New ideas are evolving on ways to activate public space. Formal and informal spaces are discussed in Activating Public Space: How to Promote Physical Activity in Urban Environments by Malgorzata Kostrzewska. Examples used are from Australia, UK, and Poland. In the latter part of the article the author discusses design ideas for activating space. Controversially, the she says design should be based on tolerance rather than exclusion of unwanted behaviours, “Instead of introducing numerous prohibitive signs (against skateboarding, parkour, ball games, etc.), it is better to seek a compromise concerning terms of use of the space specified by all the stakeholders in the course of workshop meetings and their participation in the design process. The compromise solutions already in existence (e.g. in Warsaw) confirm that if all the parties acknowledge their respective needs, they will understand and respect each other.” The conclusion section lists the most important spatial features to consider in any urban design.
Author: Jane Bringolf
Digital and media literacy in learning
Universal Design in Learning (UDL) has been around for a long time and is evolving with the digital times we live in. Cognitive science has shown us that there isn’t an average student anywhere, and that’s why it’s an illusory student. There are three core elements to UDL: Multiple ways of representing content (how of learning); multiple ways to express learning (what of learning); and multiple ways to engage (why of learning). Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence covers the challenges and barriers to accessible learning. It discusses the role of universal design in gaining competency in digital and media literacy. The key point is to recognise diversity – to aim for the average learner is aim for that illusory learner. With the trend to more online learning, UDL is becoming more important to ensure access to the wider population.
The case for mainstreaming captioning
Although this article is focused on higher education, the case for mainstreaming captioning could well apply to all education where videos are part of the delivery method. “The Case for Captioned Lectures in Australian Higher Education” concludes that for various reasons, captioning should now be considered mainstream. More students can benefit, not just students with hearing loss. The article requires institutional access for a free read, or go to Researchgate and request a full text.
Abstract
This article provides a case for the benefits of captioning recorded lecture content in the Australian higher education sector. While online lecture captioning has traditionally been provided on a case-by-case basis to help students who are deaf or hard of hearing, this paper argues for a mainstream approach in order to benefit a range of student groups both with and without disability. It begins with some background on the regulation and technology context for captioning in higher education and online learning in Australia.
This is followed by a review of the current literature on the benefits of captioning to a wide range of students both disabled and non-disabled, the perceived barriers to captioning, and how the increasing internationalisation of the university context effects captioning options, both culturally and commercially. The paper concludes by suggesting that it may be inevitable that all recorded lecture content will need to be captioned in the future and highlights the potential benefits to Australian universities to move quickly to embrace this existing technology.”
Automation and universal design
As technology races ahead we need to be thinking quickly about policy development, and ethical questions related to artificial intelligence and the level to which it can affect our lives for good and perhaps not so good. Monash University has produced an 11 minute video in which several speakers have their say on the topic of automation and artificial intelligence. Good points are made from both an ethical perspective and a practical perspective. One point not mentioned is whether all such technology will be inclusive for all users.
Designing for universal success
Universal Design for Learning (UDL) began as a way of designing learning programs to incorporate students with disability. Now it is clear that UDL is increasing success rates across the spectrum of learners. To keep up with the digital age universally designed software tools are being developed and applied for universal success.
UDL software is not specifically for students with disability. Rather it is to enhance the learning experiences of all students. Dr Deb Castiglione, Nicole Martin and Trey Conatser talk about what UDL software can do for learners.. The way this is written is also a good example of relating information. Here is part of Castiglione’s response to the question, how is UDL different to accessibility?
“UDL is about incorporating principles and strategies to meet the needs of all learners (including those with disabilities). By integrating accessibility practices into the mix, you can reach a larger percentage of student needs. For example, if you were to caption a video, not only would you meet the needs of an individual that is deaf or hard of hearing, but captioning also benefits English language learners, students with reading difficulties, as well as those whose hearing ability is affected by noise, or in situations where playing sound is not an option (e.g. no speakers, quiet environment such as the library, sleeping children/spouse, and so on).”
Implementing UDL is a matter of providing learners with choices in how they engage with the course. It’s about how they access and interact with the course content. And then it’s about how they demonstrate what they have learned. It’s a good teaching strategy. It’s not the same as differential instruction because the effort is made to meet the needs of all individual students. However, UDL is incorporated upfront, not in an ongoing, as-needed basis.
Equity, health and high density living
According to research by Susan Thompson and Gregory Paine, lower income and disadvantaged households feel the negative impacts of high density living more than others. They conclude that “blindly pursuing a uniform denser city agenda will only reinforce and exacerbate health inequalities”.
The concept of universal design captures the healthy built environment agenda along all other aspects of urban planning and design. Steinfeld and Maisel (2012) define universal design as “a process that enables and empowers a diverse population by improving human performance, health and wellness, and social participation”.
Urban environments should be suitable for all, not just for some. See the article, which first featured in The Fifth Estate, for more detail. Susan Thompson and Gregory Paine are part of the City Futures Research Centre at University of New South Wales.
