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Teaching Universal Design in
Colombia: The Academic Approach
of Two Universities
Karen Lange, National University of Colombia,
klangem@unal.edu.co
Ricardo Becerra, Javeriana University, dimaxivalido@yahoo.com,
becerrar@javeriana.edu.co
Keywords
Universal design, teaching, industrial design, architecture, strategies, examples
Abstract
This paper presents the academic experience in the application of the fundamentals of
universal design in the Industrial Design Program at the National University of
Colombia and the Architecture and Industrial Design Programs at the Javeriana
University. On the one hand, it introduces the strategies applied during the semester
workshops. On the other hand, it shows some examples of projects developed by the
students. The document finishes outlining some of the biggest challenges that can be
drawn as a result of the experience. It emphasizes the need of changing the concept
and perception of disability among the students, the systemic and interdisciplinary
approach during the development of the design project and the promotion of
networking with related institutions. Understanding that “it is normal to be different” and
that “it is abnormal to be indifferent” synthesize the fundamental competences
expected of a student that goes through these workshops.
Introduction
“It is normal to be different” [1]. In Colombia, as in the rest of the world, disability affects
most of the people at some moment of their life. Disability is a common condition and
more widespread than many people think. Many persons, especially the old ones, do
not accept having a disability because they feel socially stigmatized. However,
disability should not be treated as a disease but as an ordinary part of life that
generates a certain life condition [2].
In Colombia, this condition has become more evident in the last two decades due to
the armed conflict, narcoterrorism, social and intrafamiliar violence, aging and
nutritional conditions among others. It must be understood that the above mentioned
circumstances together with the particular socioeconomic, technical and demographic
conditions of the land, have given rise to disability as a relevant issue with increasing
proportions.
The prevalence of disability in this country has not been measured with accuracy and it
varies significantly according to the consulted source. The National Administrative
Statistics Department established that 6.4% of Colombians have a permanent limitation
(2’632.255 persons) [3] while the WHO estimates that the 12% of the population has
any kind of disability.
“It is abnormal to be indifferent” [1]. In Colombia are very few specialized programs in
industrial design or architecture that incorporate people with disabilities and the
fundamentals of universal design. Academia can not turn a blind eye to this situation
and its duty is training professionals capable of giving solutions to the problem with
commitment and social responsibility.
Industrial Design Workshop at the National University of
Colombia: Stress on Human Factors
The National University of Colombia is the biggest public university in the country,
leading research and extension initiatives among all higher academic institutions at a
national level. As a public institution, it does not respond to particular interests and is
oriented to the thinking and proposing of solutions to national problems, beyond
interests related with economical profitability [4].
The Program of Industrial Design has in its structure a design workshop with emphasis
in human factors (from now on ID-HF Workshop). Developing the capacity of
identifying, integrating and evaluating human factors variables in a design project under
a systemic understanding of the activity is one of the general objectives [5].
In the second semester of 2005, the fundamentals of universal design were adopted as
one of the focal points of the workshop, supported by various reasons. One of them is
the importance of social awareness of their graduates, who should have a clear
commitment with those human groups that require it most: children, old people and
persons with disabilities among others. Another argument, very closed related to the
first one, addresses the prevalence of people with disabilities in Colombia due to the
reasons exposed in the introduction, which demands a proactive attitude towards the
search of solutions to the problem, specially in an industrial design program of a
university with the philosophical orientation of the National University.
The workshop is given in the 5th semester of the program and just students of Industrial
Design can attend it. A range of general themes is suggested in the beginning of the
workshop and each group of students decides which specific project is going to
develop as their main project. Parallel to this, one or two ‘short’ projects are proposed,
quite more restricted thematically speaking, where the students are expected to
propose a design solution in a short period of time.
Maxivalid Design Project – Design for All at the Javeriana
University
This project is a social oriented academic initiative of the Faculty of Architecture and
Design at the Javeriana University. It initiated in January 2002 in the Industrial Design
Program, looking for the improvement of the occupational performance of people with
disabilities through the development of products, in order to raise their autonomy levels
and promote a fair participation in society. In July 2004 the Architecture Program joined
the project, strengthening its mission and opening it to new intervention scenarios on
the whole. Nowadays Maxivalid Design is based conceptually on the universal design
principles and works on the development of design solutions to be used by the largest
number of people, inspired basically on the needs and aspirations of people with
disability [6].
