| 11. |
- Johansson, Stefan, 1963-
(author)
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Design for Participation and Inclusion will Follow : Disabled People and the Digital Society
- 2019
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Doctoral thesis (other academic/artistic)abstract
- Digitalization is rapidly taking over all aspects of society, but still there are parts of the population who have to struggle for access to, and to be able to use, the digital resources. Design processes and outcomes in the form of artefacts, that takes accessibility into account, is key to participation. This gives the designer a central role in providing for a more equal participation of all, in the digital society. The work in this thesis contributes to a better understanding of the prerequisites for participation in the digital society, and in the design processes to accomplish this, by presenting research done together with three communities: people with cognitive impairments, people with mental health issues and homeless people.The overall question has been How can participation in the digital society be understood? We have investigated the nature of difficulties or enabling factors for people with impairments, people with mental health issues and homeless people, when using the internet. We have also investigated possible digital divides within the groups, and how they can be explained.Ontologically, the work is based on an assumption that knowledge is to be found in a dialectic interplay between the material world and how we interpret what is going on in this world. The underlying epistemological assumption is that data has to be empiric, and critically interpreted in dialogue between members of the communities, which are being researched, and other stakeholders. This work draws on the idea of emancipation and that research can be liberating.The work also takes on a pragmatic stance. We have used adapted versions of Emancipatory Participatory Research, and of Participatory and Value Sensitive Design, thus making them accessible to people with cognitive impairments, people with mental health issues or homeless people. We have tested and adapted methods for sampling of rare populations, to enhance the quality of quantitative studies of how people with impairments and people with mental health issues have access to, and are using, the internet.In our research, we have found fourteen prerequisites, all of which need to be in place to provide for participation. To promote participation, we need a toolbox of methods and accessible tools. Finally, to analyse what is going on we need an analytical model which allows for analysis on multiple levels and from multiple perspectives.As a result, I here propose, define and position a framework for researching and understanding participation in the digital society, based on three parts: Guidelines, Ethics and Statistics. Guidelines can be understood as the theories, the regulations, the standards, etc. that inform our thinking. Ethics guide us in the right direction. Statistics make progress or lack of progress visible.The conclusion is: if we plan for participation - by improved statistic survey sampling methods, a participatory approach to collaborative research and in using research methods in an accessible and emancipatory way – inclusion will follow.
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| 12. |
- Larsen, Henrik Svarrer, 1962-
(author)
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Tangible participation : engaging designs and design engagements in pedagogical praxes
- 2015
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Doctoral thesis (other academic/artistic)abstract
- This dissertation contributes to three fields within design research:- Explorations of a design space related to aesthetics of Tangible Interaction, which have led to a set of design imaginations as well as perspectives on salient design qualities.- Views on and a designerly example of knowledge construction related to Research through Design as well as to programmatic approaches to design research.- Rich and reflected examples of how to co-develop design and pedagogy in the field of profound disabilities.Through the programme Tangible Participation the research seeks and expresses alternatives by critical questioning and imaginations of change. Such alternatives are articu¬lated in a set of designs making the possible present.These designs have been part of collaborative question¬ing and imaginations in a long-term engagement with pedagogical praxes. Through this engagement, design and pedagogy have co-developed; and from this, the programme has matured and collaborative ways of criticality has been developed.The matured programme presented in this dissertation entails seven designs built and used in the pedagogical praxes as well as evolved framings able to generatively address a design space: a tangible interaction designer’s palette, a sensuous perspective, a compositional principle and potentials of tangibles for participation.
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| 13. |
- Lorentzen, Lena, 1962-, et al.
(author)
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Bringing human diversity into design processes through empathic modelling
- 2018
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In: Transforming our World Through Design, Diversity and Education - Proceedings of Universal Design and Higher Education in Transformation Congress 2018. - Dublin : IOS Press. - 0926-9630 .- 1879-8365. - 9781614999225 - 9781614999232 ; 256, s. 128-136
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Conference paper (peer-reviewed)abstract
- Most products are developed while adapting to requirements from industrial production and logistics. To break that trend and design for people, we suggest focusing on those who put the strongest demands on the final solution. They cannot compensate for bad design solutions and are thereby, like sniffing dogs, guiding designers to meet peoples’ needs. We always use a combination of empathic modelling and involvement of people with reduced functions to find new solutions to the problems a product is supposed to solve. We have used this method in the teaching of Universal design at different universities for more than ten years. The students find the exercises to be a very entertaining eye-opener leading to development of empathy for human diversity all while the level of innovation in their design work increase. To constantly make design students understand barriers that can occur due to bad design solutions we utilize a toolbox simulating different kinds of functional ability. It also includes a handbook that describes workshops, evaluation methods and design processes that can be performed using the tools. The goal is to guide efficient, innovative and inclusive design processes. By simulating diversity among people, the designer can interpret the needs of different users and use that as a starting point and for evaluating design solutions during the creative process.
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| 14. |
- Magnusson, Charlotte, et al.
