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Design for AllLecture One
Vladimir Tomberg, PhD
Design for ALL 1
About myself
• BSc and MSc inInformatics;
• PhD in Education Sciences;
• Researcher and designer in Learning Layers FP7 project;
• Teaching Design for All and Accessibility Workshop in HCI master curricula in TLU
Prototyping 2
Let’s Meet!
Couple words about yourself:
• Your background ── education, interests
• Your motivation ── what you would like to achieve in learning?
Prototyping 3
What is the Course About?
• It is not about Graphic Design
• It is not about Web Design
• It is about Awareness
• It is about Design Thinking
• It is about Tools and Methods
Design for ALL 4
Evaluation Criteria
• Practice workshops – 20%
• Essay – 30%
• The Individual Design Project – 50%
Design for ALL 5
Some Tools and Resources
Design for ALL 6
http://www.pinterest.com/vtomberg/universal-design/
Design for ALL 8
Recommended Reading
Design for ALL 9
The Accessible Home Facebook Page
https://www.facebook.com/pages/The-Accessible-Home
Lesson Agenda
• Definitions
• Why Design for All?
• Personal Human Characteristics
• Homework assignments
“We must become the change we want
to see in the world.”
GhandiDesign for ALL 11Image courtesy to http://www.wikipedia.org/
A Soup of the Terms:
Inclusive Design
Design for All
Universal Design
Accessibility
Design for ALL 12
Geography of the Terms
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Inclusive Design
• Defined in 2000 by the UK Government as "products, services and environments that include the needs of the widest number of consumers"
• The social ideals include healthcare and housing for everyone. Inclusive Design is used within Europe and goes beyond older and disabled people to focus on other excluded groups to deliver mainstream solutions
Design for ALL 14
Design For All
• Closely related to Inclusive Design, Design for All started by looking at barrier-free accessibility for people with disabilities but has become a strategy for mainstream, inclusive solutions;
• As highlighted by the European Commission, it is about ensuring that environments, products, services and interfaces work for people of all ages and abilities in different situations and under various circumstances;
• This term is used in continental Europe and Scandinavia
Design for ALL 15
Universal Design
• This term originated in the USA and is now adopted by Japan and the Pacific Rim. It started with a strong focus on disability and the built environment
• Defined by The Center for Universal Design at North Carolina State University as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design"
Design for ALL 16
Classical Example of Universal Design: Curb Cut
(‘Dropped Kerb’ in UK)
Design for ALL 17
Image: courtesy to DINF
Example: Oxo Good Grips
Design for ALL 18
• In 1990, Oxo International introduced its Good Grips kitchen utensils for people who were limited by arthritis
• Oxo International grew at a 40% to 50% annual rate from 1990 to 1995, to $20 million a year
Image courtesy of www.phaidon.com
Accessible Design
Design for ALL 19
• Accessible design is a design process in which the needs of people with disabilities are specifically considered
• Accessibility sometimes refers to the characteristic that products, services, and facilities can be independently used by people with a variety of disabilities
Difference Between UD and Accessibility
• Universal design strives to integrate people with disabilities into the mainstream and assistive technology attempts to meet the specific needs of individuals
• Accessibility is only slightly different to Universal Design, describing the degree to which a product, service, and/or environment is made available to everyone.
• So whereas the former is a design methodology(similar to user-centered design), the latter is its most commonly associated metric
Design for ALL 20
Other terms that are sometimes used with varying relevance:
People-centered Design
User-focused Design
Transgenerational Design
Design for ALL 21
Why Design for All?
Easiness of Use
Only a small proportion of users find products easy to use
Product Experience
Source: http://www.inclusivedesigntoolkit.com 24Design for ALL
Only a small proportion of users find products easy to use
Product Experience
25Design for ALLSource: http://www.inclusivedesigntoolkit.com
Only a small proportion of users find products easy to use
Product Experience
26Design for ALLSource: http://www.inclusivedesigntoolkit.com
Only a small proportion of users find products easy to use
Product Experience
“2 out of 3 Americans report having lost interest in a technology products because it seemed too complex to set up or operate.” - Philips Index (2004)
27Design for ALLSource: http://www.inclusivedesigntoolkit.com
Features and Complexity
Design for ALL 28
In Microsoft Word 1.0 there were about 100 features. Word 2003 has over 1500
Only 13% of the public believes that in general technology products are “easy to use” Phillips Index Study 2004
9 out of 10 features that customers wanted added to Office were already in the program.