In the semester workshop can participate students of architecture and industrial design
that are studying the 5th, 6th, 7th or 8th Semester. The direction of the workshop is done
by an architect and an industrial designer and they consult with a group of professional
consultants of different fields.
The human being, as protagonist and main aim, together with the construction of life
projects centred on activity, define the themes of the projects. These themes are
organized in three categories: self-care, work and leisure time. “Moments” where
industrial design and architecture can work together are established, looking for the
development of overall solutions [1].
Strategies
The following paragraphs outline the most important strategies applied in the
workshops. Some of them are particular to one of the courses, while the other ones are
implemented in both universities. Each semester the strategies are evaluated in the
light of the general results of the workshops, making adjustments in order to improve
their effectiveness.
It is important to point out, that most of them are complementary and therefore in
practice can not be separated.
Motivation: Attitude and aptitude
In the case of Maxivalid Workshop, the students are not obligated to take part in it: they
decide to participate in it, after considering a range of options offered by the Faculty of
Architecture and Design. They are there, because they want to be. Therefore, passion
for design, autonomy, responsibility, commitment, working team and awareness of their
role as activity constructors are values that identity the workshop. The students are
stimulated to participate actively and purposefully, where the pedagogic processes
concentrate in the strengths of the persons and the projects, looking for improvement
opportunities [7].
In the ID-HF Workshop, students are there because they have to be: it is an obligatory
course if they want to graduate as industrial designers. Therefore, one of the
challenges of the teachers group is to motivate the students to open their minds to the
importance of human factors and universal design in the design of objects. This is done
by some of the strategies mentioned below, but also by working on the appropriation of
their work place. The room where the workshop is held “belongs” to the group and that
is why it can be adapted to their needs.
The results of the workshop depend greatly on the group motivation achieved, as a
very hard and constant work is demanded.
Rising awareness
In order to understand the reality of a human being, it is worked on the fundamental
components that allow people to be aware of their spatial and objects environment: the
senses. One of the techniques (performed by both universities) is the “sensory
meetings”.
“Sensory meetings” are dynamics in which the student assumes temporary a disability
condition and is encouraged to perform activities that a person with disability has to
carry out. For example, he or she “becomes” a blind or a deaf person, simulating in a
reliable way the activity conditions that will be worked on. This exercise allows the
students to approach to situations that generate motor, sensory, emotional and
attitudinal stress.
The Maxivalid Workshop performs also an activity called “the Senses Workshop”,
where the students, during five days in a location outside the city, have the opportunity
to construct ‘sensorial experiences’ based on the five main senses and its synergic:
touch, sight, hearing, taste and smell. Balance, orientation and even common sense
strengthen the experience. The students propose design options that offer favourable
conditions for the performance of a person in a concrete activity. At the end, each
participant develops a project with an inclusive character. The aim is returning to the
basics, the essential, the primary, in order to understand reality.
Having contact with real users
One of the main objectives of the ID-HF Workshop is that the projects are, as far as
possible, proposals that can be implemented now, with existing technology. This
workshop is not thought for dreaming: the concepts have to be checked and validated
in models or prototypes, making clear the application of anthropometric, biomechanics,
usability and interface design criteria. In line with this, the contact with real users as
part of the whole design process is preponderant. Depending on their project, students
identify persons and/or institutions and establish a permanent feedback process, from
the conceptual stage to the final models. This approach helps them not just to
understand the real needs of the users, but to evaluate and verify design concepts.
Maxivalid Workshop calls the process of designing “hand in hand” with the user
‘emphatic design’. People with disabilities, understood as bio-psycho-social beings [8],
are what matters most. This implies an ethical commitment. Therefore the starting point
of the process is the definition of human needs and aspirations. From this moment it
begins a process of continuous feedback between the students and people with a
disability. The students invite them to participate in all project phases: analysis,
diagnosis, creative phase, communication and execution, trying also to share and “live”
closely the conditions, facilities, difficulties and expectations expressed by the
individuals.
Systemic approach
The concept of system is preponderant in both workshops. Methodologically, both
courses work with the establishment and analysis of ergonomic systems [9] around
specific activities, understanding the elements involved, the interactions generated
between the elements and the emergent properties that arise from the system as a
whole.
Maxivalid Workshop begins with the understanding of the real activity to elaborate a
diagnosis, basis for decision making. During the design process it initiates the
construction of the future activity, identifying the context, physical space, human beings
and objects that will define the processes and actions of the users in the new
conditions modify by the design proposal.
