universal design for museum programs (gbmer workshop)
TRANSCRIPT
Universal Design
Nora Nagle & Anna Lindgren-Streicher
Museum of Science, Boston
GBMER 1/21/14
Inclusion in museums
CAISE inquiry group framework• Physical inclusion
• Cognitive inclusion
• Social inclusion
Universal design example
Physical inclusion
Defining universal designThe design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
Center for Universal DesignNorth Carolina State University
Physical inclusionPrinciples of universal design• Equitable use• Flexibility in use• Simple and intuitive• Perceptible information• Tolerance for error• Low physical effort• Size and space for approach and use
Copyright © 1997 NC State University, The Center for Universal Design
Cognitive inclusion
Universal design for learning• Recognition learning: multiple, flexible methods of
presentation.• Strategic learning: multiple, flexible methods of expression
and apprenticeship.• Affective learning: multiple, flexible options for engagement.
(Rose and Meyer, 2002)
Photo by Emily Maletz
Inclusion in museums
• Museums are places where design is used to facilitate learning
• Museums offer the possibility of multi-sensory learning activities
• Museums provide groups of visitors with the opportunity to learn through conversations
Photo by Emily Maletz
Introduction to the Universal Design Guidelines
Photo © Michael Malyszko
Three Main ConceptsThree main ideas can be used by museum educators while developing and implementing programs.
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of engagement
3. Physical and sensory access
The Three Main Concepts
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of engagement
3. Physical and sensory access
Why repeat and reinforce main ideas?
• Learners have different preferences for receiving information:–Audial –Tactile –Visual
• Helpful for those with different attention spans or short-term memory–Can relate to a disability or context of the
situation
Considerations for Developing a Program
• Explicitly state and focus on the main idea.
• Break down the program into distinct pieces.
• Be explicit about this breakdown.
Designing Props and Materials
• All information (visual, aural, and tactile) should support one another.
• Have hands-on elements that can be passed around to reinforce main ideas.
Photo by Emily Maletz
Delivering your Presentation• Repeat key ideas.
• Use images and text for emphasis.
• Check in with the audience along the way.
• Next level: Offer opportunities to preview materials before the program.
Photo by Emily Maletz
Repeat and Reinforce Wrap-Up• Learners have different preferences for
receiving information:– Audial – Tactile – Visual
• Helpful for those with different attention spans or short-term memory.– Can relate to a disability or context of
the situation
The Three Main Concepts
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of engagement
3. Physical and sensory access
Why make multiple entry points and multiple ways of engagement available?
• Different levels of content knowledge and personal experiences
• Gives a wide range of visitors an avenue for understanding
• Multiple examples provide visitors ways to connect to the content
Developing a program
• Connect to a range of prior experiences• Make it fun and engaging for all learners• Consider multiple analogies for the
same idea• Use examples and non-examples• Build multiple layers into the program
Developing a program
Delivering your Presentation
• Find ways to engage audience members in the program
• Ask questions during the program
• Have volunteers help with portions of your presentation
Photo by Emily Maletz
Multiple Entry Point and Engagement
• Different levels of content knowledge and personal experiences
• Gives a wide range of visitors an avenue for understanding
• Multiple examples provide visitors ways to connect to the content
The Three Main Concepts
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of engagement
3. Physical and sensory access
Why provide physical and sensory access?
• People are diverse in their abilities:–How they can navigate an area–How much they can hear & see–How much they can sit or stand
Designing Props and Materials
• Large and high-contrast text and images
• Caption video • Use color • Tactile models
• Next level: Provide handouts
Set Up and Prep• Good visibility of presenter’s face• Good visibility of materials on cart• Don’t block your slides / demos
• Next level: Consider available seating • Next level: ASL interpreter
Delivering your Presentation• Announce accessibility options• Encourage all learners to participate• Include pauses for processing ideas• Provide auditory descriptions
Questions?
Photo by Emily Maletz
Nora Nagle [email protected]
Anna Lindgren-Streicher [email protected]
Photo/Photos on slides 6, 7, 13, 14, 20, and 27 by Emily Maletz Graphic Design for the Nanoscale Informal Science Education (NISE) Network. Supported by the National Science Foundation, Award #0940143
Contact & Credits