"They simply don't know it's there"Chris Capossela, Microsoft VP
Source: http://www.inclusivedesigntoolkit.com
Features and Complexity Example
Mouse with a label printer on the side
Design for ALL 29
Design can improve product usability and experience
30Design for ALL
Demographic Changes
Impact of ageing
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The Future’s Bright, the Future’s Grey
By 2050
2 Billion
In 2005
673 Million
In 1950 there were
200 Million over 65’s
worldwide
Potential Support Ratio
• Potential Support Ratio (PSR) is the ratio of the number of 15-64 year olds who could support one person 65+
Design for ALL 33Image: courtesy to Youth Connection
The changing world
• In 1950 the PSR was 12:1
Source: http://www.inclusivedesigntoolkit.com 34Prototyping
The changing world
• In 1950 the PSR was 12:1
• In 2000 the PSR was 9:1
Prototyping 35Source: http://www.inclusivedesigntoolkit.com
The changing world
• In 1950 the PSR was 12:1
• In 2000 the PSR was 9:1• In 2050 the PSR will be 4:1
Prototyping 36Source: http://www.inclusivedesigntoolkit.com
The changing world
• In 1950 the PSR was 12:1
• In 2000 the PSR was 9:1• In 2050 the PSR will be 4:1• In 2050 for the developed world it will be 2:1
Prototyping 37Source: http://www.inclusivedesigntoolkit.com
Estimated Population for 2020
Design for ALL 38Image: courtesy to Design for All Foundation
Estimated Population for 2050
Design for ALL 39Image: courtesy to Design for All Foundation
The impact of age
How many people have less than “Full ability”?
Source: 1996/97 Disability follow-up survey
Old People are not the Same
Old People yesterday
≠
Old People today
≠
Old People tomorrow (you)
Design for ALL 41
Wellness and Exceptions
• That is Rene Kari
• He is 64 years old (almost 65 already)
• Obviously, he doesn’t need any support
http://www.renekari.com/index.php
Design for ALL 42
Money to spend and time to spend it
Source: 1996 Family expenditure survey
The impact of age
Personal Human Characteristics
Ordinary Person
• “In the great majority of cases, human-computer interface research seems to assume that “the user” will be an ordinary person with average abilities”
Alistair D. N. Edwards
Extra-ordinary Human-computer Interaction: Interfaces for Users with Disabilities, 1995
Design for ALL 45
One Size Fits All
“… the human interface of some software applications gives the impression that the designer’s model of the user was a 25-year-old male with a doctorate in computer science who is besotted with technology and is more interested in playing with a computer than in completing useful job of work!”
Alistair D. N. Edwards
Design for ALL 46
Typical Persona: no Data About Personal Abilities
Design for ALL 47Image courtesy of http://barnabasnagy.net/
Set of Personas in http://www.inclusivedesigntoolkit.com
Design for ALL 48
Dependency and Autonomy During Life
Design for ALL 49Image courtesy of Design For All Foundation
Persona with Important Personal Factors Listed
• Rose is an 83 year old great grandmother. Although fiercely independent, she struggles with everyday tasks like shopping, cooking and housework. Carol and David need to come round most days to help.
• She still greatly enjoys an active social life - including her regular bridge and quiz night every week and going out for meals with the whole family.
• Unlike David, Rose has come to accept her hearing aid as a necessity. She has worn reading glasses for many years and always carries them with her.
Design for ALL 50
Diversity of Personal Abilities
Design for ALL 51WHO International Classification of Functioning, Disability and Health (ICF)
Main Body Functions(according to WHO Classification)
• Mental functions• Sensory functions and pain• Voice and speech functions• Functions of the cardiovascular, hematological,
immunological and respiratory systems• Functions of the digestive, metabolic and endocrine
systems• Genitourinary and reproductive functions• Neuromusculoskeletal and movement-related
functions• Functions of the skin and related structures
Design for ALL 52
A Model Of Product Interaction
An interaction with a product involves a cycle where the user’s capabilities are used to perceive, think and then act
Design for ALL 53
User capabilities from inclusive design toolkit
Functions that Participate in Interaction and Affect Design
Vision
Hearing
Thinking
Communication
Locomotion
Reach & stretch
Dexterity
Design for ALL 54User capabilities from inclusive design toolkit
Understanding Vision
We use information from the visual sense in order to move around and interact with objects and environments. The effective design of any product or environment should take into account the range of human visual abilities
Design for ALL 55User capabilities from inclusive design toolkit
Four Functions of Visual System that are Discussed in the Context of Designing Products
1. Visual acuity — the ability to see fine details of objects;
2. Contrast sensitivity — the ability to discriminate between different brightness levels
3. Color perception — the ability to distinguish between different colors
4. Usable visual field — the ability to use the whole of the visual field to perceive detail in the area being looked at and the surrounding area
Design for ALL 56User capabilities from inclusive design toolkit
Visual functions: Visual acuity
