Examination arrangement

Course content

Introduction to 'Universal Design'/'Inclusive Design'/'Design for All'; - Definition(s) and related terms - Design-work/project based on the 7 principles of Universal Design - Analyses and (re)design of products, services, environments, etc. focusing on universal design and Stigma-Free Design - Universal/Inclusive design as an approach to human-centered design methodology and strategy - Implementation of a practical project work, i.e. product, physical environment, service, etc. based on the abovementioned terminology - Involving representatives from the target group - with good knowledge and experience with the products, services, environments, etc. - in the design process - Human-driven design in a societal perspective; from local to global (including citizenship, discrimination law and Human Rights in general)

Learning outcome

Knowledge: The student - knows the definition of 'Universal Design'/'Inclusive Design'/'Design for All' and related terms - has the ability to define and analyse products, services, environments, etc. based on the 7 principles of Universal Design - knows about variations in people's functional abilities and expectations, and can put this into a user perspective - understands basic anthropometry, ergonomics and ethnography - be able to analyze and understand how to plan and develop products, environments, services, etc. that ensure equality and equal participation for all - can relate to - and use the regulations in an appropriate way Skills: The student - should be able to apply an 'Universal Design'/'Inclusive Design'/'Design for All' approach into an existing design or a development process - can assess accessibility for groups with great diversity and complex conditions - can evaluate projects; with regard to function, inclusion, semantics, stigma, (social) sustainability, etc. - and then be able to discuss and decide which measures can be implemented - can use human-centered design methodology in the work of developing products, physical environment, services, etc. - is able to visualize a design process from idea development to finished product or product concept - has developed skills in describing the process and results in a report based on IMRoD General competence: The student - has ability to conduct a design project based on accessibility and inclusivity; through a democratic, strategic and systematic approach - understands the significance of universal design, etc. in a local and global perspective - understands the interrelation between universal design, etc. and Human Rights - can evaluate their own project work and the works of fellow students in a constructive and objective way

Learning methods and activities

Lectures, workshops, individual and group assignments - both under supervision, plenary oral presentations, written (i.e. academic report based on IMRoD) and visual submissions

Further on evaluation

Folder content: digital submission of a) final project assignment that shows the process from problem to finished design/product concept (i.e. IMRoD), and b) a reflection note on the learning process

Specific conditions

Recommended previous knowledge

TEK2112 - Universal design 1

Course materials

Course Literature: Eikhaug, O., Gheerawo, R., Berg Støren, M., Plumbe, C., Kunur, M., & Høisæther, V. 2019. Innovating with People - Inclusive Design and Architecture. Design and Architecture Norway. ISBN-10: 8245205001 Lerdahl, E. 2017. Nyskapning. Gyldendal akademisk. ISBN: 9788205514294

Reference Literature: Lid, I. M. 2020. Universell utforming og samfunnsdeltakelse. Cappelen Damm akademisk. ISBN: 9788202651213 Steinfeld, E. & Maisel, L. J. 2012. Universal Design: Creating Inclusive Environments. John Wiley & Sons, Inc. ISBN: 978-0470399132 Pullin, G. 2009. Design Meets Disability. MIT Press. ISBN: 9780262516747 Vaes, K. 2014. Product Stigmaticity - Understanding, measuring and managing product-related stigma. Delft Academic Press. ISBN: 97890-6562-3515