ShodhKosh: Journal of Visual and Performing ArtsISSN (Online): 2582-7472
Evaluating the Effectiveness of Universal Design Principles in Architecture Design Studio Mohammad Noman Mansoori 1 1 Assistant
Professor, Faculty of Architecture, Planning & Design, Integral University,
Lucknow, U.P, India 2 Assistant
Professor, School of Architecture and Design, K.R. Mangalam University,
Gurgaon, India 3 Assistant
Professor, Faculty of Architecture & Ekistics, Jamia Millia Islamia, New
Delhi, India
1. INTRODUCTION The production of products, environments, programs, and services that are usable by as many people as feasible without the need for adaption or specialized design is referred to as universal design. Basnak et al. (2015) Universal or Inclusive Design is a design philosophy that aspires to create an inclusive, sustainable society in which everyone may contribute their full potential. The universal/inclusive design goods assist handlers with various facilities, limitations, and requirements. The new challenge for designers is to make useful and enjoyable things regardless of whether the operator is distinct from others. Its goal is to make the atmosphere manageable and equivalent to universal/inclusive design. Ergenoglu (2015) Universal design is not a “one-size-fits-all” approach to design; rather it is a user-centered approach that considers the functionality of the widest possible variety of users. The idea of "Design for Everyone" is linked to barrier-free design, which is another name for universal design. While not exclusively for the architecture profession, the concept of universal or inclusive design is closely related to architecture. We will be closer to our goal of providing safe, accessible, and general settings for all when universal design elements are incorporated into the design process. The following objectives are taken for the aim: To identify the universal design principles relevant to architectural design. To develop the curriculum based on universal design for 3rd year architecture design syllabus. To develop the design exercise framework integrating universal design principles for B.Arch. 3rd year architectural design studio. To evaluate the exercise on the markers of universal or inclusive design. The following research questions to be answered: What type of exercises are to be undertaken in a 3rd-year design studio? How to develop the design exercise by integrating universal design principles in a 3rd-year design studio? What are the methods applied to evaluate the design exercise? Universal design maintains a holistic approach to create architectural objects. Holism holds that every element of architectural space matters and ought to be designed to accommodate the requirements of every user. The comprehensive design approach is supported by multifarious analysis and collaboration. The construction and installation of the object should be in keeping with the spatial and cultural context in which it is designed climatically. Izani et al. (2019) 1.1. MATERIAL AND METHODS In this study, the research methodologies include a
literature review and the comparative study of the student’s work according to
universal design pre and post-lecture. To
contextualize the background investigation into the universal design principles
in the design studio, some research publications were examined. Analysis of the
B.Arch. syllabus of Jamia Millia Islamia shows a lack of implementation of
universal design. Therefore, a studio design exercise relevant to universal
design in the 3rd-year design studio has been introduced of which
students’ responses (pre and post-design work) analyzed and evaluated by the design teachers and
researchers. Khare & Mullick (2012). 2. LITERATURE STUDY In this study, the Centre for Universal Design's design guidelines for UD principles are used as heuristics. (The Center for Universal Design, 1997). Following keywords/phrases defined for the research understanding: Equitable Use: Everyone, regardless of disability, should be able to use a building. Flexibility in Use: Designers and architects must consider a variety of needs and physical constraints, such as left-handedness and color blindness. Simple and Intuitive Use: Regardless of experience or expertise, universal design features should be straightforward to use. Clear Information: Everyone, regardless of language or reading ability, should be able to understand signage and other forms of communication. Tolerance for Error: Universal designs should reduce risks while staying safe for those who interact with them in ways that differ from what the architects intended. Low Physical Effort: The navigation of universal design elements should take as minimal physical effort as possible. Size and Space for Approach and Use: Regardless of mobility, body size, or posture, a structure should be sized and arranged to be comfortable for everyone. Consider elements like a line of sight and grip size disparities. According to descriptions of universal design education in architecture, it consists of the three crucial components listed below: User-Designer interaction: Whatever technique or instrument is used by