General Card #2490
User Interface Prototyping - An Introduction to Universal Design
Summary
Universal design principles incorporated into a 3-day, introductory-level activity
Description
This card provides a starting point for introducing universal design principles. Students are first introduced to the concept of universal design by means of a) the TED Talk “Simple hacks for life with Parkinson’s,” b) The 7 Principles of Universal Design (from the perspective of the built environment), and c) inclusive playground design. Students are then presented with an authentic client – a five-year-old who lacks dexterity in one hand (note: you may elect to allow students to identify their own clients; although this may be more time intensive, designing for someone they know is likely to be more engaging for them).
Students worked in teams of three (two would also be appropriate, depending on available supplies) to ideate potential devices to improve the client’s dexterity for a specific purpose (e.g., keyboarding, tying shoes, etc.). Teams were required to incorporate a MaKey MaKey, an easy-to-use “invention tool” that allows users to turn everyday objects, such as a banana, into computer program inputs. Through this tool, students were also exposed to the coding language Scratch, which is often used in K-12 to introduce fundamental concepts of computer science. This project has been implemented in a junior-level technology and engineering education methods course designed to prepare students to teach technology and engineering in the K-12 environment.
This 3-day activity culminates with teams presenting their design's key features, demonstrating a working low-fidelity prototype, and highlighting how universal design principles were incorporated into their devices.
Curiosity
- Demonstrate constant curiosity about our changing world
1b) Be able to formulate SALIENT questions – in order to better understand the client’s limitations and interests, students were expected to ask the client’s representative (i.e., the instructor) very specific, closed-ended questions (e.g., is she able to do this with her hand? NOT what are her limitations?)
Connections
- Integrate information from many sources to gain insight
2a) Understand ramifications (technical and non-technical) of design decisions - students were expected to consider the user-interfaces of the MaKey MaKey hardware and Scratch software, and how these and their own prototype’s user-interface fosters and/or hinders the client (assessed via teams’ design presentations)
2f) Consider a problem from multiple viewpoints – students were expected to consider the client’s perspective (provided through the introductory slides and by asking questions), as well as the perspective of other potential users (such that their design would be more marketable to a wider audience)
2f) Consider a problem from multiple viewpoints – students were expected to consider the client’s perspective (provided through the introductory slides and by asking questions), as well as the perspective of other potential users (such that their design would be more marketable to a wider audience)
Creating Value
- Identify unexpected opportunities to create extraordinary value
3b) Express empathy in identifying problems and exploring solutions – students needed to understand the client’s limitations in order to seek potential solution pathways towards addressing these limitations; they were asked to reflect on the importance of inclusion in their design (assessed via individual written reflection)
3c) Create solutions that meet customer needs – students were expected to demonstrate how their prototype addresses the client’s long-term goals (e.g., using a keyboard)
3c) Create solutions that meet customer needs – students were expected to demonstrate how their prototype addresses the client’s long-term goals (e.g., using a keyboard)
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