Dot 08. Universal Design in Education

So now, how can Universal Design Principles be applied in learning/ education? Bowe, F. (2000) listed some tips for educator when preparing a universally design curriculum and materials.

I'll quote it from his book.

• Present information in multiple ways. Anything written or otherwise offered visually is also spoken aloud, and vice versa. The teacher, recognizing that personal computers and software provide easy and rapid ways to customize how information is presented, not only prepares curricula, materials, hand outs, etc., on disk but also makes those disks available to students on request (so they can make large-print versions, etc.) and posts them on Web pages where they may be read by students using their personal adaptive equipment.

• Offer multiple ways for students to interact with and respond to curricula and materials. Students may respond by speaking (e.g., in class, into a tape recorder, to a computer program, etc.), writing, typing, etc. Students may also control the "look" of information (type size font foreground and background colors, etc) and the pace at which material is presented on computer.
  

• Provide multiple ways for students to find meaning in the material and thus motivate themselves. Students may work independently, may work as members of a team, and may show that they have mastered principles by applying those to favorite activities (e.g., calculate batting averages to demonstrate knowledge of adding, dividing, etc.). Some students may benefit from participating in an instructor-sponsored listserv, through which students may post comments, questions, etc., to each other and to the instructor, while others may learn well through group study listservs that allow student-only interaction via e-mail.
  

• Make good use of personal and course Web pages. Web pages can easily be made interactive, greatly adding to students' benefit. Information on a Web page may be read using the students' own, personal adaptive technology devices and equipment at home. Teachers must ensure that such Web pages comply with the World Wide Web Consortium (W3C) access guidelines (www.w3.org/wai). One convenient way to check such compliance is to use "Bobby" (see www.cast.org/bobby). Bobby is a computer software program that evaluates the accessibility of Web pages and offers specific suggestions for improvement.

Having said that, I think we may not neglect the goal of learning.

David Rose and Anne Mayer present a very great idea in their article about applying Universal Design Principles in Education/ Learning. One point that interesting is that non-educators often make mistake of equating "access to information" with "access to learning." They assume, that the goal of universal design in education is achieved by creating materials in which information is more accessible. While it may works the other way around, that is increasing access can decrease or eliminate a learning opportunity. For instance, having electronic text where the computer can read all the words aloud is a powerful way of making the text more accessible. But if the goal is to teach a dyslexic child how to decode unfamiliar words, such accessibility may be counter-productive. However, if the goal is to learn science concepts, having the computer read the text aloud could enhance the learning opportunity for a student with dyslexia.

"Universal Design for Learning requires careful attention to the goals of any given learning experience so that a balance of challenge and support can maximize the learning opportunity" - Rose & Meyer -

Dot 07. Universal Design and Assistive Technology

People often confused about the difference between Universal Design and Assistive Technology. Sometimes the term "Universal Design" was mistakenly used interchangeable with "Assistive Technology". So now, let us learn the difference between the two.

Even though Universal Design (UD) was derived from Assistive Technology (AT), UD has special characterisitic that made it differed from AT. Bowe, F. (2000) explained that the benefits of UD become apparent when it comes to cost. The products or services designed and marketed specifically for people with dissabilities usually carry a high costs because the potential market is small. One of two solutions offered is Universal Design. Bowe said :

When a product appeals to, and is marketed to the general population, the price per unit rapidly fall. That is because the benefits of the technology are provided to large swaths of the population, not just to a small group of people having special needs.

Bowe then gave example. The first desktop computer he bought cost him $6,000. It was at the time when such devices were used primarily by researchers and scientists. However, today PCs are used virtually by everyone, and cost less than $1,000 (six times cheaper).

Bowe also stated that the idea of Universal Design is only a small minority of people will need "special" accommodations those who cannot use even universally designed instruction. This means the purpose of UD and AT is not the same. UD has a broader target market, of course.

Bowe, F. (2000) then, added some points to made the distinction of UD and AT become clearer.

• UD: alters the environment and information
• AT : its services & devices make possible for individual to adjust an unaltered environment or information source.
  

• UD: Responsibility of designers/ developers
• AT : Responsibility of user or user's agent
  

• UD: Done while service/ product is being developed.
• AT : Done after product is finished, or while service is being delivered

• UD: Serves many people at once
• AT : Serves some individual user at a time.
  

• UD: Renewable accessibility
• AT : Consumable Accesibility
  

Dot 06. Principles of Universal Design

Here are the Principles of Universal Design and guidelines, as developed by a working group of architects, product designers, engineers, and environmental design researchers (Bettye Rose Connell, Mike Jones, the late Ron Mace, Jim Mueller, Abir Mullick, Elaine Ostroff, Jon Sanford, Ed Steinfeld, Molly Story, and Gregg Vanderheiden) in Center for Universal Design (CUD), North Carolina State University, Ralleigh, NC (1997) -examples are quoted from Bowe, F (2000) book- :

1. Equitable Use
Definition : the design is useful and marketable to people with diverse abilities.

• Provide the same means of use for all users: identical whenever possible; equivalent when not.
• Avoid segregating or stigmatizing any users
• Provisions for privacy, security, and safety should be equally available to all users.
  