Interdisciplinary approach
Both workshops give this aspect a very special place in the process; however, the
approach is different. In the ID-HF Workshop the actors involved vary a lot, depending
on the theme of the project. Considering the stress on human factors, physiotherapists,
occupational therapists, medical doctors and teaching experts are some of the most
frequent professionals that get involved in the development of the design solutions, as
it is required by the students and by the projects. In more advanced stages, teachers of
materials and processes advice the design proposals.
In the case of Maxivalid Workshop, the structure of the workshop considers by itself an
interdisciplinary approach, not just by the teachers but by the students involved.
Experts on technology, ergonomics, environment, town planning, design management,
aesthetics and psychology support permanently the development of the projects.
Controlled multidirectional communication is the key point to model responsible
interactions between human beings, physical space and objects.
Use of scenarios
Scenarios have proved to be very powerful tools in strategic planning and
interdisciplinary discussions, just to mention some examples [10]. In the ID-HF
Workshop they are used to achieve various goals: to explore and evaluate design
concepts at an early stage, to identify critical interactions among users and to
communicate easier between students and the external and internal consultants of the
project. They are used also as a tool to have a more holistic comprehension of the
situation. Matrices that support the process of organizing variables and establishing
critical interactions are developed. Users, scenes and activities are crossed with
conceptual options and design proposals, in order to establish which interactions are
crucial and which human factors criteria is determinant to be considered and applied.
In Maxivalid Workshop scenarios are used primarily for experimentation, simulation
and verification. The design proposals are proved in different scenarios, defined
principally by actors with a disability. The results are compared with the conditions
detected by users without a disability. Consequently, the design process is enriched to
offer solutions with a universal approach.
Project evaluation methods
In both workshops it is understood that universal design is a process. It is less probable
that any product can be used by all people and by all conditions. Therefore, tools that
evaluate the effective application of universal design principles are needed. Check lists,
questionnaires, evaluation matrices, verification protocols, focus groups and usability
tests are some of the tools that support the rigour of the design process.
In order to facilitate contrasting the approaches, the following table resumes the main
aspects of both workshops, including the strategies applied.
ID – HF Workshop Maxivalid Workshop
Type of University Public Private
Type of course Obligatory semester workshop Elective semester workshop
Programs involved
directly Industrial design Industrial design and architecture
Supporting areas
(formally or informally)
Depend on the specific themes,
mainly physiotherapy and
occupational therapy
Technology, ergonomics,
environment, town planning, design
management, aesthetics and
psychology
Place of the workshop
in the curriculum 5th Semester It can be attended by students of 5th,
6th, 7th and 8th Semester
Number of students Between 35 and 60 Between 25 and 30
Working with UD Since 2nd Semester 2005 Since 1st Semester 2002
Teachers
3 or 4 depending on the size of the
group. Mostly are industrial designers
with master studies related with
human factors & ergonomics, health
promotion and production systems.
2 directors (one industrial designer
and one architect) plus 6 permanent
consultant teachers, organized in a
committee), one for each area
mentioned in the item supporting
areas.
Strategies
Rising awareness
“Sensory meetings” (dynamics where
students assume temporary a
disability condition and are
encouraged to perform activities that a
person with disability has to carry out)
“Sensory meetings” and “senses
workshop” (5 day intensive and closed
workshop, where students construct
‘sensorial experiences’ and develop a
project with an inclusive character)
Having contact with
real users
Permanent feedback process with
persons and/or institutions, which
enable the verification of concepts.
‘Emphatic design’. From the beginning
to the end students have a continuous
feedback process with people with a
disability.
Systemic approach
Establishment and analysis of
ergonomic systems around the
specific activities dealt with, in order to
understand interactions.
The establishment of the ergonomic
systems around the real activities is
the basis for defining the design
process.
Interdisciplinary
approach
Mainly with physiotherapists,
occupational therapists, medical
doctors and teaching experts.
Working industrial design and
architecture together, the workshop is
interdisciplinary in its essence.
Permanent support of experts on the
areas mentioned in supporting areas.
Use of scenarios
Applied in exploration and evaluation
of design concepts, identification of
critical interactions and
communication of the projects to
internal and external consultants.
Applied for experimentation,
simulation and verification. Principally
defined by actors with a disability.
