Inherent in their role, UX, or user experience designers are required to design the overall experience of a person using the product. But, how do we design for the full-spectrum of user experience, if the designers themselves do not present a variety of experience and perspectives?
Fabricio Teixeira and Caio Braga have created a series to consider the topic of Diversity and Design through the belief that diversity generates diversity. Touching on topics such as diversity in the design industry, inclusion, equality & equity and gender, this series explores design from within the industry in order to to explore the impact that designers have on people’s lives.
Go to the series, Design is diversity: it’s time to talk about our role as designers.
Barclays Bank has been a leader in inclusion and accessibility of their branches and now taking the next step to mobile banking. The short video below explains clearly how inclusive design is good for everyone as well as the bank’s profits. The video ends with a call to action: “Accessibility – make it your mantra”. Mark McLane from Barclays Bank will be speaking at the AND national conference on diversity in Melbourne in May. There is a great line-up of speakers.
Link to AND National Conference in Melbourne in May – speaker from Barclays
Professor Gerard Goggin’s latest publication about internet accessibility covers some history of digital inclusion in Australia as well as related social policy. He and his co-authors discuss how the legal action taken against the Sydney Organising Committee for the Olympic Games set a new standard in providing information in accessible formats. The World Wide Web Consortium (W3C) cites this case as how not to do web accessibility in “A Cautionary Tale of Inaccessibility: Sydney Olympics Website” (W3C, 2009).
However, little progress has been made since the Olympic Games in 2000 as any reporting on web accessibility compliance within the Australian government appears absent. In the United States, legislation is pushing the boundaries, but no such legislation exists in Australia. The article, Internet accessibility and disability policy: lessons for digital inclusion and equality from Australia, also discusses the nexus with the National Broadband Network, the NDIS, and other aspects of social policy. The article concludes, “As the Australian case shows, all these broader social aspects are important coordinates, when it comes to internet policy for digital inclusion to people with disabilities”.
Professor Goggin was a Keynote speaker at the 2nd Australian Universal Design Conference in 2016. You can download an edited transcript.
Listen closely. To some people, these are words are of little help. No matter how carefully they attend, some of the words go missing. The result is reduced listening comprehension. Hearing aids, FM hearing augmentation systems, and cochlear implants do not provide the speech clarity required to understand every word that is said. This is where captioning comes to the rescue. Research into captioning in learning situations is showing how much students of any age can benefit. This is regardless whether they have good hearing or not.
Anyone who has clicked a YouTube video for Google automated captioning knows it is useless, albeit sometimes funny. Automated captioning programs have improved a lot lately. For example, Interact-AS is designed for school children from about age 7 upwards. The teacher wears a microphone and the in less than two seconds words appear on the student’s computer or tablet. The before and after results show both children and teachers just how much comprehension is being is being lost.
You can read more about this technology and the benefits to students who didn’t realise how much they were missing. Children who are deaf or hard of hearing are usually diagnosed before they reach the age of 7. Low levels of hearing loss is not always apparent in children who, for example, might have experienced many ear infections. As a consequence they would miss out on the benefits of this technology. Perhaps this further research will reveal the need for routine hearing tests for all school age children. It will be interesting to see how this technology develops and how soon it will become mainstream for all students as an aid to staying focused and learning from both listening and reading. You can read more about the value of captioning in higher education settings for all students.
The sub title from the e-book “Ageing, Adaption and Accessibility: Time for a revolution!” says it all. The book includes chapters from UK, Denmark, USA, Slovenia and Norway. The theme is the digital age and how to include everyone. It covers the economic case, putting people at the centre of the design, keeping it simple, and user testing.
In the foreword CEO of BT Retail, Gavin Patterson, says, “The experts interviewed for this book have given all who are involved in developing technology food for thought. It sets out the opportunities, challenges and impacts that communication solutions present to users, to help ensure that what we develop in the future does not end up excluding people whose lives we actually set out to improve. “
Ageing, Adaption and Accessibility is published by the Engineering Design Centre at the University of Cambridge and is free to download. Several well known authors are featured, including Valerie Fletcher, Roger Coleman, Ger Craddock, Hua Dong, and Baroness Sally Greengross.
Not everyone experiences colour in the same way, yet the use of colour in illustrations is rarely questioned in terms of universal design. If people with Colour Vision Deficiency (CVD) are not included when illustrations, charts and images are designed, what colours should a designer use to include the 8% of the population with CVD? There are three types of CVD as shown in the image: green blindness, blue blindness and red blindness. People with CVD also have other difficulties in discerning some types of text, shapes and lines.
Preparing Images for All to See explains in detail how people with different versions of CVD experience colour. The article also gives some great guidelines for illustrators, map makers and others who communicate using coloured images. Included is a summary of the most frequently cited best practices for publication, presentation and instruction. Here is a synopsis of their recommendations.
- Select graphic styles for accessibility and use bar charts instead of pie charts
- Distinguish items by more than color. Use circles and squares and solid and dashed lines.
- Red and Green usually have the same hue (density of colour) and can’t be distinguished. Dark red–dark green, blue–violet, red–orange, and yellow–green are also not good. Magenta and turquoise are good choices because people with RedGreen-CVD can see the blue component.
- Make fonts and lines thick bright and with contrast.
- Avoid rainbow color maps as this is the worst possible choice.
You can also find out more about CVD or colour blindness from going to the National Eye Institute website