RMI 641: Universal Design

1. Course Description

The course focus in subjects of information and communication technology, universal access, accessible content and interaction and will cover processes, principles and examples of accessible human-computer interaction, as well as methods and techniques for designing accessible and universally designed systems. Ethical, legal restrictions and guidelines, business trends and standards and good practices in relation to global trends are topics that the course covers. As part of this course, students will have the opportunity to develop a wide range of topics relating to concepts, necessity, principles and guidelines of inclusive design.

Students will demonstrate knowledge of the importance of design for all users by understanding the needs of different groups such as people with vision, cognitive, mobility problems. They will be able to understand the procedures and design methodologies in order to design interactive systems and education material that take into account the needs of a broad spectrum of the population.

    ii. Course Objectives

By the end of the course participants should be able to:

• Have a critical understanding of Universal Design related to assistive technolpogies (AT), the importance and impact on the efficient use and implementation of AT and issues of quality of life and inclusion in everyday activities.
• Have a real world understanding of the complex needs of older and disabled people when using ICT and people who use AT
• To provide understanding of the social, political and economic issues of eInclusion
• To provide a sound basis for solving complex problems and undertaking innovative research and design.
• Demonstrate knowledge of the importance of universal design and the reasons of support.
• Understand the needs of different groups which are often not taken into account in the planning process, for example people with vision problems, cognitive problems, mobility problems, and seniors.
• Understand the procedures and design for all methodologies
• Develop arguments to support planning for all in different design scenarios
• Design of interactive systems that take into account the needs of a wide spectrum of the population
• Determine any conflict for the needs of different population groups for which the design is done
• Determine the requirements of users with different needs of various interactive systems

1. Course Prerequisites
2. Course Credits
3. Required Texts and Materials
4. Supplementary (Optional) Texts and Materials
5. Basis for Final Grade

This course unit is suitable for students following other Masters and PhD pathways.

List number of course credits

Lazar, J (2007): Universal Usability: Designing Computer Interfaces for Diverse User Populations. John Wiley and Sons

DfA@eInclusion. (2009). "DfA @eInclusion" -http://www.dfaei.org/index.html

Preece, J., Rogers, Y. & Sharp, H. (2011). Interaction Design: Beyond Human-Computer Interaction. John Wiley & Sons. ISBN 978-0-470-66576-3

Benyon, D., Turner, S., & Turner, P. (2004). Designing Interactive Systems: People, Activities, Contexts, Technologies. Addison Wesley. ISBN 321116291

Clarkson J, Coleman R, Hosking I and Waller S. (2007): Inclusive design toolkit. Cambridge Engineering Design Centre and also: http://www.inclusivedesigntoolkit.com/betterdesign/

Keates, S and Clarkson, J. (2003): Countering design exclusion, An introduction to inclusive design. Springer-Verlag.

Stephanidis, C. (ed), (2009): The Universal Access handbook. CRC Press Taylor & Francis Group.

Students should make use of primary research resources. The following journals publish papers relevant to Design for All, and Universal Design. The following journals and conference proceedings: ASSETS, AAATE, Behaviour and Information Technology, Gerontechnology, ICCHP, Interacting with Computers, Transactions on Accessible computers, Universal Access in Information Systems

Newell, A.F.: "Commentary on "computers and people with disabilities": Accessible computing - past trends and future suggestions", ACM Transactions on Accessible Computing, 1(2) (2008), ACM, pp.9.1-9.7.

Eisma, R, Dickinson A., Goodman, J., Syme, A., Tiwari, L., Newell. A.F. (2004): Early user involvement in the development of information technology-related products for older people. Universal Access in the Information Society 3(2): 131-140.

AssistiveWare has profiles, podcasts and links to videos on people who use assistive technologies, see link to video One thumb to rule the world. http://www.assistiveware.com/videos.php

The Center for Universal Design: http://www.design.ncsu.edu/cud/index.htm See seven principles of Universal Design, select preferred format from: http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm

Inclusive Digital Economy Network – link to videos hosted on YouTube mainly relating to older people using new technologies. Also available as DVD’s http://www.iden.org.uk/videoplayer.asp

Microsoft Enable: http://www.microsoft.com/enable/

Trace Centre http://trace.wisc.edu/

   Inclusive Design toolkit http://www.inclusivedesigntoolkit.com/

Provide a listing of assessments in the semester total.

Course Structure

Class Sessions and Attendance

Attendance is mandatory. In case you need to miss a class session, please inform the instructor a week in advance (except in case of an emergency).

Class Schedule (13 teaching weeks per semester)

*Readings provided here is an indication. More details and specific chapters and journals will be announced weekly

Class Participation

In order for this learning experience to be beneficial and worthwhile reading of the assigned material, contribution to face-to-face and online discussions, and participation in all class activities is imperative. Conversations and ideas can grow if you don’t read the assigned material and/or contribute to the class discussions.

Assignments

Students work should be assessable and gradable. The learning outcomes include practical experiences, problem solving and group work that would allow for innovation in assessment strategies such as preparing presentations, and demonstrating solutions.

Students are required to generate reports on their weekly/bi-weekly activities and projects, working in groups and individual.

Grading Scale