Design for All Lecture One Vladimir Tomberg, PhD Design for ALL 1
Design for all. Lecture 1
Sep 14, 2014
Slides for HCI curriculum course Design for All
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Design for ALL 1
Design for AllLecture One
Vladimir Tomberg, PhD
Design for ALL 2
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
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Evaluation Criteria
• Practice workshops – 20%• Essay – 30%• The Individual Design Project – 50%
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Some Tools and Resources
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http://www.pinterest.com/vtomberg/universal-design/
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Recommended Reading
The Accessible Home Facebook Pagehttps://www.facebook.com/pages/The-Accessible-Home
Lesson Agenda
• Definitions• Why Design for All?• Personal Human Characteristics• Homework assignments
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“We must become the change we want to see in
the world.”– GhandiImage courtesy to http://www.wikipedia.org/
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A Soup of the Terms:
Inclusive DesignDesign for All
Universal DesignAccessibility
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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.
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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.
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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.
• It was 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"
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Classical Example of Universal Design: Curb Cut
(Dropped Kerb in UK)
Image: courtesy to DINF
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Example: Oxo Good Grips
• 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
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Accessible Design
• 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.
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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
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Other terms that are sometimes used with varying relevance:
Co-designPeople-centered Design
User-focused DesignTransgenerational Design
Why Design for All?
Easiness of Use
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Only a small proportion of users find products easy to use
Product Experience
Source: http://www.inclusivedesigntoolkit.com
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Only a small proportion of users find products easy to use
Product Experience
Source: http://www.inclusivedesigntoolkit.com
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Only a small proportion of users find products easy to use
Product Experience
Source: http://www.inclusivedesigntoolkit.com
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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)
Source: http://www.inclusivedesigntoolkit.com
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Features and ComplexityIn 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
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Features and Complexity Example
Mouse with a label printer on the side
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Design can improve product usability and experience
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Demographic Changes
Impact of ageing
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
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Potential Support Ratio
• Potential Support Ratio (PSR) is the ratio of the number of 15-64 year olds who could support one person 65+
Image: courtesy to Youth Connection
The changing world
In 1950 the PSR was 12:1
Source: http://www.inclusivedesigntoolkit.com
In 2000 the PSR was 9:1
The changing world
Source: http://www.inclusivedesigntoolkit.com
In 2050 the PSR will be 4:1
The changing world
Source: http://www.inclusivedesigntoolkit.com
In 2050 for the developed world it will be 2:1
The changing world
Source: http://www.inclusivedesigntoolkit.com
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Estimated Population for 2020
Image: courtesy to Design for All Foundation
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Estimated Population for 2050
Image: courtesy to Design for All Foundation
The impact of ageHow many people have less than “Full ability”?
Source: 1996/97 Disability follow-up survey
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Old People are not the Same
Old People yesterday≠
Old People today≠
Old People tomorrow (you)
Money to spend and time to spend it
Source: 1996 Family expenditure survey
The impact of age
Personal Human Characteristics
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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. EdwardsExtra-ordinary Human-computer Interaction:
Interfaces for Users with Disabilities, 1995
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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
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Typical Persona: no Data About Personal Abilities
Image courtesy of http://barnabasnagy.net/
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Set of Personas in http://www.inclusivedesigntoolkit.com
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Dependency and Autonomy During Life
Image courtesy of Design For All Foundation
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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.
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Diversity of Personal Abilities
WHO International Classification of Functioning, Disability and Health (ICF)
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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
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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
User capabilities from inclusive design toolkit
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Functions that Participate in Interaction and Affect Design
Vision
Hearing
Thinking
Communication
Locomotion
Reach & stretch
Dexterity
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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Visual functions: Visual acuity
The same images viewed with reduced visual clarity
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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Visual functions: Contrast sensitivity
The same image viewed with reduced brightness contrast
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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Distribution of Vision Ability (UK)
User capabilities from inclusive design toolkit
V1 - Cannot tell by the light where the windows areV2 - Cannot see the shapes of furniture in a roomV3 - Cannot see well enough to recognize a friend if close to his faceV4 - Cannot see well enough to recognize a friend who is at arm's length awayV5 - Cannot see well enough to read a newspaper headlineV6 - Cannot see well enough to read a large print bookV7 - Cannot see well enough to recognize a friend across a roomV8 - Has difficulty recognizing a friend across the roadV9 - Has difficulty reading ordinary newspaper printV10 - Full vision ability (not shown)
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Understanding hearing
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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Sound detection
Design inclusion can be maximized by allowing the user to customize the type and volume of the sounds emitted
User capabilities from inclusive design toolkit
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Speech discrimination
Following a conversation is more difficult in a noisy environment, especially for those with reduced ability to discriminate speech
User capabilities from inclusive design toolkit
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Speech discrimination
Products with speech output can be difficult to understand if the ambient noise levels are loud
User capabilities from inclusive design toolkit
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Sound localization
Reduced sound localization ability could lead to fatal consequences in busy environments
User capabilities from inclusive design toolkit
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Environmental context
The ability to understand announcements and speech depends on the background noise level
User capabilities from inclusive design toolkit
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Environmental context
Reverberation in large halls and public spaces can make speech unintelligible
User capabilities from inclusive design toolkit
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Distribution of Hearing Ability (UK)
User capabilities from inclusive design toolkit
H1 - Cannot hear sounds at allH2 - Cannot follow a TV programme with the volume turned upH3 - Has difficulty hearing someone talking in a loud voice in a quiet roomH4 - Cannot hear a doorbell, alarm clock or telephone bellH5 - Cannot use the telephoneH6 - Cannot follow a TV programme at a volume others find acceptableH7 - Has difficulty hearing someone talking in a normal voice in a quiet roomH8 - Has great difficulty following a conversation against background noiseH9 - Full hearing ability (not shown)
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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
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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How the Different Processes Involved with Thinking Relate to Each Other and to a Product in the World
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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Long-term Memory
The shape and form of these doors suggests how they should be opened
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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Attention
Using products such as car stereos while driving imposes additional load onto attention resources
User capabilities from inclusive design toolkit
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Attention
Driving a car adds time pressure to crucial decisions, such as whether to turn off on a slip road
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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Verbal Thinking
The icons on the fax machine are reinforced by accompanying text, whereas those on the photocopier are not
User capabilities from inclusive design toolkit
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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
User capabilities from inclusive design toolkit
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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
somethingUser capabilities from inclusive design toolkit
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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)
User capabilities from inclusive design toolkit
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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.
User capabilities from inclusive design toolkit
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Communication ability level (in increasing order) (UK)
• C1 Finds it impossible to understand people who know him/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 strangers to understand. Is quite difficult for people who know him/her well to understand and vice-versa
• C4 Is quite difficult for strangers to 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 abilityUser capabilities from inclusive design toolkit
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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 categoriesUser capabilities from inclusive design toolkit
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Homeworks
1. Observation (two weeks)2. Essay (Deadline – December 10, 2013)3. The Individual Design Project – Opportunities
and Threats workshop (Deadline – December 10, 2013)
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End of the Lesson
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