How Did I Get Here?

The purpose of this study is to provide the planning factors of housing for the disabled and elderly based on the inclusive housing design as sustainable neighborhood. The goal of inclusive design is to make buildings and communities more livable for all type of people. Inclusive design should embrace other good design goals and reinforce them, not work against them. To carry out this purpose, we should proceed in the following way: First, we deducted the four design factors (the basic, recommendable, adaptable, and residential factors) by reviewing the characteristics of inclusive housing concepts. Second, we analyzed the related foreign design standards and guidelines such as the ICC/ANSI A117.1 Type C Units (the United States, 2009), Lifetime Standard (the United Kingdom, 2010), and Livable Housing Design Guideline (the Australian, 2010) through four design factors based on inclusive design concepts. Finally, we suggested the housing design factors for the disabled and the elderly in Korea. To conclude, we can make the followings: It is important basic factor that the bedroom and bathroom layout closed to each other. Also, the bedroom has the proper height of light switches, outlets, and windows. The recommendable factors take into consideration stairs and ramp, if existent. The adaptable factors are closely related to domestic housing culture as well as residential factors. Proceeding from this fact, the livability for people with disabilities and older requires accessibility and adaptability that take into account public and efficiency considering the current trend of housing development and urban planning.

Critical design arouses increasing interest in Human Computer Interaction (HCI). Critical Design is a relatively novel and a contentious design approach within this stream, while also other critical design approaches are emerging in HCI. Information systems research, then again, has been fascinated with critical research for decades and strongly integrated the critical lens into studies on systems development and use. However, critical information systems research is weak in the design practice -- very few studies actually involve design. We argue that combining the forces of these various critical traditions, an empowering approach to design can be developed. A categorization of critical design approaches is proposed and fascinating paths for future work are identified. Particularly we call for future developments on critical design research along two lines: expert-led critical design better integrating the tenets of the critical research tradition and user-led critical design truly advocating the empowerment of the power-weak.

As online learning in higher education expands, institutions are challenged to meet the needs of diverse students. COVID has further emphasized the need for inclusive online course design for all learners, especially those with disabilities. We interviewed instructional designers about their perceptions, knowledge, and responsibilities in accessible and inclusive online course design. Results indicated that instructional designers play a critical role in advocating and advancing initiatives related to designing accessible and inclusive online learning experiences. Participants described a desire for increased support and resources to help facilitate an institutional culture shift toward proactive course design strategies.

The purpose of the study is to analyze and evaluate inclusive and innovative pedagogical design and its implementation to change the effectiveness of learning in an inclusive environment, paying attention to economic efficiency. Main content. The study examines new and established theories, models and principles for curriculum development, teaching and lesson planning. Scientific novelty in combining the principles of methodology and practice of inclusive pedagogical design and developing specific tools for implementing inclusions in higher education. Research results, development of an online course Inclusive pedagogical design and improving teachers’ competencies in pedagogical design.

This paper suggests that merging Critical Design and Transition Design approaches might mutually complement them and increase their efficiency in inducing change. The discourse departs from acknowledging the necessity for a large-scale transition towards sustainable lifestyles. It recognizes as problematic the current mainstream design approaches that are focussed on immediate problems and ‘technological fixes’ within the dominant socio-economic paradigm. The emerging Transition Design is a promising step towards tackling transition as a systems-level issue, and towards conception of entirely new lifestyles. Critical Design is already recognized as a useful tool within one stage of the Transition Design – the visioning. In this paper, however, the two design approaches are shown to have considerable similarities and hence their relationship could be expanded. Critical Design could productively contribute also to adopting a different mindset, proposing other values, and in facilitating research and participation.

Teaser: An experiential learning intervention to train medical educators to effectively engage generative AI for instructional design is described.Theory-informed and evidence-based educational offerings promote student learning and equity but are time-consuming and require health professions educators to have content expertise in inclusive instructional design. While -generative AI (GAI) offers the potential to overcome these barriers, educators must learn to effectively leverage GAI tools for evidence-based instructional design. In this work, the authors piloted and evaluated a 2-part experiential learning activity to equip educators to effectively engage with GAI for instructional design purposes. The authors implemented the GAI innovation in the graduate-level "Teaching 100" course (enrollment n = 27) at Harvard Medical School September-November 2023. Educators used GAI to annotate their lesson plans to identify application of, and opportunities to incorporate, evidence-based principles of teaching and learning. The 2-part assignment provided scaffolded instruction on prompt engineering and engaged learners in metacognitive reflection on AI-generated content. The authors evaluated the effectiveness of the GAI innovation according to the Kirkpatrick Model: descriptive analysis of self--reflections evaluated educators' subjective experience (Level 1) and planned behavioral changes (Level 3), while quantification of prompt quality pre-/post-instruction measured educators' learning (Level 2). Among educators who completed the 2-part assignment (n = 17/27, 62% completion rate), the quality of -educator-generated AI prompts improved following instruction in prompt engineering: pre-instruction 1.4 (1.2) (mean [SD]) vs post-instruction 4.0 (0.8). The difference in means (2.6 points) was statistically significant (P < .0001, 95% CI [1.9, 3.3]). Metacognitive reflections revealed specific actions educators planned to pursue to implement GAI feedback to improve their instructional design. Educators reported that AI-based assignments enhanced their learning. The authors are developing a stand-alone, interactive GAI tool to be broadly deployed as a faculty development instructional design resource. This future work will yield a scalable solution to the challenge of developing AI literacy among health professions educators to leverage GAI for theory-informed and evidence-based instructional design.