Online learning for everyone
Online learning is taking off in this new digital age. Shane Hogan from Centre for Excellence in Universal Design based in Ireland shows how to make sure the maximum number of people can access and participate in online-learning programs. Using the example of creating e-learning for the public sector on disability equality training, Shane explains the steps they took in the development, and the ways in which content was presented.
For anyone involved in online-learning, the 18 minute video is well worth watching to the end. He also addresses employee industrial issues and concerns over privacy and successful course completion.
When this video was developed, learning via a computer was a new concept. The COVID pandemic increased the take-up of this learning method in 2020.
Find out more in the section on Universal Design for Learning.
Livable Housing Design Guidelines v4
Livable Housing Australia has redesigned their website information related to the Livable Housing Design Guidelines v4. Gone from the front page is the pdf book style of their fourth version. Replacing it is a stripped-down online version focusing on the three levels in the original guide. There is more emphasis on the expanding Supported Disability Accommodation (SDA) housing market and recruiting housing assessors.
November 2024 update: The Livable Housing Australia website appears to be offline. However, the Guidelines are hosted here and can be downloaded.
For more housing design guidelines go to the Housing Design Guidelines section of this website.
Some History:
The original idea was to have the Guidelines applied to all new housing by 2020. However, it is difficult to apply voluntary guidelines in an industry governed by mandatory building codes and standards. These Guidelines were endorsed by COAG and are cited in government policy documents. Note the spelling of Livable is particular to these guidelines as a brand name by Livable Housing Australia.
The Livable Housing Design Guidelines are a great resource for individuals, builders and building design professionals. It advises what to consider in home design to make it more comfortable, easy to use regardless of age or level of ability. Not all homes will be able to apply all the good ideas. However, doing what you can is a good start for both occupants and visitors alike.
Gender Inclusive: Designing forms for everyone
Do any of your written or online registration forms ask for a gender specific title such as Ms or Mr? Or female, male? If so, you might want to think about being more gender inclusive. You might also want to consider whether this information is really necessary.
Sabrina Fonseca has written a very interesting article, Designing forms for gender diversity and inclusion. The focus is on designing surveys and marketing materials and whether the collection of gender information is really necessary, and if it is, how can you be inclusive?
Fonseca did some of her own research within trans and gender non-conforming (GNC) communities to come up with some good gender question recommendations. Giving people a really good reason for asking their gender is a start. If you can’t then probably you shouldn’t ask the question.
Fonseca includes an example of a complex form asking for a lot of statistical detail. This is the kind of form governments use. She says,
“Be transparent, explain what exactly you are asking about, and how it will benefit them. Reassure that your organization strives to be inclusive of everyone so they can feel welcome and protected while disclosing their information. As with any form field, if there isn’t a clear benefit to the user, you probably shouldn’t ask about it.”
A great comprehensive look at some of the issues trans and gender non-conforming people face when filling out forms and identity documents. This article was posted on the uxdesign.cc website.
Universal Design vs Specialised Design
From the Editor: One of our members raised an interesting point with me this week about Changing Places toilets and whether they meet the principles of universal design. This is one of those situations where it isn’t easy to distinguish where universal design ends and specialised design begins.
The European perspective is that inclusion is a continuum – a chain of inclusive thinking. At one end of the continuum are universally designed products, services and environments that almost anyone can use. At the other end are specialised assistive technologies and devices such as prosthetic limbs and speech synthesisers. Somewhere in the middle the two intersect. Some people need both specialised and universally designed products and environments.
Universal design needs specialised design for full inclusion
A simple example is ramps and level entries go together with mobility devices – a wheelchair user depends on both for achieving entry to a building. So where does that leave us with Changing Places (CP) toilets?
The Changing Places website says their toilets are designed to “meet the needs of people with severe and profound disabilities”. It also says, “It is required that accredited Changing Places facilities be built in addition to and separate from required Unisex Accessible Toilets (see picture of signage). This is to ensure that the needs of both groups of toilet users are met without compromise”.
This clearly puts Changing Places (CP) toilets at the assistive technology end of the continuum as as a specialised design for particular users. The toilet is therefore not universally designed because not everyone can use it due to the way it is designed. But CP toilets support universal design because in conjunction with other toilet types in the vicinity they provide equitable access for everyone to the surrounding environment. Consequently, everyone gets the benefits – everyone is included.
However, where funds are limited, it would be easy to assume the CP toilet would work for all wheelchair users. Problems would arise with the drop-down grab bars, particularly for people with MS, Parkinson’s and others with balance problems. The accreditation for these facilities should be through the Changing Places organisation without reference to the public accessible toilet standard (AS1428.1). The term “Lift and Change” toilets is being used in New South Wales to avoid the copyright issues. However, it leaves it open to misinterpretation of what the toilet is supposed to achieve and who it is for.