Different combinations of font size and style — the top line is a serif font, the middle line a sans serif font, and bottom line a decorative font
Design for ALL 57User capabilities from inclusive design toolkit
Visual functions: Visual acuity
The same images viewed with reduced visual clarity
Design for ALL 58User capabilities from inclusive design toolkit
Visual functions: Contrast sensitivity
In order to determine which color combinations are most effective, try viewing this image at various distances from your eyes and squinting as you read it
Design for ALL 59User capabilities from inclusive design toolkit
Visual functions: Contrast sensitivity
The same image viewed with reduced brightness contrast
Design for ALL 60User capabilities from inclusive design toolkit
Visual functions: Usable visual field
A ticket machine that has poor clarity of layout viewed with normal vision, and the same ticket machine viewed with poor peripheral vision
Design for ALL 61User capabilities from inclusive design toolkit
Visual functions: Usable visual field
This shows a redesigned layout for the same machine, which enables the overall layout to be perceived, even with a peripheral vision loss
Design for ALL 62User capabilities from inclusive design toolkit
Distribution of Vision Ability (UK)
Design for ALL 63User capabilities from inclusive design toolkit
V1 - Cannot tell by the light where the windows are
V2 - Cannot see the shapes of furniture in a room
V3 - Cannot see well enough to recognize a friend if close to his face
V4 - Cannot see well enough to recognize a friend who is at arm's length away
V5 - Cannot see well enough to read a newspaper headline
V6 - Cannot see well enough to read a large print book
V7 - Cannot see well enough to recognize a friend across a room
V8 - Has difficulty recognizing a friend across the road
V9 - Has difficulty reading ordinary newspaper print
V10 - Full vision ability (not shown)
Understanding hearing
Design for ALL 64User capabilities from inclusive design toolkit
Major Hearing Functions that are Considered in Design Applications
1. Sound detection — the ability to detect beeps, tones and other sound output from various products
2. Speech discrimination — the ability to detect and understand speech in quiet and noisy environments
3. Sound localization — the ability to tell which direction a sound is coming from
Design for ALL 65User capabilities from inclusive design toolkit
Sound detection
Design inclusion can be maximized by allowing the user to customize the type and volume of the sounds emitted
Design for ALL 66User capabilities from inclusive design toolkit
Speech discrimination
Following a conversation is more difficult in a noisy environment, especially for those with reduced ability to discriminate speech
Design for ALL 67User capabilities from inclusive design toolkit
Speech discrimination
Products with speech output can be difficult to understand if the ambient noise levels are loud
Design for ALL 68User capabilities from inclusive design toolkit
Sound localization
Reduced sound localization ability could lead to fatal consequences in busy environments
Design for ALL 69User capabilities from inclusive design toolkit
Environmental context
The ability to understand announcements and speech depends on the background noise level
Design for ALL 70User capabilities from inclusive design toolkit
Environmental context
Reverberation in large halls and public spaces can make speech unintelligible
Design for ALL 71User capabilities from inclusive design toolkit
Distribution of Hearing Ability (UK)
Design for ALL 72User capabilities from inclusive design toolkit
H1 - Cannot hear sounds at all
H2 - Cannot follow a TV programme with the volume turned up
H3 - Has difficulty hearing someone talking in a loud voice in a quiet room
H4 - Cannot hear a doorbell, alarm clock or telephone bell
H5 - Cannot use the telephone
H6 - Cannot follow a TV programme at a volume others find acceptable
H7 - Has difficulty hearing someone talking in a normal voice in a quiet room
H8 - Has great difficulty following a conversation against background noise
H9 - Full hearing ability (not shown)
Sensory capability
Prevalence of the population with less than full ability in vision and hearing, where the overlapping circles indicate the population that has capability losses in both categories
Design for ALL 73User capabilities from inclusive design toolkit
Cognitive processes
1. Perceiving involves processing to convert low-level senses, such as light, shade and color into high-level perceptions such as objects, faces, and an overall understanding of the environment
2. Working memory describes the temporary storage used to process and rearrange all information with reference to perceptions of the current environment and long-term stored memories
3. Long-term memory describes the processes through which information encountered repeatedly in working memory can be learnt, stored indefinitely, and retrieved
Design for ALL 74User capabilities from inclusive design toolkit
Cognitive processes
4. Attention can consciously direct the focus of working memory towards specific things in the environment, and affects awareness of the environment by filtering out non-attended things; yet salient or intrusive events can also "grab" attention unconsciously
5. Visual thinking is the ability to perceive and think about visual objects and spatial relationships in two and three dimensions
