This blog collects different projects, ideas and thoughts about the topic of Inclusive Design. Therefore we want to explore different projects, keyfigures, movements and methods within the fields of Universal Design, Design for All, Design Thinking and Social Design. The blog "Inclusion by design" was created in context of the ERASMUS+ PUDCAD project which is supported by the PerceptionLab - a research focus of the Detmold School of Architecture and Interior Architecture.
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Tumblr was attacked by a cross-site scripting worm deployed by the Internet troll group GNAA on Dec 3, 2012.
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https://www.microsoft.com/en-us/design/inclusive
edited by: Jan Phillip Ley
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Why Games Can Bring People Together
Jane McGonigal argues that although gameplayers already spend 3 billion hours a week playing games, in order to save the world, we need to increase that number to 21 billion. We agree! If you look at the science, just 15 minutes of gameplaycan turn complete strangers into friends. Cooperative gameplay, where players play on the same team can result in people developing greater amounts of trust, so much so that their heart-rates begin to sync.
We’ve seen these results in our own research. We built a cooperative version of a popular competitive board game and over 80% of those who we surveyed preferred our cooperative version. In focus groups, youth expressed a greater sense of self-confidence after playing our cooperative games because their partner cared about how they did in the game. The fact that partners shared resources and saved players’ lives made the players feel important and gave them the sense that their lives had meaning.
Games are powerful because players do not have to be in the same room to experience these benefits. With the power of the internet, games can create these same positive effects for players who play together around the world.
posted by Piyush Kumar
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Gamification as a tool
Gamification has been labelled both a useful innovation and an ineffective fad. But where and how is it actually being used?
While most of us are familiar with frequent flyer points programs and have at some point tried a fitness app, the concept of gamification in workplace learning and development has been around for sometime but has nowhere near the same adoption rate.
Gamification programs often consist of points, badges and leaderboards, but it can also include anything from wearable technology to virtual reality. Its value lies in it being social and ‘fun’, which spurs on healthy competition and can lead to positive behavioural changes.
A problem it often runs into is that the game element is superficial rather than meaningful, and so doesn’t actually motivate staff. But there are some companies that are using it right.
‘Scaffolded’ learning is a must
The Swiss pharmaceutical group Novartis has rolled out gamification programs on mobile devices to make its staff more familiar with the company’s values and behaviours, as well as upscaling learning opportunities and boosting product knowledge across its global salesforce.
The gamification techniques used by Novartis include leaderboards and ‘scaffolded’ learning, whereby challenges become more difficult over time. Increasing the challenge is key to maintaining engagement among staff: once a user becomes highly familiar with the content, it will become increasingly difficult to sustain their interest in it.
The gamification program at Novartis reflects specific business challenges and participants can customise their learning experiences, which aims to boost engagement through self-learning and virtual classrooms.
Take up networking a notch
It’s also possible to gamify a development opportunity such as a networking event or conference. In January, Adweek reported that in the United States, a company called Klik has produced badge-style wearable technology. Using location-centric features that tracks attendance and interactions at booths and conference sessions, it aims to encourage better networking and learning and decrease the likelihood of passive participation.
In addition to ‘checking in’ and ‘liking’ actual event locations, employers can create points-based challenges that require either a specific business task or a quiz to be completed, with reward systems driving engagement.
Encouraging learning through likes, follows and timelines
Vodafone introduced gamification in 2014 to encourage its staff to take ownership of their learning and collaborate with other colleagues through the social elements off the app. Specifically, the aim was to get learners to enrol themselves in learning programs, rather than being prompted to do so by Vodafone. Once enrolled, learners received points and badges and exportable learning histories that they could take to their performance reviews. Users could also rate and comment on learning challenges and follow other learners.
Rather than simply presenting a list of tasks to check off, learners had a ‘What’s Happening’ timeline (similar to Facebook) that showed learning activities completed by the colleagues they were following. This was a subtle ‘peer pressure’ driver to learning.
Ultimately, with engagement boosted and staff feeling developed and supported, the program was designed to decrease turnover levels at its retail stores.
Vodafone and Kineo reported that course completions have increased year-on-year since 2014 and last year, the companies won Platinum for Best Learning Management Solution deployment at the LearnX Awards.
Gamification for nutrition in the South Pacific
An educational program containing gamification elements is being rolled out in the South Pacific. Its purpose is to restore pride in traditional diets and address malnutrition issues in a region the World Health Organisation has described as having the world’s highest rates of obesity. The program was first reported last month byHuffPost. It aims to reinforce positive behaviour change through the use of virtual reality technology, and was co-designed and funded by Australia’s Department of Foreign Affairs and Trade.
