include2011 ntust

Ricardo Gomes, Professor and Chair, Design and Industry Department

Inclusive Table/Bench Design Workshop for the Na;onal Taiwan University of Science and Technology (NTUST) Campus Landscape

Ricardo Gomes, Professor and Chair Design and Industry Department [email protected]


Abstract The case study project documents the development and implementaGon of an intensive 2-‐week Universal Design Bench/SeaGng Design Workshop that was conducted in the College of Design at Na;onal Taiwan University of Science and Technology (NTUST).

The workshop highlights the teaching methodologies and techniques that were uGlized in facilitaGng language and cultural differences in uGlizing the NTUST campus as a case study in creaGng universal design concepts for an inclusive environmental landscape.


Introduc;on

This year 2010 will mark and important

milestone celebraGon of the 20th Anniversary of the landmark passage of the Americans with Disabili;es Act (ADA) in 1990, one of the USA’s premier civil rights laws.

The Landscapes for All project, started in the early 1990’s on the San Francisco State University campus, aimed to quesGon the status quo of disabled accessibility standards.


Tex The Open Bench The Universal Sea;ng Design Studio is part of SFSU’s ongoing process to maintain a sustainable & accessible campus

The Open Bench is an answer to the constraints of tradiGonal fixed benches.


Tex My Table 2

My Table 2 is designed to be easily adjustable using an electrical motor powered by solar energy.


Workshop Methodology, Development Process

and Ac;vity Modules

The Workshop Objec;ves were to implement universal design concepts and applicaGons through the introducGon of an “in-‐situ” case study project that uGlized the NTUST campus environment in designing an Inclusive & Sustainable Bench Design for NTUST Accessible Landscape.


The “CharreVe-‐like” Workshop consisted of 24 undergraduate and graduate product design students that were grouped into Teams of 3 students. The contact hours were from 9:30 AM – 4:30 PM, Monday – Friday for a total of 60 contact hours for the 2-‐week period.

Workshop Methodology, Development Process

and Ac;vity Modules


NTUST Workshop Format

•  DISCOVERY

•  OBSERVATION

•  UNDERSTANDING (Empathy)

•  INTERPRETATION

•  VISUALIZATION

•  IMPLEMENTATION (Rapid-‐prototyping)

•  EVALUATION (Feedback & ReflecGon)



The Use of:

1.  ParGcipatory Peer-‐supported Group AcGviGes and Exercises

2.  Role-‐playing Scenarios helped to bridge language and cultural barriers, as well as sGmulate acGve and engaged project research and exploraGon.

3.  Use of Personas and Scenarios helped to formulate and develop user and environmental empathy for the students.


Workshop Curriculum Procedures and Methodology

a.  Special EdiGon on Asian Universal Design Network (AUDN) Published on Newslefer of Design for All InsGtute of India, February 2009, edited by Mr. Tony KM Chang, CEO of Taiwan Design Center

b.  Universal Design in 2008 Taiwan Expo

c.  Taiwan Universal Design Award, organized by Free Universe EducaGon FoundaGon

d.  UD Taipei City Explore Team-‐ UD Taipei, 2008

Contact and Liaison with Taiwan Design Center in San Francisco and Taipei, Mr. Yu Hsiu, Yang, Director

Discovery


Workshop Curriculum Procedures and Methodology

UD Taipei City Explore Team (2008)


OBSERVATION/UNDERSTANDING/EMPATHY: Visit to Taiwan Design Center and Universal Design SimulaGon Lab


UNDERSTANDING

is the first and primary stage that we encouraged the students to look at to finding the problem, understanding the problem thru discovery.

For pictures



DISCOVER:

Ac;vity # 1: “How did we get so much stuff?” “Break the Ice” and establish a casual, interacGve, posiGve and energeGc tone for the course – in English!

Ac;vity # 2: Conduct “Day-‐in-‐the-‐Life” Family Persona

Group Scenarios: • A trip to Shin Kong Mitsukoshi Life Square shopping mall • A Sightseeing to Yangming Park or NaGonal Park Taipei • A trip to the NaGonal Palace Museum • A trip to Miramar Entertainment Park • A trip to Taipei Zoo • A trip to Taipei Story House

1. Par;cipatory Peer-‐supported Group Ac;vi;es and Exercises



“A Day in the Life Family Scenario…June 30th, 2009” 1.  4-‐6 Personas

(20 students: 4 “Family” Groups of 5 family member Personas) 2.  AcGvity Day: 7 AM – 7 PM (12 hours) 3.  Develop an AcGvity or “Event” for each hour of the day relaGve

to your Family AcGvity (12 Hours=12 AcGviGes/”Scenarios”) 4.  Select “Top Ten” AcGviGes 5.  Determine what is the three (3) “Easiest” and “Most Difficult”

AcGviGes for the Family to do together 6.  Select “Top Three” most possible “Inclusive” AcGviGes/Tasks

and how they may be facilitated 7. Select “Best” AcGvity and Product SoluGon that may best

facilitate this AcGvity/FuncGon/Task



Infant 1 month to 1 year Yellow Toddler 1 year to 2 years Dark Blue Preschooler 2 years to 6 years Dark Green School age 6 years to 12 years Orange Adolescent 12years to 20 years Purple Young adult 20 years to 40 years Red Middle aged adult 40 years to 60 years Light Blue Young-old adult 60 years to 80 years Lime Old-old adult 80 years and beyond Magenta