(author)
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Användarmedverkan – att delta i designprocesser
- 2015
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In: Att arbeta med delaktighet inom habilitering. - 9789144107547
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Book chapter (peer-reviewed)abstract
- Kopplingen mellan design, hållbarhet och delaktighet har kommit att bli allt starkare i samhället. Till stor del beror det på att större förhoppningar ställs till arkitektur, form och design för att uppnå ökad sammanhållning, inkludering och tillgänglighet för alla människor i samhället (Kulturdepartementet 2015). Genom att ratificera FN:s konvention om rättigheter för personer med funktionsnedsättning (prop. 2008/09:28) har Sverige uttryckt en vilja att bygga ett samhälle på inkluderande, universellt utformade produkter, varor och tjänster. En sådan strävan innebär att miljöer och produkter utformas så att de fungerar för så många som möjligt utan att särskilda anpassningar krävs. Design anses alltmer som en samhällsförändrande kraft som har potential att skapa nya förutsättningar för människor att kunna ta del i och bidra till samhället (Kulturdepartementet 2015). I samband med denna utveckling är det naturligt att fokusera på hur de designprocesser som leder fram till nya produkter, tjänster och miljöer kan göras mer inkluderande och öppnas upp för påverkan. I detta kapitel presenteras exempel på hur man kan arbeta med design tillsammans med dem som ska använda den, samt vad ett sådant arbetssätt kan ge.
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| 15. |
- Magnusson, Charlotte, et al.
(author)
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Co-designing together with persons with visual impairments
- 2017
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In: Mobility of Visually Impaired People : Fundamentals and ICT Assistive Technologies - Fundamentals and ICT Assistive Technologies. - Cham : Springer International Publishing. - 9783319544465 - 9783319544441 ; , s. 411-434
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Book chapter (peer-reviewed)
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| 16. |
- Magnusson, Charlotte, et al.
(author)
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Design for me?
- 2018
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In: Computers Helping People with Special Needs - 16th International Conference, ICCHP 2018, Proceedings. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783319942766 ; 10896 LNCS, s. 93-99
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Conference paper (peer-reviewed)abstract
- In this paper, as a generative contrast to the notion of design “for all”, we present and discuss the potential benefits of a design “for me” approach, where the design process from the starts from, and initially is targeted at, just one person. Given many things developed for a user group or a constructed average user, in this text we describe starting from design for a single user as an alternative approach for achieving useful and useworthy designs. We provide an example from the development of an assistive device as the starting point and discuss how and why this alternative approach should be of interest for everyone interested in usability.
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| 17. |
- Magnusson, Charlotte, et al.
(author)
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Stroke and universal design
- 2018
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In: Transforming our World Through Design, Diversity and Education - Proceedings of Universal Design and Higher Education in Transformation Congress 2018. - 1879-8365 .- 0926-9630. - 9781614999225 ; 256, s. 854-861
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Conference paper (peer-reviewed)abstract
- Universal Design (UD) is usually stated to be “for all ages and abilities”. Given that stroke is a major source of disability, it is important that UD recommendations take stroke-specific problems into account. Within the framework of EU project STARR, we have investigated user requirements of stroke survivors. In this project we have used a mix of interviews, focus groups, design workshops and technology tests to come up with a set of design recommendations, which we present as a first step towards universal design recommendations which are inclusive for stroke survivors. Our general recommendations are: make it fun, do not make people fail, empower and encourage. The technology needs to be highly adaptable to different sets of abilities. Safety, but also aesthetics and simplicity is important, but it is pointed out that designs should not be “childish” – this can be felt to be degrading. It is important to be able to see and follow your progress and win small victories often. Consider social applications and activities –being able to connect to others in the same situation can enable discussions and provide peer support. More stroke consequence specific recommendations are to design to allow one-sided use (hemiplegia), avoid sensory and activity overload (fatigue), complement speech with images (aphasia), limit demand on memory, support learning and avoid errors (memory problems), and include multiple modalities in your design (reduced vision or hearing).
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| 18. |
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| 19. |
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| 20. |
- Rydeman, Bitte, et al.
(author)
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Towards a More Inclusive University - Supporting Teachers Through Universal Design for Learning
- 2018
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In: Transforming our World Through Design, Diversity and Education. - 0926-9630. - 9781614999232 - 9781614999225 ; 256, s. 98-106
-
Conference paper (peer-reviewed)abstract
- The diversity among Swedish university students is steadily increasing. The students have different backgrounds, experiences, interests, learning styles and abilities. Also, there are more students with disabilities at Swedish universities, especially invisible disabilities. Teachers need to adapt their teaching and curricula, and can no longer wait to do this until they spot a student with diverse learning preferences. Universal Design for Learning (UDL) is an approach to make a university more inclusive, by increasing the flexibility of how students can take in information, express their knowledge and be motivated in learning. Seven key persons at a Swedish university took part in focus group interviews about their views and experiences of diversity and inclusion. They represented key administrative and pedagogical functions, as well as a student organisation and learning support for students with disabilities. Qualitative content analysis of the interviews resulted in 10 themes: a) Attitudes and treatment b) Accessibility and participation c) Knowledge and competence d) Support and resources e) System and processes f) Organisation g) Teachers and education h) Students and student organisations i) Actions and solutions j) Future work. Conclusions: While the university has good support for students, more support for teachers is needed. Thus, the next step will be the development of a course module for teachers to be included in a regular pedagogical development course for teachers at the university. Furthermore, there is a need for more knowledge about inclusive student activities, taking place outside of lecture rooms.
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