• Make the design appealing to all users.

Example : power doors which open automatically when someone steps on a pressure-senstive area on the pathway leading to the door.

2. Flexibility in Use
Definition : The design accommodates a wide range of individual preferences and abilities.

• Provide choices in methods of use
• Accomodate right-or left-handed access and use
• Facilitate the user's accuracy and precision
• Provide adaptability to the user's pace

Example : an ATM machine that lets people decide whether to read or listen to information.

3. Simple and Intuitive Use
Definition : Use of the design is very easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

• Eliminate unnecessary complexity
• Be consistent with user expectations and instruction
• Accommodate a wide range of literacy and language skills.
• Arrange information consistent with its importance.
• Provide effective prompting and feedback during and after task completion

Example : the user manuals that accompany Hewlett-Packard printers that are very brief and clear.

4. Perceptible Information
Definition : The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities

• Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information
• Maximize "legibility" of essential information
• Differentiate elements in ways that can be described (i.e., make it easy to five instructions or directions)
• Provide compatibility with a variety of techniques or devices used by people with sensory limitation.

Example : an information system at a train station that offers arrival/ departure information in both visual and auditory modes

5. Tolerance for Error
Definition : The design minimizes hazards and the adverse consequences of accidental or unintended actions.

• Arrange elements to minimize hazards and errors : most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.
• Provide warnings of hazards and errors
• Provide fail safe features
• Discourage unconscious action in tasks that require vigilance.

Example : a kiosk that offers the option at every screen of returning to the main menu.

6. Low Physical Effort
Definition : the design can be used efficiently and comfortably and with a minimum of fatigue.

• Allow user to maintain a neutral body position
• Use reasonable operating forces
• Minimize repetitive actions
• Minimize sustained physical effort

Example : door levers are an excellent example, no grasping or twisting motions are required.

7. Size and Space for Approach and Use
Definition : Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

• Provide a clear line of sight to important elements for any seated or sanding user.
  
• Make reach to all components comfortable for any seated or standing user.
• Accommodate variations in hand and grip size
• Provide adequate space for the use of assistive devices or personal assistance.

Example : subway turnstiles that present the token or card slot at a height easily reached by people using wheelchairs and young children, yet do not require ambulatory adults to crouch.

“Please note that the Principles of Universal Design address only universally usable design, while the practice of design involves more than consideration for usability. Designers must also incorporate other considerations such as economic, engineering, cultural, gender, and environmental concerns in their design processes. These Principles offer designers guidance to better integrate features that meet the needs of as many users as possible.”

To see the example of the principles (in image), please visit CUD website, and click the HTML format. You may need to fill / answer simple questions (your zip code, state) at first.

Dot 05. Universal Design - Definition and Some Important Keypoints

Last week, we have learned about the history of Universal Design (UD). Based on that little information, it's hard to have a clear concept about UD. The easiest way to help us clear up this dusty concept is to first understand its definition.

There are a number of definitions promoted for the term "Universal Design." However, I think the best one is the Assistive Technology Act of 1998 (PL 105-394) number 17 section 3 version :

The term "universal design" means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies.

So, does it mean that UD should meet all needs of all people?

Bowe, F. (2000) noted that universal design will not meet all needs of all people, some persons will still find some environments to be hostile and so will need assistive technology products and services. That is why universally designed products and services must also be compatible with widely used adaptive equipment.

Hmm, what if there is any shortcoming in the UD products?

Dr. Vanderheiden and his colleagues at the University of Wisconsin's Trace Center (this is from the website Ellen referred last week, thanks Ellie!) also proposed a definition of UD. In his definition, Bowe (2000) also noted that Dr. Vanderheiden emphasized the responsibility for any drawback in UD is upon the designers and providers of products and services, not upon users. Therefore, if a product or service is not usable by some individual, it is the responsibility of its developers to find ways to make it usable, or, at minimum, to arrange for it to be used together with assistive technologies of the user's choice.

So, based on the definitions proposed by some people, we can learn some important things :

1. UD will not meet all needs of people
2. UD products and services should be compatible with widely used adaptive environments
3. The responsibility of any shortcomings in UD products and services is upon the designers, providers or the developers, not upon users.

Okay, now we've learned about the definition and some important keypoints. I think we're now ready to learn about the Principle of UD. (I decided not to compile the definition and principle together in this posting, as I planned before). So, wait for the next posting. :D