Iaud ud hitachi.2010

© Hitachi, Ltd. 2009. All rights reserved.

San Francisco State University/Hitachi Universal Design Elementary School Workshop

Ricardo Gomes, Professor, Design and Industry Department, SFSU Hsiao‐Yun Chu, Assistant Professor, Design and Industry Department, SFSU

Abstract

This presentation documents the collaborative project between, Hitachi Ltd., Tokyo, Japan and the Design and Industry Department at San Francisco State University. The aim of this project was to localize educational materials for a workshop in Universal Design that Hitachi had originally developed in 2005 for school children in Japan so that it would be appropriate for middle school children in the United States.

The project underscores and summarizes the significance of such collaborative ventures that enhance the dynamic linkages between corporate social responsibility programs and academic community service‐learning experiences. This presentation outlines the mutual goals that were the framework of the partnership between Hitachi and SFSU. This project led to the presentation, in April 2009, of a successful UD workshop given by Hitachi America, Ltd. and SFSU at the Clarendon Elementary School in San Francisco.

Introduction/Overview

2010 marks the 20th Anniversary of the landmark passage

ADA (Americans with Disabilities Act)

Designing user‐friendly, learning approaches, within a flexible learning environment is “a matter of common sense and creativity”

Project Overview

What does Universal Design have to do with early care and education?

The concept of Universal Design has been broadened beyond the creation of physical space and objects to include:

• design of curriculum• teaching strategies• increasing accessibility in

education

Project Overview

Objective: to document the collaborative project between Hitachi

Ltd., Tokyo, Japan and the DAI Department

Collaborative Aim: to localize a Hitachi UD Elementary Educational

Workshop that was originally developed for school children in

Japan so that it could be delivered to school children in the U.S.


Project Partnership

• Hitachi employee volunteers give UD lessons on universal design.

The SFSU/Hitachi study was based upon the Hitachi Corporate Responsibility

Program, that was created to teach elementary school students in Japan the

principles of Universal Design in 2005

• help children think more freely and creatively in expanding their understanding about people‐friendly living spaces and communities.


Purpose

• Expanding Hitachi’s Corporate Social Responsibility efforts with its Hitachi America offices to incorporate Universal Design educational outreach into its community service outreach.

• The localized UD workshop materials used to train to serve as facilitators for UD Elementary Educational workshops in the US.

SFSU Project Development

•The study involved the research, planning and implementation of

an interactive slide presentation and UD workshop class materials.

•Graduate Research Assistants:– Ms. Ikue Enomoto and Mr. Hiroki Takeshita

•University’s Elementary Education program

•Disability Program Resource Center

Universal Design Workshop Objectives

Essential Questions presented to the 5th Grade

Elementary students:

• Why is Universal Design important to us?

• What products can you find in your everyday life that is easy for everyone to use? What products are difficult to use?

• How can you design a product and environment that can make life easy for everyone to use and understand?

Universal Design Workshop Format

1) Present the PPT1 lesson material –make it as interactive as possible with the students while maintaining the integrity of the script. This presentation introduces the principles of Universal Design with visual examples.

2) Present the PPT2 workshop presentation – this provides the instructions for the activity portion of the workshop.

3) Present the PPT3 Review presentation and follow‐up material – This is a wrap‐up

with new examples.


1) PPT1 lesson material –

1.1 Intro to Universal Design

1.2 What is “Design”?

1.3 Who is a “Designer”?

1.4 Not Everything is Designed to be

Easy to Use

1.5 What is “Universal Design”?

1.6 Why is Universal Design Important?

1.7 Diverse People in Our Community

1.8 Importance of Universal Design

1.9 In Your Lifetime

1.10 Universal Design Examples


2) PPT2 UD Workshop Presentation Hands‐on Experience/Group Work

2.1 What’s inside the bag?

2.2 Finding out what was inside the bag ‐

a TV remote control

2.3 Discuss if the remote has UD feature

2.4 Discuss the features of design

2.5 Brainstorming for TV remote design

2.6 Designing a remote and making a

presentation board


3) PPT3 Review presentation and follow‐up material – This is a wrap‐up with new examples.

Localization Considerations

• Cultural References/ Cultural Preferences

• Context

• Delivery and results13

Universal Design

Let’s think about products and communities

that make life easy for everyone!

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Comparison

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Comparison

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Comparison

What is “Universal Design”?