Project evaluation
methods
Emphasis on evaluation matrices,
verification protocols and usability
tests.
Use of checklists, questionnaires,
evaluation matrices, verification
protocols, focus groups and usability
tests.
Examples
The following examples are far away from giving a precise image of the results of the
academic experiences. However, they allow getting a general idea of some of the
design outcomes.
ID-HF Workshop
Bottle for beverages
This is an example of a short project, where students had to work on a proposal that
simplified or improved food consumption. The students decided to simplify the drinking
of liquids for any person, with the special consideration of people with reduced motor
control and grasping force.
Figure 1: Bottle for beverages. ID-HF Workshop, National University of Colombia.
Workstation for fine motor skills development
A multi-user working station to develop fine motor skills of children with or without
disabilities was the design answer of this group of students. Adjustable surfaces and a
‘free access’ structure offer the possibility of performing the activities in a social
inclusive situation. Contexts of use? Therapy centres, kinder gardens and even home.
Figure 2: Workstation for fine motor skills development. ID-HF Workshop, National University of
Colombia.
Seating Volleyball
Due to the absence of elements that facilitate the practice of this sport in Colombia,
and with the aim of improving the sport performance and social integration of the
players, the students worked on the design of an object that allows people, with or
without disabilities, to practice volleyball in the same conditions.
Figure 3: Element of seating volleyball practice. ID-HF Workshop, National University of
Colombia.
Maxivalid design workshop
Suceso (happening)
Furniture developed with universal design criteria oriented to make easier the
performance of sexual activity of people with motor disability. Developed by a 6th
Semester student, its modular configuration allows adapting the physical environment
in different ways.
Figure 4: Furniture SUCESO. Maxivalid Workshop, Javeriana University.
SLABA (Multi-sport wheelchair)
Final Project (thesis) of a Industrial Design student. It consists in a multi-sports
wheelchair for basketball, slalom and athletics for people with non-functional or lost of
inferior extremities. Interchanging the front wheels with a simple mechanism, the chair
can be adapted in minutes to carry out the chosen sport.
Figure 5: SLABA Multi-sport wheelchair. Maxivalid Workshop, Javeriana University.
Urban photosynthesis (Railway system)
This project won the Academic Design Prize 2006 at a national level. In this
interdisciplinary project of architecture and industrial design, the students proposed a
railway solution for urban mobility, connecting the city with an important sports complex
in Bogotá (Simón Bolívar Sports Complex). It includes the design of the vehicle, the
stations and all connectivity aspects, considering the inclusion of people with
disabilities.
Figure 6: URBAN PHOTOSYNTHESIS: Railway system. Maxivalid Workshop, Javeriana
University.
Challenges
At the moment, the results of both experiences are showing a different and positive
academic perspective towards universal design, in comparison with the traditional
approach found in Colombia. However, the trip is at the beginning. The academic
training of designers aware of the need and importance of universal design is not just a
problem of the acquisition of knowledge but a challenge of changing attitudes.
Therefore, many actions still have to be done, considering not just the academic actors
but other related institutions.
In line with this, some of the challenges that can be outlined are the following:
• Use of the workshops as spaces for developing projects with social impact, where
human factors criteria can be applied with social sense.
• Extend the impact of the projects by inviting other related areas inside each university
to work together in the planning and solving of the problems.
• Promote the share and discussion of methods and strategies in order to enrich the
academic perspective.
• Promote networking with related institutions that can help to build a more complete
and holistic approach to the projects.
• Spread and promote the academic exercise at a national and international level,
looking for the building of a cooperation network between universities and other
entities.
• Contribute to the promotion of social inclusion, the rights and dignity of people with
disabilities, based on a holistic approach [11].
Acknowledgments
We would like to thank to the colleagues of both workshops for there valuable
contributions to the discussions. Also all students are important to mention, because it
is their effort and work that allows the seeds of knowledge get a ground to grow. And at
last, but not at least, our thanks to all those persons with disabilities that have shared
with us their experiences, wisdom, needs and aspirations.
References
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Universidad Javeriana, Facultad de Arquitectura y Diseño, Bogotá, D.C.
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[3] DANE, Departamento Administrativo Nacional de Estadística (2005). Censo de la
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Estratégico. Acuerdo Nº 0066 del Consejo Directivo Universitario. Bogotá.
http://www.javeriana.edu.co/puj/documentos/proyecto.htm
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