Proposal - Universal Design Principles: Part 2

There is sufficient research to state without equivocation that the building in which students spends a good deal of their time learning does in fact influence how well they learn' (Earthman, 2004)

Universal Design Principles (UD): By designing with UD principles, this will ensure that the new learning space environment meets the needs and characteristics of diverse users (i.e both physically and intellectually different).  The following details how and why each of the 7 UD principles was included in the design outcome.

Principle One: Equitable Use

Lecturer / Teacher View

The new learning space design is a center for learning (Group and Individual), reflection and even relaxation. The new design provides safe and easy, same level access to all users, regardless of physical ability. Also, the newer technology to be incorporated into the space provides additional support to visually impaired learners, with improved access to audio and video aid equipment. Moreover, as you can see from the design changes, the learner and the teacher now have clear line-of-sight which was not available in the existing space.

 OLD-LS-VIEW

As for physical space, in the existing space users had to manoeuvre around complex layout of table and seating positions. These impeded all users, regardless of physical mobility. For example learners with visual impairments, had no visible aid assistance, to understand the layout. For aided walkers, they would be forced to sit at the fringes of the existing space, as the center area was blocked.

Learners-View

Therefore, they were inadvertently segregated from the main groups of learners. The new space overcomes this issue, with greater movement spaces and visual aids. Overall, the open design with relaxation areas and balcony provides a comparable feeling of hominess’, with the front of the space, a focus of business at hand. 

Culturally-balanced Learning Space

Another issue identified from the first assignment, was that native students have difficulties constructing attachment to the learning institution, as they have a high level of psychological attachment to their culture and communities. Yet the institution provided limited visual acknowledgement of their cultural heritage.  As for the old learning space, the walls were barren from any cultural stimulation.  Therefore, the new space has incorporated visual artifacts like cultural-significant graphics on the walls to build awareness that the institution is cultural aware of these cultural groups and their importance to learning, and assisting their communities to achieve social and economic balance.

Principle Two: Flexibility in Use

Reflection & Relaxation Space

Private Study Area & Balcony

The new design allows both the traditional teaching approach and learner-centered teaching and learning style. As the teacher has ultimate control over the digital pod-communities, therefore they can direct or focus the learners when communicating essential information or wanting feedback from the various communities or groups. But also, the mini-communities or groups can take control of their learning and focus on group tasks. The individual can remain in the community or seek out quiet space within the room either in the relaxation areas in the back of the space or balcony. And, also utilize the private rooms areas to discuss or reflect on their learning. Therefore, the space is able to adapt to different learning styles and user pace.

Principle Three: Simple and Intuitive Use

Front to Back

The furnishing and open layout included, provides self-explanations of their purpose. The mini-pod community tables have amble space for learner’s materials to cover, as well as, technology controls and other visual aids to indicate purpose.  The learner does not for example have to search for a power socket for their laptop, unlike the existing space, which would disable the fixed PC. The back area of the new space has a home design, to indicate a place to relax and chat. There are also private areas for personal or group discussions, to protect privacy from other groups or individuals. More importantly, because of its hybrid design, there is no boundary or restriction on intended users, and their range of literacy, language or area of subject acquisition. Also, the digital technology facilitates great feedback, both from the group and the ability of the teacher to more easily move around the room, or use the digital connection to the pods to monitor progress and seek feedback.

Principle Four:  Perceptible Information

Clear Lines-of-Sight

The new design with multi-angle digital screens ensures users can see the material from whatever direction they face, unlike the existing space that had poles blocking direct line-of-sight. Also, with new digital audio system, learners can utilize headset to receive direct audio of key speakers (or other learners). Also, integration of text-speech software ensures visual-impaired learners, can receive enhanced representations of digital displayed material. And that speech of the current speaker can be convert in captioned television type output for learners to easily read or transcript later.

Principle Five: Tolerance for Error

The new design allows greater movement around the learning space to avoid falling or hitting objects. The use of mini-pod community groups allows team members to help each other verify the accuracy of an individual and team work, and also, communicate privately with the teacher or other communities to seek guidance or feedback, to eliminate errors.

Principle Six: Low Physical Effort

Free-Movement

Effort-and-Help Needed

The learner and groups can move from the pod tables to the relaxation area to continue their work. As the room is wireless, they can remain in touch with the front space communities via their tablets. 

Also large automatic opening doors are used to enter the space which would accommodate a wide variety of users and centered, unlike the existing entry that requires assistance for some users, to widen the manual entry doorway.

Principle Seven: Size and Space for Approach and Use

      The learning space provides various flexible work areas. Work desks (mini-pod tables), sofas and the balcony area, and area to relax and chat. Also, a private work-study area to allow private discussions or self-reflection thoughts. The new design is for a smaller number of groups (and individuals), so that the user does not trip over one another, and has time to quietly reflect their learning. Moreover, the new design allows clear line of sight, for any user standing or seating.

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References:

Earthman, G.I. (2004), Prioritization of 31 Criteria for School Building Adequacy, Retrieved from http://www.aclu-md.org/aTop%20Issues/Education%20Reform/EarthmanFinal10504.pdf

Graphic Tools Used

1. The 2D and 3D images of the learning space were constructed using the online software at

http://planner.roomsketcher.com/

2. [OLD-LS-VIEW] Animated gif constructed with http://gifmaker.me/