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

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

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

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.

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.

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

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

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

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?

Nora Nagle nnagle@mos.org

Anna Lindgren-Streicher alstreicher@mos.org

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