Universal Design- Reaching the Mainstream
Brian Donnelly, ConsultantFormer Associate Professor
Department of Design and Industry
San Francisco State University
Introduction
The following outline serves as a map for a course intended to move students from a limited notion of Universal Design as a methodology targeted at the design of specialized products and environments, to a place from which they can recognize the potential of Universal Design to shape innovative design solutions with broad market appeal. In this particular course, students are challenged to identify their own design problem to be analyzed and developed within a prescribed set of parameters. In contrast to courses where all students work on the same design challenge, this individualized approach can "push some students out of their comfort zone". However, as a result of the activities in modules 1-3, students can discover a design challenge for which they develop a sense of "ownership". The resulting high level of enthusiasm and motivation leads to a richly diverse collection of design solutions.As a prerequisite for the course, students should posses basic skills related to two and three dimensional design ideation, including sketching, CAD, physical and computer drafting/modeling. Familiarity with digital imaging and computer presentation skills is a major plus. The modules in this course can be used for Product and Environmental Design projects.
Module I: Universal Design – Breaking the Stereotypes
Time: (2 class sessions -1 week) (See detailed Module description on-line)Students with limited exposure to Universal Design often view it as a specialized process of design for environments and products targeted at satisfying needs of elders and people with disabilities. Module 1 (described in detail on this site) has been developed to help students break away from this sort of stereotypical thinking. Through a series of studio and out-of-class assignments, students are challenged to consider how a Universal Design methodology can impact the development of commercially successful mainstream products and environments.
Credit: Praxis Product Design Inc.
Module 2: Universal Design- Discovering the Market Need
Time: (2 class sessions -1 week) (See detailed Module description on-line)
A major challenge for most intermediate and upper level design students is identifying a design problem or challenge that is ripe with potential for innovation and possible commercial viability. This module presents a series of activities intended to help students discover opportunities for innovation through an analysis of the dynamic relationship between human activities and the products/ environemtal features intended to support those activities. These exercises are designed to get students to "walk in another's shoes" in order to appreciate the diverse spectrum of user needs and preferences resulting from differences in age, cultural backgrounds, gender, and physical/cognitive/ emotional abilities. By evaluating the efficacy of existing products and environmental features with respect to the functional and aesthetic needs /desires of diverse user populations, students begin to zero in on opportunities for design innovation that will define the parameters for their course project.
Credit: Students: Len Gonzales and Troy Stevens
The image on the far left depicts a young man sitting in a wheelchair and interacting with a game station. The young Caucasian man has long hair and is wearing a beige colored sweater. The image is photographed from the back so you only see the top handles of the chair and his back. In his hand he is holding a game controller which is connected back into a wall with a small wire cable. The display screen is mounted into a wall that has a beautiful surface of polished medium brown colored wood veneer. The display is set at a fixed height and does not pivot so it is obvious from the image that the young man has to look up from his seated position. This position looks like it would be very uncomfortable for a wheelchair rider after a short viewing period.
The middle image shows two young men standing in front of game consoles mounted on the same wall structure as used in the first image. The displays for both men are brightly colored. Both men are photographed from the rear. You see their backs and the fronts of the display screens. One of the young men is standing to the left. He is Caucasian with brown hair and a long pony tail. He is wearing a pale colored short sleeve shirt and green trousers. The young man to his right appears to be Asian. He is wearing a dark sports jacket with blue jeans. He is carrying a dark colored back pack supported by straps on both shoulders. You can see his hands on the controller as he plays with the interactive game.
The third image on the far right of this composite photo shows a young Hispanic man sitting in a wheel chair and reaching up to insert an ATM card into a horizontal card swipe slot in an interior ATM machine. It is clear from the photo that he has to strain to reach the card slot. There are two black colored ATM machines located side by side. The young man is interacting with the ATM that is located furthest back in the image. The image is a three quarter perspective, shot from behind so you see his side and back with his right arm and hand extended out to insert the card. The ATM stands up vertically on a carpeted interior floor that is red with a repeating design of gold patterns. The walls directly behind the ATM machines are a red wine color. Another wall to the side is a yellow gold color. The young man is wearing a burgundy red sweater with blue jeans. The wheelchair he is seated in is a sports model with a blue color metal tube frame and black wheels with chrome rims and spokes; the seat and back are black vinyl.
Module 3 Universal Design- Searching for Innovation
Time: (Maximum two class meetings 1 week)
Modules 1 and 2 took student through a series of exercises intended to guide them towards identify a challenging semester design project by analyzing the diverse nature of people (variations in age, gender, cultural background, ability), their activities and the efficacy of those products/ environments that currently support those activities. Module 3 presents another path for students to further explore possibilities for their semester project. Through a series of brainstorming activities students are challenged to expand their vision of how technology (from the simple to sophisticated) can be integrated into innovative Universal Design solutions for mainstream products and environments.