6. Verbal thinking refers to the conversion of speech, words and symbols into language, and the use of language to store and categorize memories as linked episodes
Design for ALL 75User capabilities from inclusive design toolkit
How the Different Processes Involved with Thinking Relate to Each Other and to a Product in the World
Design for ALL 76User capabilities from inclusive design toolkit
Perceiving
The face on this mould is actually sticking out backwards from the page, but visual processing misinterprets the light and shadow to form a mental construction where the face sticks out forwards. Image source: Wikimedia commons
Design for ALL 77User capabilities from inclusive design toolkit
Working memory
Working memory is involved in the awareness of where objects are in relation to each other, and in the temporary storage of numbers
Design for ALL 78User capabilities from inclusive design toolkit
Long-term Memory
The shape and form of these doors suggests how they should be opened
Design for ALL 79User capabilities from inclusive design toolkit
Long-term Memory
People of different ages have different experience backgrounds, and in most cases the user's past experiences will be different to the designers
Design for ALL 80User capabilities from inclusive design toolkit
Attention
Using products such as car stereos while driving imposes additional load onto attention resources
Design for ALL 81User capabilities from inclusive design toolkit
Attention
Driving a car adds time pressure to crucial decisions, such as whether to turn off on a slip road
Design for ALL 82User capabilities from inclusive design toolkit
Visual Thinking
Careful inspection of this cooker top shows a subtle visual link between each knob and the corresponding burner, thereby reducing the spatial ability required to use it
Design for ALL 83User capabilities from inclusive design toolkit
Verbal Thinking
The icons on the fax machine are reinforced by accompanying text, whereas those on the photocopier are not
Design for ALL 84User capabilities from inclusive design toolkit
Verbal Thinking
A message that uses simple language and gives information in multiple forms is preferable to one that assumes a high level of language skills
Design for ALL 85User capabilities from inclusive design toolkit
Thinking Disabilities• Often loses track of what is being said in the middle of a
conversation• Thoughts tend to be muddled or slow• Often gets confused about what time of day it is• Cannot watch a 30 minute TV programme all the way through, and
tell someone what it was about• Cannot read a short newspaper article• Cannot write a short letter to someone without help• Cannot count well enough to handle money• Cannot remember a message and pass it on correctly• Often forgets to turn things off, such as fires, cookers or taps• Often forgets the names of friends and family that are seen
regularly• Often forgets what was supposed to be doing in the middle of
something
Design for ALL 86User capabilities from inclusive design toolkit
The thinking Ability Level (UK)
• T1 - 11 disabilities• T2 - 10 disabilities• T3 - 9 disabilities• T4 - 8 disabilities• T5 - 7 disabilities• T6 - 6 disabilities• T7 - 5 disabilities• T8 - 4 disabilities• T9 - 3 disabilities• T10 - 2 disabilities• T11 - 1 disability• T12 - Full thinking ability (not
shown)
Design for ALL 87User capabilities from inclusive design toolkit
Communication
• A product interface makes a communication demand on the user. Text and speech can describe what controls do, provide feedback, issue warnings or commands, and provide detailed instructions. Usability is therefore dependent on the capability to:
1. Perceive and understand written words and sentences on their own or in the context of a more complex environment
2. Perceive and understand spoken words and sentences in both quiet and noisy environments
3. Educational levels and social skills will influence a person's communication ability, and therefore affect product interaction.
Design for ALL 88User capabilities from inclusive design toolkit
Communication ability level (in increasing order) (UK)
• C1 Finds it impossible to understand people who knowhim/her well and vice-versa
• C2 Is impossible for strangers to understand. Is very difficult for people who know him/her well to understand and vice-versa
• C3 Is very difficult for strangersto understand. Is quite difficult for people who know him/her well to understand and vice-versa
• C4 Is quite difficult for strangersto understand. Finds it quite difficult to understand strangers and vice-versa
• C5 Other people have some difficulty understanding him/her and vice-versa
• C6 Full communication ability
Design for ALL 89User capabilities from inclusive design toolkit
Cognitive capability
Prevalence of the population with less than full ability in intellectual function and communication, where the overlapping circles indicate the population that has capability losses in both categories
Design for ALL 90User capabilities from inclusive design toolkit
Home work 1 (long)
• Essay (Deadline – December 10, 2015)
• Task description: https://goo.gl/b5vO8S
Design for ALL 91
Home work 2
• Observation (one month)
• Deadline – October 15th (next lecture)
• Task description: https://goo.gl/Skjscz
Design for ALL 92
End of the Lesson One
Design for ALL 93