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Zwei-Sinne-Prinzip / Two-Senses-Principle
posted by Katharina Bieker
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Daily Inclusion
posted by Katharina Bieker
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Educational Facilities: Universal Design
Introduction:
Universal design moves beyond designing educational facilities for individuals with disabilities by providing design adaptations for diversity of size, age, disability, service aids, or other needed accommodations.
Providing students, staff and community members better access into, and within, an educational facility fosters a supportive, welcoming school climate. For these reasons, universal design decisions should be a collaborative effort among school officials, planners, and designers.
The inclusion of universal design features during initial design conversations is critical. When universal design principles are forethought, not an afterthought, overall costs may be less when compared to costly redesigns .
Five aspects:
External Environment
Vehicular environments
Pedestrian environments
External steps should be provided in conjunction with external ramps as a means of alternate access routes for building users.
Similar to internal stairs, external steps are recommended to have a non-slip nosing which visually highlights the step edge. In addition, the non-slip nosing should apply to the full width of the step and contrast in color for heightened visibility.
Entrances and Interior Movement
In general, space for interior movement should be logical and direct. Access routes should be free of obstructions but provide a well-defined visual route through the interior space. Interior spaces should provide seating areas and incorporate handrails where necessary.
Entrances
Doors
Reception, Waiting, and Administrative Office Areas
Hallways
Classrooms
Cafeteria/Kitchen
The picture above illustrates a cafeteria with a service counter space designed with various heights.
Library
Internal Environments
The Center for Excellence in Universal Design (n.d.) emphasized the importance of logical building arrangement of rooms and spaces to aid users ability to navigate the building independently, while predicting location destination.
Building layout
Surface finishes
Internal lighting
Electrical apparatuses
Acoustics
Vertical Circulation
internal stairs
To apply universal design to internal stairs, internal stairs should have a non-slip nosing , or contrasting strip, the full width of the step and contrast in color from the floor finish. School officials, planners, and designers should consider tactile hazard warning surfaces which offer visual and tactile contrast to the approaching internal stairs; thereby, avoiding potential risks of falling.
internal ramps
elevators
To apply universal design to elevators, elevators are recommended to be located adjacent to stairs.
Restroom and Dressing Facilities
User diversity must be considered as ideas, plans, and drawings take shape.Restroom facilities should be located on each floor level of an educational facility, be accessible, conveniently located, and identifiable.
https://online.tarleton.edu/ACEF/UDIL42413/UDIL42413_print.html
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inclusive design is a fundamental part of everything we do
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PART A：VIDEO
What is intensive design and some project of considering about intension
Points in this video：
1.People don’t always use buildings the way the architects, the designers expect them to, so it’s about that understanding of people.
2.eg. Queen Elizabeth Olympic Park
As PARK＆OLYMPIC GAME＆PARALYMPIC GAMES . Playground with a range of abilities and also for range of ages, it’s got a whole variety of things to do in the environment.
3.The earlier you get people involved, the easier it is to build those sorts of bits into the stops, into the trams themselves.
The later you leave it the more difficulty it become because it then becomes retrofit rather than in the built environment.
4. Intensive design isn’t just morally the right thing to do but it’s absolutely and fundamentally good for business. If an environment is open to everyone, then everyone is a potential customer in business terms.
We need to be dealing with inclusion at the education levels. Before people come into industry, they need to understand that is the fundamental part of every we do ,doesn’t matter what we build, construct,design.
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PART B：EXPLAIN INTENSIVE DESIGN WITH DISTINGUISH SYNONYM
Users pyramid model （Benktzon，M.，1993.Designing for our future selves：the Swedish experience.Applied Ergonomics 24（1），19e27）。
1.Barrier-free design
2.Universal design
Barrier-free design can be regarded as a top-down design method and process, to meet the extreme users (Pyramid top) demand as the primary task, then expand to the mainstream user group.
Universal design is a bottom-up design process that focuses on the premise of mainstream users and tye to improve the applicability of the design to special user group.
However, these two ideas have their shortcomings, though the barrier-free design is easy to design and meet the needs of special groups, but it is too “special” for ordinary to use. While universal design is easy to ignore the needs of special users in practice because of the consideration of business market.
Based on that, Prof. ohn Clarkson and Simeon Keates from Cambridge university proposed a concept named “inclusive design cube” （Keates, S., & Clarkson, J. (2003). Design exclusion. In Inclusive Design (pp. 88-102). Springer London）
According to the difference of user ability, the user groups from inside to outside of the cube are:
included population / Negotiable max population / ideal population / whole population
IMP: Inclusive design does not require design to be used by everyone (whole population) but tries to fully understand the diversity of the user community and expand it to a relative "ideal population", trying to reduce the exclusion of unintentional awareness to users in the process and results of the design (design exclusion); Normally, the vision of universal design is whole population.