designers to better match the end user's needs with the final product. Understanding people: Information about statistics, demographics, the range of human abilities and the effects of deficiencies in any of these abilities, understanding of how people interact with their environment, etc. Evidence-based findings: Any historical information on positive or negative experiences with the environment or products, like post-occupancy evaluation reports, can be incorporated back into the design process to help shape ideas for the future. A wide number of topics are covered by Universal Design, which also offers the opportunity to put theory into practice. Determining the extent of universal design education is therefore essential. Teaching universal design requires not only lectures on theoretical issues but also other instructional strategies like audits, case studies, and discussions. Following aspects which determine the model's scope are: Developing empathy, Legal and social consciousness, Physical environment awareness, Universal design knowledge, Inclusive and universal design in architectural contexts, best practices, Typological research, Creating novel strategies and design solutions, Future directions for universal design. The purpose of this specially designed course on UD is: To impart knowledge of the UD concepts and principles, to investigate how the UD method could help the entire society in an inclusive way, to debate a wide spectrum of human skills and come up with answers for a variety of real-world problems, to foster an understanding of the human race's diversity, to improve environments for optimum accessibility for all by developing the ability to recognize UD. Khare et al. (2012) The UD Framework concludes with the process. The list below outlines a procedure for bringing universal design into higher education (UDHE). It is compatible with all UD applications. Determine the field's best practices and applications: Specify the environment or product that UDHE should be used on. Determine best practices (e.g., evidence-based teaching practices, technology standards, architectural design specifications) in the application's field. Think about the variety of traits that could make up
potential users: Describe the potential users of the application: their
gender, age, ethnicity, race, native language, learning preferences, size, and
abilities to see, hear, walk, operate objects, read, and speak. You should also
mention any potential difficulties they might have connecting with the
environment or the product. Adapt UDHE to industry best practices: To maximize
the benefits of the application for individuals with a variety of
characteristics, integrate UDHE methods—which are supported by pertinent UD,
UDL, and WCAG principles—with best practices in the application domain. Make a plan for accommodations: Create protocols for accommodating individuals with disabilities that prevent them from accessing the design (For instance, through sign language interpreters or assistive technology). Signage, syllabi, journals, and websites can all be used to publicize these processes. Evaluate: After the product or environment has been implemented, gather feedback from people who use it and have different characteristics (e.g., through online surveys, and focus groups). Make adjustments in light of the results. Return to step 3 if the review's findings indicate that your design needs to be improved. 3. ANALYSIS OF JMI SYLLABUS Table 1 elaborates on the objectives, content and design exercises/activities of architecture ug curriculum of Jamia Millia Islamia and also tries to analyze the syllabus content on the aspects of universal design aspects. Table 1
The overall finding of this comparative analysis syllabus shows that it lacks on the aspects of universal or inclusive design in the syllabus of B.Arch. in Jamia Millia Islamia. Larkin et al. (2016) 4. FINDINGS AND DISCUSSION: Students’ Responses Figure 1
Figure 2
Table 2
Figure 3
Figure 4
Table 2 and Figure 3 show the overall performance of 3rd-year
students between pre-lecture design work and post-lecture design work, the
average of post-lecture work is 19.8 which is significantly better than the
average of pre-lecture work which is 14. Further, Table 2 demonstrate the assessment of pre-lecture
students’ design work is showing that except two students all the student’s
design work are less than 50% of the parameters of universal design. While on
the other hand, the assessment of post-lecture students’ design work shows that
most students’ design work is more than 50%. This analysis shows that all the
parameters of Universal design are less than 50% in pre-lecture students’
design work while in post-lecture students’ design work, all the parameters of universal
design are more than 50% except Clear information which is 60%. In this
comparison we can see that all parameters of universal design are significantly
better in post-lecture students’ design work. The overall finding of this
analysis shows that the universal design was not effectively or actively
practiced in the 3rd-year architecture design studio. But when a designed
