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Scheda Riassuntiva
Anno Accademico 2020/2021
Scuola Scuola del Design
Insegnamento 053519 - INCLUSIVE DESIGN
Docente Grillo Antonio
Cfu 6.00 Tipo insegnamento Monodisciplinare
Didattica innovativa L'insegnamento prevede  6.0  CFU erogati con Didattica Innovativa come segue:
  • Soft Skills

Corso di Studi Codice Piano di Studio preventivamente approvato Da (compreso) A (escluso) Nome Sezione Insegnamento
Des (Mag.)(ord. 270) - BV (1092) DESIGN DEGLI INTERNI - INTERIOR DESIGN***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1097) DESIGN FOR THE FASHION SYSTEM - DESIGN PER IL SISTEMA MODA***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1159) PRODUCT SERVICE SYSTEM DESIGN - DESIGN PER IL SISTEMA PRODOTTO SERVIZIO***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1160) DESIGN DEL PRODOTTO PER L'INNOVAZIONE***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1162) DESIGN DELLA COMUNICAZIONE***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1163) DESIGN PER IL SISTEMA MODA***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1164) PRODUCT SERVICE SYSTEM DESIGN***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1260) INTERIOR AND SPATIAL DESIGN***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1261) INTEGRATED PRODUCT DESIGN***AZZZZ053519 - INCLUSIVE DESIGN
Des (Mag.)(ord. 270) - BV (1262) DIGITAL AND INTERACTION DESIGN***AZZZZ053519 - INCLUSIVE DESIGN

Obiettivi dell'insegnamento
 

Risultati di apprendimento attesi
 

Argomenti trattati
GOAL
The course is meant to provide tools and methodology to design inclusive solutions, by reducing physical-cognitive, cultural and economical friction during the design process.
Students will learn to collaborate in a more inclusive way as well as to apply tools to deliver inclusive solutions.
Starting from the meaning of inclusive design and its different applications in many contexts, this course will explore further the role of designers and their responsibilities.
The methodologies and tools learned will enable students to empathize with diversity through the entire design process and keep their focus on human centricity.

METHOD
The aim of this course is to enhance the students sensitiveness to better inform everyday decisions and provide them with tools to explore, ideate and evaluate design scenarios. This course will embrace a holistic approach including topics like cognitive psychology, usability, accessibility, inclusion and actionable principles/tools to apply in different contexs in order to enable your solution to dialogue fluently with the diversity of your audience.
Lectures will be a mixed approach of frontal lesson, collaborative workshops and guest lectures from sector experts willing to share their experience of embracing diversity and design inclusive solutions.
After the comprehension of the fundamentals through frontal lessons, classroom lectures will be held in form of workshops with an introduction related to a specific topic and a collaborative session, simulation or debate.
During the lectures, further studies and home work will be required as part of group activities that will be evaluated in the final exam.

STRUCTURE
The course is composed of three parts:

Part 1- Inclusive design principles and tools
  1. Inclusive Design - definitions, story and examples
  2. Principles of Inclusive design
  3. Tools to empathize with unconcious biases
  4. Inclusive design in different fields
  5. Inclusive design process and tools
  6. Inclusive team dynamics
Part 2- Experience the diversity
Guest lecturers to share their experience with frontal lessons and collaborative activities.

Part 3- Project work
Each group will be asked to apply the tools and principles learned to design an inclusive concept, in line with the assigned design challenge.
Several exercises will be assigned as part of the project work to evaluate the understanding of each relevant issue.
The majority of the project work will be done through collaborative workshops in order to guide students through an ideal insclusive design approach: from the creation of groups, set up of inclusive ways-of-working, up to the validation and refinement of the concept.

 


Prerequisiti
 

Modalità di valutazione

Final marks will be obtained according to the following criteria:

CLASS PARTICIPATION - 40% of the final mark
This will be related to the student's participation during the lectures and the design reviews. Each team will receive a unique mark based on: 
class attendance, proactive class participation, quality/not quantity of questions/answers, quality of case discussion. 
80% class attendance is mandatory for this course because a considerable part of the project work will be done as collaborative activity during the lessons.

PROJECT WORK -  40% of the final mark
Each team will receive a unique mark based on: team player capability, application of unbiased ways of working, number and quality of intermediate reviews. Evaluation of Project will be based on the quality of project delivery: impact of your idea, briefing adherence, capability to apply the principles and tools learned, completeness of the exercise, correctness, creativity, quality of teamwork,.

INDIVIDUAL PERFORMANCE - 20% of the final mark
Each student will be evaluated based on the individual contribution to the group during the entire course (i.e. lectures, group exsercise, workshops, etc.).  The oral discussion will involve each group, with specific questions to the single members. In case of lack of engagement or participation to the group activities, the final mark of single group members can be decreased by 20%.

