of their homework assignment
to the members of their group. Encourage dialogue between group members.
I use this opportunity to move around and "eavesdrop" on groups - offering
some input and especially encouragement.
After each group member has had a chance to speak, take a break. Upon returning ask each group to make a short (five minutes) presentation on a few of the more interesting products that their group had just reviewed. Encourage them to pick some examples where there appears to be strong potential for improving the product. This creates an opportunity for students to really start to zero in on some potential product. Encourage dialogue within the entire large group. Offer students guidance in terms of presentation skills (oral and visual).
The larger image on the right depicts a free standing information kiosk. There is a large base that supports two side-by-side poles on which the display is mounted. The 18 inch high base contains the computer and electronics and has a curved shape with the concave surface closest to the area where a person would be viewing the screen. This curved shape permits people using aids such as wheelchairs or walkers to move in closer to the display. The color of the base is grey with a blue surface covering the entire concave area. Two, three-inch diameter, eight-foot high poles spaced 6 inches apart extend up from the floor through the base. These two vertical poles serve as guide rails on which a sliding mechanism that supports a screen display can move up and down. The mounted LCD display has a screen image with a blue colored background and large white touch screen buttons. A framework that includes two large U shaped soft padded gripping handles that are positioned one on the top and one on the bottom of the display encases the LCD display. By gripping either the upper or lower handle, a person can raise or lower the viewing height. The viewing angle can also be adjusted by again gripping the handles and pivoting the screen so that the display is tilted back up to 20 degrees from horizontal or downward 20 degrees from horizontal. The actual display that is depicted in this image is very small and does not show a great detail.
For more information contact Brian Donnelly at bfdon@pacbell.net.
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Citation: Donnelly, Brian (2003). Universal Product Design - Unit 1: Breaking the Stereotypes ©. Retrieved (Enter Date), from Universal Design Education Online web site: http://www.udeducation.org/teach/course_mods/donnelly1.asp