Module 3. A.1 Instructors provide a definition of Technology ("The discipline dealing with the art or science of applying scientific knowledge to practical problems". Using everyday examples the instructor helps illustrate how technology can range from the simplest device or system (A basic lever or the use of clay for bricks) to sophisticated computer and bio technology system. During this presentation, students are asked to express their views regarding the positive and negative impacts of each of the selected technology examples.
Module 3. A. 2 Students are divided into groups that are each given a unique list of descriptors, i.e., words such as comfort, strength, ease, safety, accuracy, sustainable, beauty…Using large sheets of paper with the descriptors written prominently on top, the groups use brainstorming techniques to generate ideas about technologies that in any way might relate to the descriptors. (Instructors encourage free and fast thinking) Technologies could include: a material, a process, a method of control or sensing, a mechanism, a means of attaching, a method of image capture or creation.. Students are encouraged to think about all the things they see on a daily basis. If they do not know the name of the technology, they can describe an application. Examples:
The way that automatic doors are controlled at supermarket, The way that the hands on my wrist watch light up with a touch of a button, The spongy material they use for running tracks, Those light bulbs that look like pretzels and are supposed to serve energy The way a sensor finds studs in your wall Those neat little cameras on a cell phone The ink that changes color with temperature Some sort of "wood" made from recycled plastic The automatic car door lock I can remotely control. The GPS maps in cars. Velcro
This type of process generates a lot of energy and intriguing ideas start to flow. After about an hour of small group work, the instructor brings the groups together to share their ideas and expand the lists. (wild thinking is encouraged!)
Module 3.A.3 Using large sheets of paper ,students develop a matrix, rating the "technologies" they just listed with respect to the degree to which the technology might enhance any of the listed abilities or conditions. As they rate each technology, students are encouraged to freely talk about and write down notes regarding the potential applications that they dream up... After an hour, Instructors move the brainstorming from small to large group format to encourage greater discussion.
Rate the degree to which each technology could enhance any of the listed abilities or conditions 0= No potential benefit 5= Offers high degree of potential benefit
| Hearing | Vision | Mobility | Balance | Grasp | Strength | Memory | Attention | Safety | Comfort | Environmental Sustainability | |
| GPS | 5 | 5 | 5 | ? | 1 | 1 | 5 | 5 | 5 | 5 | 4 |
| Velcro | 1 | 1 | 3 | 3 | 5 | 5 | 4 | 4 | 5 | 5 | 3 |
| Radio control | 3 | 5 | 5 | 3 | 3 | 5 | 5 | 5 | 5 | 5 | 4 |
| Colored Neoprene | 1 | 3 | 3 | 5 | 5 | 3 | 3 | 3 | 5 | 4 | 3 |
The preceding exercises will often have the effect of opening up student's minds to new design challenges and potential innovations. The key is to use the activities as a springboard to encourage lots of wild thinking and discussion. Conclude the Module by asking each student to write down their ten most intriguing ideas sparked by the exercises. Sufficient time is provided for each student to share those with the class and encourage dialogue as the instructor encourages students towards focusing in on their selected semester design project.
Credit: IDEO
Module 4- Universal Design: Defining the Problem
Time:( 2 weeks) includes preparation time/ individual and small group work with instructor and student class presentations.
As a result of the work completed in modules 1, 2 and 3, students are ready to zero in on a specific design challenge. As an introduction to this module, instructors present examples including chart templates for organizing information. The results will be presented in class (oral/visual) as well as submitted as a report in either paper or electronic formats.
*Note the materials in the presentations/reports will be edited, refined, expanded as the semester progresses, culminating in a final presentation and portfolio project.
Presentation/ Report Requirements:
A detailed description of the potential end users for the product or environemtal feature. Descriptions include an analysis of diverse ages, cultural backgrounds, gender, abilities Photographic images are used to supplement a written/ verbal description.
An analysis of current conditions and existing solutions to the student's defined problem with the use of a rating chart that incorporates the following factors: degree of integration for each of the 7 UD principles, cost, durability and aesthetic appeal. (To facilitate expediency, responses can be based on student perceptions. (Ratings based on independent testing/evaluations should be noted.) Students are encouraged to bring in images or (where possible actual examples of current solutions.
0= lowest rating for this factor 5= Superior rating for this factor
| Equitable Use | Flexibility in Use | Simple and Intuitive | Perceptible Information | Tolerance for Error | Low Physical Effort | Size and Space | Appropriate Cost | Durability | Aesthetic Appeal | AVERAGE | |
| Existing Pathways at Conf. Center | 2 | 3 | 2 | 2 | 1 | 1.5 | 5 | n/a | 1 | 2 |
A matrix that describes in detail the proposed criteria for the design solution to the student's selected problem. Criteria includes adherence to Universal Design principals and other variables such as cost, form, size, weight, performance standards, ergonomic requirements, , aesthetics, intended emotional and psychological impact of the space or product, adherence to building or safety codes, frequency of use, conditions for use, capacity requirements etc. The development of an extensive set of criteria becomes critical because it will serve as a benchmark for evaluating the relative success of each student's project.