To some degree, there is no distinction between normal people and disable people, but the various abilities of each of us (capability) are different.
Chinese ageing population chart
Understanding ageing populations and knowing one day every of us ,including your friends and family ,will be old or “temporary disability” (bone fracture), intensive design is really a fundamental part of everything we do.
posted by Yang Yang
references：
https://www.zhihu.com/question/26045305
http://www.inclusivedesigntoolkit.com/
https://www.designcouncil.org.uk/resources/guide/principles-inclusive-design
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A diverse campus for young &old , disabled & non-disabled,nursing mother etc.
Approaches: “not free zone”, ramps next to staircases, lifts, first story for vehicular traffic to ensure the safety.
posted by Shuangning Wei
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How architecture changes for the Deaf
youtube
Several approaches to redesigning the entire buildings based on the sensory experience of those who don’t hear. For example, the U-shaped lecture rooms, walk ways, wide stairwells, visual range, color&lighting, reflection, transparency and so on.
posted by Shuangning Wei
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OATH - excerpt
“Designers´ responsability Rests in the capacity to create new products and Services. That is important right where you are looking to understand design as an limitless creative process, as a form of shaping things, which in many aspects departs from the template previously enforced by the industrial designers´ framework. By applying a guiding principle, you could more precisely ensure what motivates the creating of things and the envisaging of applications for them: for instance, by affirming that the result of every design process should be widely useful. Designers would be called on to create innovations, thingsthat incorporate gains in experiencing and interpreting the relations and contexts in our world, in our culture. The gain, the value may not be purchased, however, by damaging other People or the foundations of our existence. The dominant Goal is improving the bases of everyone´s existence ans their cultural development, whilst protecting the global eco-system.
Perhaps you even Need a sort of oath by which Designers contract to deal prudently with our nature and not to damage anyone by thei activities - or to go further: that they even commit to servingthe creation of proper, equable conditions for life.” Moritz Grund , One Hundred - An Experiment on Myself: A Designer´s Reckoning With Thngs
posted by Katharina Bieker
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Inclusive Xbox
In an intensive one-week design sprint, the Xbox team came together to reimagine the possibilities in social gaming through the lens of inclusive design.
posted by Piyush Kumar
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Games as an inclusive tool
Play is considered to be one of primal activities, and it is not restricted to humans. According to the Scholars of animal play, most vertebrates engage in at least some play activities (Burghardt, 2005). Commonly play is divided into three categories, play with the body, play with objects, and play with others, ie social play (Burghardt, 2005, 81-110, Bekoff & Byers, 1998). Of the three, social play is the most complex, and likely to have emerged latest in evolution.
In research, play has learned as instrumental for developing skills, social play includes learning by means of imitation and adaptation into complex, social environments.
But the interesting part is in the context of 'where' the play happens, between 'whom' happens and 'how' it happens. Multiplayer games have been used as a tool to bring users or in this case 'players' from across the globe to battle under one platform.
Case study 1: Star Wars Galaxies
the designers wanted to produce a game where the gameplay would not revolve almost Exclusively around killing monsters and gaining levels, but would instead offer Numerous interesting non-combat-oriented player professions. In other words, SWG was a direct attempt at better supporting the more social character of multiplayer games.
There are a few patterns which can explain the nature of the game.
1) Player interdependencies
Like many other role-playing games, SWG lets you create a character based on a series of attributes (eg gender, race). Avatar is highly customizable, allowing you to create a distinctive in-game persona. But the most defining attribute of a character wants to be its profession. In SWG, professions can be divided into three groups: combat-oriented (eg marksman), service-oriented (eg medic, entertainer) and product-oriented (eg artisan).
Professions have an impact on the interactions between players. Indeed, they were all purposefully designed to be interdependent. To pick a simple example, marksmen need medics and entertainers to heal their wounds and battle fatigues. Medics, in turn, need wounded marksmen to heal and scouts to procure the resources needed to make drugs. Entertainers need tired combatants to relax. There are 8 basic and 30 advanced (or "elite") professions available, all interrelated. This ecology of professions is an important framework shaping player-to-player interactions.
So, players can trade directly with each other, without intermediation, if they happen to know.
All of this brings us to another central aspect of the game: the importance of the organization of space. Indeed if they are to interact, they have to meet in the first place. In SWG space has been organized so that players have to congregate in certain locations.
