6B01 - Inclusive Design Lab –
fall 2014
caren jacob nancy vanessa
Accessible toolkit for organizers in TDSB
junior middle schools
to create and execute
inclusive fundraiser
fairs/events
Easy and reliable
navigation device with a sensory system, to be used mainly for people with blindness to navigate and
travel through the city independently, safely and
avoid chances of injury and/or accidents. Additionally,
changes in physical spaces to adapt to the
needs of diverse users
Sharing urban + architectural
spaces between people with electric
mobility/ assistive
devices and other users
Understanding
flexibility in a
physical space, to increase inclusive
collaboration. Specific to a classroom
environment. Using our classroom as a case
study. looking at furniture,
technology,systems to adapt to an existing
environment.
The Team
Team Brainstorming – Mind Mapping
Common notions, ideas, concepts
Flexibility. collaboration. Engagement. physical space. Way
finding. Accessibility. Creativity.
Adaptability.
Common notions, ideas, concepts
Flexibility. collaboration. Engagement. physical
space. Adaptability.
Cultural / language / physical Barriers
- Visually Impaired Barriers
- Blind student - School Accessibility - Urban navigation &
way-finding - Flexible adaptable
physical space - Assistive/ wearable
technology
Shared use of sidewalks In noisy locations (e.g.
streets) pedestrians can’t hear
electric wheelchairs and scooters.
A multi-modal signaling device could increase situational awareness.
-- Audio impaired barriers.
-- deaf or hard of hearing student
Focus Edge Cases
caren jacob nancy vanessa
Urban – School – Classroom – Event
Physical Space – Connection
Increase awareness of electric mobility devices sharing sidewalks
“People ignore design that ignores people.” - Frank Chimero, Designer and Illustrator
Integrate/shadow 3 different families during a weekday and weekend to observe barriers
faced in day to day living (require translators). Document.
Discover through
conversation and open questions how
community can be built amongst all diverse families in school
catchments--intention to not leave any family excluded due to
cultural, language or physical barriers. Topics could include
valued cultural traditions, cultural
traditions in Toronto that are unusual. The conversation will be
informed and organically built through time spent with families
Co-design conceptual model with
families
Shadow students with visual impairment at school or
going to school
Interview/ questionnaire (audio) mainly ask what they use now,
how they would like to
navigate, why they prefer certain devices or why not
Read ethnographic scholar
studies on blind navigation
Compare accessible spaces with non-accessible spaces
being navigated by individuals with blindness
focus groups with both mobile
pedestrians and scooter/wheelchair users, to flesh out problem, and to identify possible
solutions
observation of street situations under various
conditions
survey of existing mobility devices
testing of various potential solutions
Case studies
Existing environments
furniture manufactures flexibility – moveable
walls
observation,
Focus groups with students + faculty
Research technology
PAR - Interviews
Ethnography Approaches “recipes” of research
caren jacob nancy vanessa
A model made of [the] composition of concepts to [show a set of relationships between factors that are believed to
impact or lead to a target condition] help people understand. To SIMULATE.
“a simplified reality” source: wikipedia; dictionary.com
Conceptual Models
Fun Fair Model – physical model
Digital model
A child or student going to school from home by walking and using public transportation; going to the classroom and attends school activities. Solutions: either consider changes in the physical space or
providing assistive wearable technology to students who are blind.
Examples: using Audio in the classroom + video description, school lockers with
audio, textured flooring or a line on the floor in the school that draws a path, color coded sections in the school in which the device can detect and label spaces
The model of a car horn is the most obvious. Consider other conceptual models, particularly multi-sensory warning devices: ● emergency vehicle--sound +
visual (i.e. siren + flashing light)
● transport vehicles--user-activated intermittent sound when unpredictable activity occurs (i.e. beep tone when vans back up)
● alarm clock--signal volume increases if ignored. Sound signal volume adjusts automatically to ambient noise level
Flexibility is key
Physical model + Digital model of space
With technology, furniture, walls,
The approach to learning
itself. Making active, flexible for all learners.
Multiple forms of expression, especially when it comes to
design + art.
Tools to make content more visual
Conceptual Model Ideas
caren jacob nancy vanessa
caren’s conceptual initial ideas
Maquette - MAPPING OF A FUN fair – experimental Physical model to stimulate what is expected
Texture for change
Connection to iPad, students to games
jacob’s conceptual initial ideas
Laser lights with sounds
Models to research
nancy’s conceptual initial ideas
Digital screens to connect, students work, drawing tools
Flexible walls
Collaboration digital zones
vanessa’s conceptual initial ideas
Brainstorming + LINK of conceptual Models
maquette + technology + existing technologies why? More
functional for specific students + possible “existing” models, could be used to get ideas + possible solutions that
could be integrated into the models.