Products and services that are easy to use for everyone, regardless of age, gender, cultural background or physical condition.

Diverse People in our Community

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People with disabilities

People Who Wear Glassesor Contact Lenses

Pregnant WomenLeft‐handed People

People Traveling Abroad Senior Citizens

Children

1. Easy to Use


The workshop focused on three primary elements that

Universal Design needs to be:


2. Easy to Understand

3. Appealing


We have all kinds of people living in our

community and it is getting more diverse.

Why is Universal Design Important?

Many people experience obstacles

in their daily lives.

There will be

Over 50 million senior citizens

in 2020

Number of senior citizens is increasing!

Importance of Universal Design

15% of US citizens have some disabilities

41.3 Million people have some level of disability

Importance of Universal Design

Yourself Today

Grandpa Friends

Seniors

Relatives

Brothers & SistersTravelers

Spouse and Children

Injury

In Your Lifetime

Lever handle does not require much physical effort to use.

Universal Design Example

Level platform and wide entrance make access easy and safe for all people.



Icons and Braille make signs more accessible.


Big buttons, display and lighting are more user‐friendly.

Workshop Delivery

• Intro to UD (slideshow 1)

• Intro to group exercise (slideshow 2)

• Group Exercise

• Presentation of concepts

• Wrap‐up (slideshow 3)

• Introduce Universal Design

• Have students identify/think critically

• Demonstrate what they learned

• Review the concept

Objective

Understandings

• establish an awareness for the perspectives of people living with disabilities.

• show the importance of being considerate of otherpeople

• illustrate the concept that things should be intuitive to use and understand for everyone

Workshop Results

• Students were able to empathize with diversity

• Very inventive with their suggestions, often incorporating green features

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Workshop Results

Post‐workshop Analysis

• The Students’ feedback was informative in validating the benefits the educational service‐learning experience.

• Students generally showed sensitivity to UD principles, as well as an ability to empathize with different types of users

• The Students’ redesign of a television remote control showed that they had taken the principles of UD to heart and were able to creatively implement them into the design of a new remote control.

Post‐workshop Analysis

• group participation and interactive project based learning experience

• oriented to a UD human‐centered design approach

• respect for other of different abilities and needs

• listening and understanding diverse perspectives other their own

• employed observation and analysis methods

• idea generation/brainstorming/sketching

• design thinking principles

Learning Outcomes: as a result of the UD presentation and workshop Students gained:


Conclusions

• What distinguished the collaborative Hitachi/SFSU partnership was the unique balance of academic and professional expertise that benefited from the diverse background and interdisciplinary abilities of faculty and students

• By developing new workshop materials and refining them along the way with expert feedback, we were able to successfully transition, localize and test an educational module originally developed for Japanese students to the US population.

• This experience benefited Hitachi in the area of corporate social responsibility, provided opportunity for SFSU faculty and students to apply their expertise in design and education through a valuable research and community service learning experience


ACKNOWLEDGEMENT AND CREDITS:

Collaborative Project Contributors:

Hitachi Contributors

Mr. Kazuyuki Miyanaga, Senior Manager, Corporate Social Responsibility Promotion Department, Hitachi, Ltd., Tokyo, Japan

Ms. Yukie Motomiya, Senior Designer, User Experience Research Department, Hitachi, Ltd., Tokyo, Japan

Ms. Carol Kalé, Assistant Manager, Corporate Social Responsibility, Hitachi America, Ltd., Brisbane, CA

San Francisco State University/Clarendon Elementary


ACKNOWLEDGEMENT AND CREDITS:

San Francisco State University/Clarendon ElementaryCollaborative Project Contributors:

Ms. Ikue Enomoto, Graduate Research Associate, Design & Industry Department, SFSU

Mr. Hiroki Takeshita, Graduate Research Associate, Design & Industry Department, SFSU

Ms. Diane Garfield, 5th Grade Teacher, Clarendon Elementary School, San Francisco Unified School District (SFUSD)San Francisco,

Clarendon Elementary School, San Francisco Unified School District, SFUSD, 5th Grade Class, Ms. Diane Garfield, Teacher

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Ricardo Gomes, Professor, Design and Industry Department [email protected]‐Yun Chu, Assistant Professor, Design and Industry Department, [email protected]

Thank You!

Iaud ud hitachi.2010

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