SINGLE PROJECT WORK - FOR NO CLASS.BASED STUDENTS
Evaluation criteria:

  1. Impact of your idea: 30% of the final mark
    Students need to define with the professor a proposal/request of Project Work on the development of a concept.
    Evaluation of Project will be based on the quality of project delivery: 
    briefing adherence, capability to apply the principles and tools learned, completeness of the exercise, correctness, creativity, quality of teamwork,.
  2. Final exam: 70% of the final mark
    Oral discussion of course subjects and project delivery

 

 


Bibliografia
Risorsa bibliografica obbligatoriaJohn Maeda, Mismatch - How Inclusion Shapes Design, ISBN: 9780262038881
Risorsa bibliografica obbligatoriaFairchild Books; 1 edition (November 14, 2011), Inclusive Design: A Universal Need, ISBN: 1563679213
Risorsa bibliografica obbligatoriaMichael J. O'Brien, R. Alexander Bentley and William A. Brock, The Importance of Small Decisions, ISBN: 9780262039741
Risorsa bibliografica obbligatoriaPatrick Langdon John Clarkson Peter Robinson Jonathan Lazar Ann Heylighen, Designing Inclusive Systems, ISBN: 978-1-4471-2867-0
Risorsa bibliografica obbligatoriaTechnically Wrong: Sexist Apps, Biased Algorithms, and Other Threats of Toxic Tech, ISBN: 9780393634631
Risorsa bibliografica obbligatoriaInclusive Design - a people centred strategy for innovation, Editore: Norwegian Design Council; 1st edition (May 17, 2010, ISBN: 829918522X
Risorsa bibliografica obbligatoria http://www-edc.eng.cam.ac.uk/research/inclusivedesign/
Risorsa bibliografica obbligatoriaAbigail J. Stewart and Virginia Valian, An Inclusive Academy Achieving Diversity and Excellence, ISBN: 9780262037846
Risorsa bibliografica obbligatoriaJohn Clarkson, Simeon Keates, Roger Coleman, Cherie Lebbon, Inclusive Design- Design for the whole population. , Editore: Springer, Anno edizione: 2003 https://www.springer.com/it/book/9781852337001
Risorsa bibliografica obbligatoriaDesign Meets Disability (The MIT Press), Editore: MIT Press, ISBN: 9780262516747
Risorsa bibliografica obbligatoriaSheryl Burgstahler, Equal Access: Universal Design of Instruction. A checklist for inclusive teaching. Disabilities, Opportunities, Internetworking, and Technology, Anno edizione: 2015 https://www.washington.edu/doit/sites/default/files/atoms/files/Equal-Access-Universal-Design-of-Instruction.pdf
Risorsa bibliografica obbligatoriaDave L. Edyburn, Would You Recognize Universal Design for Learning if You Saw it? Ten Propositions for New Directions for the Second Decade of UDL, Anno edizione: 2010 https://www.researchgate.net/publication/260471491_Would_You_Recognize_Universal_Design_for_Learning_if_You_Saw_it_Ten_Propositions_for_New_Directions_for_the_Second_Decade_of_UDL
Risorsa bibliografica facoltativaJohnson, Jeff, Designing with the Mind in Mind, Editore: Elsevier Science, Anno edizione: 2014
Risorsa bibliografica obbligatoriaBelonging At Work: Everyday Actions You Can Take to Cultivate an Inclusive Organization
Risorsa bibliografica obbligatoriaEveryday Bias: Identifying and Navigating Unconscious Judgments in Our Daily Lives
Risorsa bibliografica obbligatoriaBlindspot: Hidden Biases of Good People
Risorsa bibliografica obbligatoriaMindwise: Why We Misunderstand What Others Think, Believe, Feel, and Want
Risorsa bibliografica obbligatoriaThe Inclusive City: Design Solutions for Buildings, Neighborhoods, And Urban Spaces
Risorsa bibliografica obbligatoriaDesigning Organizations: Strategy, Structure, and Process at the Business Unit and Enterprise Levels
Risorsa bibliografica facoltativaInclusive scenarios for Hospitality: From integration to social inclusion between Interior Design and Culture
Risorsa bibliografica facoltativaDesign Anthropology: Object Cultures in Transition
Risorsa bibliografica facoltativaInclusive Design: Implementation and Evaluation
Risorsa bibliografica facoltativaDiversity and Design: Understanding Hidden Consequences
Risorsa bibliografica facoltativaWhistling Vivaldi: How Stereotypes Affect Us and What We Can Do (Issues of Our Time)

Forme didattiche
Tipo Forma Didattica Ore di attività svolte in aula
(hh:mm)
Ore di studio autonome
(hh:mm)
Lezione
43:00
86:00
Esercitazione
7:00
14:00
Laboratorio Informatico
0:00
0:00
Laboratorio Sperimentale
0:00
0:00
Laboratorio Di Progetto
0:00
0:00
Totale 50:00 100:00

Informazioni in lingua inglese a supporto dell'internazionalizzazione
Insegnamento erogato in lingua Inglese
Disponibilità di materiale didattico/slides in lingua inglese
Disponibilità di libri di testo/bibliografia in lingua inglese
Possibilità di sostenere l'esame in lingua inglese
Disponibilità di supporto didattico in lingua inglese

Note Docente
This program has been designed to be delivered in the presence of people, hoping to overcome the health emergency linked to COVID 19.
In the event of a prolonged health emergency, the timetable could vary, providing for the introduction (in part or in full) of online educational activities.
More detailed information on the methods of provision and access, as well as the indications relating to security protocols and social distancing, will be available on the University and School website. More details on teaching will be communicated by the teachers in the manner provided.
schedaincarico v. 1.6.5 / 1.6.5
Area Servizi ICT
03/12/2020