framework for a 3rd-year design studio according to universal design principles
was implemented then the situation has been totally changing the scenario as
universal design is more effectively or actively practiced in the 3rd-year
architecture design studio. Manley
et al. (2013) 5. OBSERVATIONS By using pre- and post-design assessments on third-year (Jamia Millia Islamia) students, this study aims to increase awareness of universal design principles and highlight the significance of universal design in architecture design studios. The architectural design curriculum ought to incorporate UD in the framework of the design studios. The general conclusion of this study is that universal design was not implemented successfully or actively in the third-year architecture design studio. A lecture and exercise were given, followed by a post-design assessment on the implementation of universal design principles in the auditorium which is part of their design problem i.e. Cultural Centre. The situation changed dramatically when we created the design framework for the 3rd year design studio using universal design principles. Universal design is now more successfully and actively practiced in the 3rd year architecture design studio. Mulligan et al. (2018) To raise student knowledge of UD, it is critical to develop a curriculum that incorporates the organization's values, beliefs, and philosophy. All design professions, including architecture, interior architecture, industrial design, landscape architecture, and urban design, can use UD. Olguntürk & Demirkan (2009) Given that most participants in the study were unable to incorporate UDPs into their designs, the results indicated a deficiency in the integration of UD in design education. To enhance integration, incorporate Universal design principles into the architecture design curriculum and put them into practice in architecture design studios. To support the development of UD, academicians and educators should offer a range of academic and design contexts, including workshops, conferences, seminars, and design competitions, in addition to courses that follow the UD methodology. 6. RECOMMENDATION The Council of Architecture, minimum standard of architectural education regulation must be integrated with the Universal design principles and guidelines. Department of Architecture, Jamia Millia Islamia, New Delhi and other institutions lacking the parameters and aspects of universal design must redesign their B.Arch. curriculum following the guidelines of Council of Architecture 2020 to incorporate the universal design in their curriculum of architecture design. The integration of universal design principles in design problems should be mandatory in the design studios. At least one exercise should be done in the 3rd-year design studio to make students sensitive and responsive towards every section of the society. Proposal of the design studio framework for 3rd year to include the universal design principles. Figure 5
CONFLICT OF INTERESTS None. ACKNOWLEDGMENTS We would like to thank Ar. Nomaan Khan, (assistant professor in Jamia Millia Islamia) and Ar. Siva Kumar Srinivasan, Ar. Khushboo and the students for their kind support and participation in this research experiment. REFERENCES Basnak, M., Tauke, B., & Weidemann, S. (2015). Universal Design in Architectural Education: Who is Doing It? How is it Being Done?. ARCC 2015 Proceedings, 670-678. Ergenoglu, A. S. (2015). Universal Design Teaching in Architectural Education. Procedia-Social and Behavioral Sciences, 174, 1397-1403. https://doi.org/10.1016/j.sbspro.2015.01.766. Helvacioglu, E., & Karamanoglu, N. N. (2012). Awareness of the Concept of Universal Design in Design Education. Procedia-Social and Behavioral Sciences, 51, 99-103. https://doi.org/10.1016/j.sbspro.2012.08.125. Izani, M., Alkhalidi, A., & Razak, A. (2019). Concept Awareness of Universal Design in Interior Design Programs in the UAE. Pertanika Journal of Social Sciences & Humanities, 27(2). Khare, R., & Mullick, A. (2012, September). Universal Design India Principles; A Contextual Derivative for Practice. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 56(1), 624-628. https://doi.org/10.1177/1071181312561130. Khare, R., Mullick, A., & Raheja, G. (2012). Universal Design India Principles@ 2011, a Collaborative Process of Developing Design Principles. Transed, 2011, 1-8. Larkin, H., Dell, K., & Hitch, D. (2016). Students' Attitudes to Universal Design in Architecture Education. https://doi.org/10.36251/josi.109. Manley, S., & Graft-Johnson, A. D. (2013). Towards Inclusion: Rethinking Architectural Education. Construction Management and Economics, 31(8), 914-927. https://doi.org/10.1080/01446193.2013.797093. Mulligan, K., Calder, A., & Mulligan, H. (2018). Inclusive Design in Architectural Practice: Experiential Learning of Disability in Architectural Education. Disability and Health Journal, 11(2), 237-242. https://doi.org/10.1016/j.dhjo.2017.08.009. Olguntürk, N., & Demirkan, H. (2009). Ergonomics and Universal Design in Interior Architecture Education. https://doi.org/10.4305/METU.JFA.2009.2.7.
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