2) The Importance of Space
The developers have created an incentive for entertainers to stay in cantinas, waiting for tired combatants to come watch them. Moreover, it is not instantaneous: combat characters are forced to wait for at least a few minutes when they visit a cantina. This system has been put in place by the developers specifically to encourage player-to-player interaction. The rational is that these periods of "downtime" can be used by other people to chat with each other.
Travel in the game, so, is not instantaneous: shuttles fly every 9 minutes and unless you happen to get lucky and catch one just in time, you usually want to wait for a while. Again, this is designed to "bump into each other", "serendipitous" interactions, and eventually form relationships.
Now it comes to the question of 'how'.
3) Interaction System or Interaction Media
There are three main chat modes. In "say" mode, the sentences are visible to everyone in the vicinity of the player. These messages appear in the chat window of the other players and in a bubble above the player's avatar, like in a cartoon. In "tell" mode, messages are sent privately from one player to the next. The message is only available for two parties, and can be arbitrated across arbitrary distances - the two players do not have to be collocated. Finally in "group" mode, messages are sent to a subset of players who have grouped together.
But the challenge here is the completely random and diverse setting of players from across the globe. How do you make these chats communicable among players?
A feature of SWG's interaction system that distinguishes itself from other MMORPGs is its wide library of gestures, or "socials." Players can type commands search as "/ smile", "/ bow", "or cheer" to gesture to each other (or themselves). Emoticons / Identicon, etc are currently the worlds most universally used text tools.
The investigation of the benefits of game elements in engaging people in a work environment is not new. Research has shown that more people feel ownership.
Case study 2: Analog Games
Analog games
1) Player interdependencies
Depending on the nature of the game there can be multiple types of interdependencies between the players. For example, board games usually have a certain number of players, where as sports games have team building dependencies. This largely puts the players in a sense of responsibility as their individual actions can bring collective outcomes.
This sense of responsibility also leads to a role playing, which makes the players recognise their strengths and weaknesses and choose the role they are best suited for while having the opportunity to try other roles in the team as well.
2) The Importance of Space
The structure of the game space and the layout govern the functioning of play. This structure defines the nature of game play. The structure could be different in different forms, like the layout of the platform or the rules and time factors to govern it.
The best part about these structures are that you are given the option of choosing your role according to your abilities , this flexibility is one of the most important contributors to successful inclusion in activities to suit the needs of individual participants.
3) Interaction System or Interaction Media
In this case the interaction takes place through a string of individual as well as collective decision making events towards the desired goal. Here, there is an equal opportunity for everyone to contribute.
Also, constant interactions during game play result in team members developing their own code of communication within the teams for efficient and quick communication among players. This majorly consists of gesture based communication among participants. For example: Player raising his hand , is a signal for asking a pass in football. For universal understanding the game itself can have a few pointers. For example, the use of red cards and yellow cards as a signal of foul in football.
Such visual cues play a huge role in keeping the participants aware of the games rules and decisions without any confusion. This sort of visual coding is observed in multiple situations in our everyday lives, for example the traffic signals, or way finding signage’s.
CONCLUSION
In the above case studies one major factor that drives the whole thing is motivation of the users. Some of these games are played by users who are Intrinsically motivated ,( have their own goals and needs) where as some of them are extrinsically motivated, ( through a reward based system). This motivation prolongs with any game due to the features that are available in the game.
If we follow the patterns and features employed here, we should end up with something close to the principles of inclusive design.
Inclusive so everyone can use them safely, Easily and with dignity.
Responsive taking account of what people say they need and want.
Flexible so different people can use them in different ways.
Convenient so everyone can use them without too much effort or separation.
Accommodating all people, regardless of age, gender, mobility, ethnicity or circumstances.
Welcoming with no exclusionary barriers that might exclude some people.
Realistic offering more than one solution to help balance everyone's needs and recognising that one solution may not work for all.
If these features are part of the system the users are least likely to loose motivation from participating at all.
These features have been used multiple times in various areas to keep the users interested as well as to attract as many user groups as possible. For example Duolingo used game design elements to help people effectively learn a new language, without losing their motivation, by establishing a reward based system.
This a good example of responsive and accessible design.
Another example is the use of emojis in whatsapp.
This is a great example for a inclusive / universal design.
It is clear that Games have evolved on certain principles which induce inclusion among people. The social domain of games has its principles on the idea of inclusion. If these principles can be applied to non gaming platforms similar results can be achieved in the context of Inclusiveness of the particular design.
Reference-
The principles of inclusive design. (They include you.)
INCLUSIVE_TOOLKIT_MANUAL – Microsoft Design
The Gamification of Accessibility Design A Proposed Framework
From Social Play to Social Games and Back: The Emergence and Development of Social Network Games
The social side of gaming - Nicolas Ducheneaut and Robert J. Moore
posted by Piyush kumar
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