1.  A trip to Shin Kong Mitsukoshi Life Square shopping mall 2.  A Sightseeing to Yangming Park or NaGonal Park Taipei 3.  A trip to the NaGonal Palace Museum 4.  A trip to Miramar Entertainment Park 5.  A trip to Taipei Zoo 6.  A trip to Taipei Story House

Scenarios:



Family Member “Persona” Iden;ty Card Students should rate their level of ability with: 0= Full Ability/No disability 5= Severe Impairment



PHASE I: OBSERVATION (Empathy) Review of ExisGng Campus Public SeaGng/Tables Designs

PHASE II: VISUALIZATION (Prototyping SoluGon) Inclusive Table/Bench Design Concept

PHASE III: FEEDBACK (ReflecGon & EvaluaGon of SoluGon)


DISCOVER-‐OBSERVE-‐UNDERSTANDING-‐INTERPRETATION:

PHASE I: OBSERVATION (Empathy) Review of ExisGng Campus Public SeaGng/Tables Designs


OBSERVATION is the second stage that we have the students employ aver they have established a clear understanding of the problem. ObservaGon can be done in a variety of manners and approaches such as:

•  arGfacts reviews •  looking at the exisGng market •  looking at the user profile •  site observaGon •  user observaGon •  media documentaGon •  interview •  shadowing

For pictures


3. Use of Personas and Scenarios helped to formulate and develop user and environmental empathy for the students.


INTERPRETING is the third stage which will be translaGng the research data, realizing they are not the experts and they need to be very narraGve and interpretaGve and in their own words understand the situaGon.

For pictures


PHASE II: VISUALIZATION (Prototyping SoluGon) Inclusive Table/Bench Design Concept

Prototyping SoluGon Inclusive Table/Bench Design Concept


VISUALIZING/REALIZING Once they have established all of these areas, then at that Gme can they begin to start to visualize, realizing their design idea, their design approach through conceptualizaGon and soluGon development.

For pictures


EVALUATING & REFINING is that tesGng and refining process of design that is paramount. The whole design problem solving process must engage in the tesGng and refinement of design soluGons.


2. Role-‐playing Scenarios helped to bridge language and cultural barriers, as well as s;mulate ac;ve and engaged project research and explora;on..


Pictures here Pictures here

Title

IMPLEMENTATION is the final stage in area

number six would be the implementaGon stage: the tangible soluGon.


IMPLEMENTATION is the final stage in area number six would be the implementaGon stage: the tangible soluGon.


ReflecGon & EvaluaGon

PHASE III: FEEDBACK


Title

Pictures here Pictures here

Title

Overview of the works from Universal Design Workshop at the

Na;onal Taiwan University of Science and Technology Machi Sakata, VisiGng Scholar, Japan Patent Office


Asia/U.S Collabora;ve and Comparison

Ms. Machi Sakata as a VisiGng Scholar in the Design and Industry Department at SFSU from the Japan Patent Office, worked on the development of a new guideline / checklist for Universal Design at Chiba University, called the “C-‐System.” This concept was iniGally presented at the InternaGonal Conference for Universal Design 2002, Yokohama, Japan.

“C-‐System” is a guideline / checklist in Universal Design. This guideline augmented the Seven Principles, advocated by R. L. Mace of the Center for Universal Design at North Carolina State University.


Title

Pictures here

Matrix of C-‐System and the conceptual models

•  Basic Need

• Social Need

• Comprehensive Need

C-System


Title

Pictures here

Matrix of C-‐System and the conceptual models

Fascina;on and Affinity

C-System


For pictures

BASIC NEED

•  Safety Using sov material to prevent injury

•  Understanding Offering lights for illuminaGng area


Easy to move or extend

For pictures


Title

Pictures here

•  Offering areas for easily gripping table and seaGng surfaces

• Offering seats in the several different heights

Feature of Body


Conclusion & Post-‐Workshop Compara;ve Review

Although the NTUST UD Workshop was only for two weeks, compared to a similar five week class conducted at San Francisco State University in the Summer of 2007, the final results from the NTUST Workshop proved to be more producGve and comprehensive.


Acknowledgements & Credits •  Na;onal Taiwan University of Science and Technology (NTUST) College of Design, Department of Industrial and Commercial Design, Professor Pin-‐Chang Lin and Professor Jeng-‐Neng Fan

•  NTUST DT2614 Prac;ce of Product Design Students, UD Workshop, Summer2009

•  Accessible Landscapes: Designing for Inclusion, San Francisco State University, Phil Evans, Director, Campus Buildings & Grounds, hfp://plopws.sfsu.edu/accessible_landscape/design_book.html

•  SFSU Design & Industry Universal Sea;ng Design Studio Students (1998 – 2007)

• Ms. Machi Sakata, SFSU VisiGng Scholar, Japan Patent Office


THANK YOU

Ricardo Gomes, Professor and Chair Design and Industry Department

[email protected]

include2011 ntust

Documents

chair design

college of design

universal seang design

industry departmentabstract

industry departmentintroducon

workshop objecves

ntust campus environment

industry departmenttexmy