A project management chart. Each student develops a customized plan that serves as a timeline for the successful development of their project. Specific milestones such as presentation dates and major project reviews are set by the instructor.
Credit: Len Gonzales
Module 5- Universal Design: Research, Ideation and User Evaluations
Time 5 weeks includes preparation time/ individual and small group work with instructor and student class presentations.
By the conclusion of Module 4, each student has developed a detailed plan for their project that includes the problem statement, design criteria, an analysis of existing conditions/solutions and a management chart or timeline for the balance of the semester. Students now engage in the following three activities:
- Research. Module 5 is initiated by an instructor presentation on various research methodologies that students can use to further investigate their selected problem. These include literature/web searches, patent searches, observational research techniques, user interviews, surveys, user interaction studies. At the conclusion of Module 5, each student must complete a research report documenting their findings.
- Ideation: Concurrent with their research activities, students are required to begin exploring potential solutions to their selected problem. The format for these explorations is driven by the type of project but includes a combination of the following: sketches, computer models, form studies, 3D and 2D mock-ups, mock-up interface designs.
Figure 6: A series of ideation formats- rough quick sketches, computer model, physical model.
Credits: Len Gonzales, Troy Stevens, Enon Chia
Description:This figure consists of three images. On the far left are some rough black and white quick line sketches for some possible designs for creating a Universal outdoor pathway. In the middle are eight very small computer generated models depicting various ideas for a kiosk screen display. The colors of these models are silver colored with accents of bright colors. On the far right a young woman is pictured holding a physical full scale model of her design for an automatic pill dispenser. Her face is in the upper right hand corner and she is looking down at the model which she is holding in her hands. The main body of the model is white with two approximately 6 inch diameter wheels that hold the medications. The wheels have transparent cover sections in a variety of bright colors of blue, red, purple and yellow. - User Evaluations: One of the most important elements of a successful Universal Design curriculum is the involvement of real end users in the evaluation of designs during the development stages. Students are required to present their designs to a minimum of four end users. They are encouraged to present multiple ideas utilizing the formats described under ideation. The evaluation rating chart described in Module 4-fig. 4 is used in conjunction with written and verbal commentary. Video and or still image documentation of the testing is required. Where possible, testing is to be conducted in the type of setting where the product would actually be used.
Figure 7:Mockup designs for a cordless dish scrubber (left) and a water temperature indicator are evaluated by end users as part of the design development process.(right)
Credit: Joseph Luttwak, Charles Floyd
Description:This figure consists of two separate side by side images. On the left is a close-up of a cordless handheld dish scrubber. The handle is blue with a green colored head and white bristles. The on off switch and soap reservoir are orange colored. You see a person's right hand holding the scrubber. They are holding a large knife in their left hand, cleaning it with the scrubber. Water from the kitchen faucet is falling down onto the knife blade and then onto a plate that sits below it. In the far background you see the edge of the sink, a sponge and bottle of dishwashing liquid. The image on the right shows a student as he presents his idea for a faucet mounted water temperature indicator. He is leaning onto a large wooden table surface. The image is photographed from the side. In the very front is an elderly woman looking out towards a mock-up of the water indicator product and a board with drawings of the product... She is wearing a blue denim type jacket and has reddish colored hair. In her hand she is holding a paper coffee cup which is resting on the wood table surface. She is partially blocking the view of a tall elderly man. He has white hair and is wearing a long sleeve broad horizontally striped shirt. His arm is extended forward and is pointing at the drawing display board. Behind him is rte student he is leaning down and smiling as he listens to their comments. In the background are several other students and seniors who are engaged in other evaluations.
Module 7- Universal Design: Design Finalization and Presentation
Time: 4 weeks (Including extensive small group work and student instruction interaction.)
For this last module, students work on the refinement of their ideas culminating in a final oral/ visual presentation accompanied by a detailed print portfolio documenting all work completed in modules 1-6.
Final presentations are made in "trade show" fashion. The class is broken into two groups A and B. Group A members are each provided with a table space to set up their materials that include prototypes, drawings and research documentation. Each member of Group B is provided with an evaluation scoring instrument that rates different aspects of the design including integration of Universal Design principles. Students in Group B move around to each display asking questions and completing the evaluation. Once all members of Group B have reviewed all projects, the groups switch roles and the second round of evaluations are completed.
All work is submitted for final grading and evaluation
Contact Information
For more information, contact: Brian Donnelly at bfdon@pacbell.net
Read the Forum on this Subject
Citation: Donnelly, Brian (2003). Universal Design - Reaching the Mainstream ©. Retrieved (Enter Date), from Universal Design Education Online web site: http://www.udeducation.org/teach/course_outlines/courses_focus/donnelly.asp.