Background StudyAsynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan.ObjectivesThis study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process.MethodsThis study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open‐ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage.Results and ConclusionThe research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher‐led interim summaries, pose Socratic questions, and incorporate problem‐solving projects can promote higher‐level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher‐order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation.LimitationThe study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action‐research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.

This article offers evidence from a classroom‐based research study in English secondary schools which developed an innovative approach to teaching in Design and Technology based on inclusive design (also known as universal design). The research evidence highlights how creative, problem‐solving approaches in Design and Technology can be used to provide authentic, engaging learning experiences for students. This study, entitled ‘Designing our Tomorrows', introduced secondary school teachers and students to the principles and practices of inclusive design through an intervention using specially designed resources. In this article, findings from the study%s qualitative pre‐ and post‐intervention interviews are presented to illustrate how this type of approach can stimulate students' creativity and understanding of design.

This research aims to identify the evolution of speculative design’s academic production over time and highlight current trends. Within the scope of the research, specific inclusion and exclusion criteria were applied to search and review articles using the Web of Science database. Publications categorized as Articles and Proceeding Papers indexed in the Web of Science database were taken as the unit of analysis. The bibliometric data of 472 works published on speculative design in the ten years covering the years 2015-2024 were analyzed. Most of these publications are Proceeding Papers (287) and Articles (185). The data was detailed using citation analysis, keyword analysis, and collaboration networks. The findings demonstrate that there has been a significant increase in interest in speculative design since 2019, with specific themes emerging. Among the prominent themes in speculative design literature are the social impacts of technology, future scenarios, and critical design approaches. The study highlights trends and future research potential in the theory and practice of speculative design.

The authors of this chapter note the different meaning and process of access in their two disciplines: instructional design, and education of persons with disabilities. They reviewed the professional literature to better understand the intersection of these disciplines. Using search terms such as access, instructional design, disabled, handicapped, and technology, the authors identified peer reviewed articles published between 2012 and 2018. They targeted academic journals written in English from any country, as well as journals associated with the instructional design profession, and the disability education profession. Commonalities and differences in research focus, methods, participants, and results are included. Although the context of the research was broad and varied, these organizational themes emerged: persons with disabilities, educational technology, Universal Design for Learning (UDL), inclusive classrooms, adult learners, accommodations and intervention, training and professional development, collaboration, and using instructional design to facilitate access to and through technology. This chapter expounds on the nature of, and benefits and challenges of, this type of interdisciplinary collaboration. Further, it brings to bear the importance of a collaborative approach when designing learning experiences for a target population while also giving attention to individual learner needs across contexts. The results of this review of relevant literature support the authors’ understanding that inclusive instructional design that provides all people access to, and through, educational technology is both complicated and complex, and requires a interdisciplinary team approach.

There is a need for responsible engineering design to accommodate the diverse user requirements that come with the global phenomenon of population ageing. Inclusive design can address these diverse requirements through the consideration of a wide diversity of user needs within the design process. However, uptake of inclusive design in industry is limited, with designer awareness of the approach and its associated methods and tools noted as barriers to its uptake. This research aims to understand the current approach to inclusive design education within UK Higher Education Institutions, utilising interviews with design educators and a student survey. The study concluded that teaching of inclusive design varied between institutions with conflicting responses from academics and students relating to the methodologies taught. This study recommends that greater transparency should be encouraged between institutions to encourage the development of a cohesive inclusive design education strategy, in addition to the development of a framework to aid the implementation of appropriate inclusive methods and tools within the design process.

Engineering designers often see themselves as ‘solution providers’, but there is an emerging need to change this mindset towards ‘user-led innovation’. Inclusive design, as one of the many user-centred design approaches, has the potential to help students appreciate user capabilities, needs, and expectations: a first step towards user-led innovation. This paper discusses approaches to the teaching of inclusive design at degree levels. A number of the challenges of teaching inclusive design to undergraduate students are identified. Three pilot studies are illustrated, focusing on (1) effective user research methods in large class teaching, (2) involving end-users and different disciplines in the design process; and (3) developing case studies based on successful major projects (final year design projects). Next, strategies for teaching inclusive design are proposed. This paper offers practical recommendations in incorporating inclusive design teaching into different levels of design and engineering programmes, which is critical in the training of future designers capable of ‘user-led innovation’.

Instructional designers must work in interdisciplinary contexts with incomplete information and with resource constraints. Instructional designers and instructional design researchers must have a broad understanding of multiple theories that inform and impact the planning and implementation of effective learning activities and environments. Obviously relevant theories include learning theory, systems theory, communications theory, and media theory [see Spector (2011), Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York, NY: Routledge]. In addition, instructional practitioners and researchers, and others working in complex problem-solving domains, require a great deal of skill in collecting and analyzing information from multiple sources in a variety of formats and presenting relevant syntheses to decision makers and others. How is this vast knowledge base best developed in an individual? How do instructional designers and others acquire and master the relevant set of complex problem-solving skills? In order to answer these questions, it is necessary to develop a theoretically grounded and empirically justified framework for assessing the progressive development of argumentation, critical reasoning, and problem solving.

This paper presents findings from a project focusing on the specific needs of vulnerable generations – children and elderly people – in design teaching and training activities. The thirty-months project embodied a series of activities for developing, implementing and evaluating teaching materials focused on design for vulnerable generations, and identified two critical elements for the promotion of more inclusive design. First, knowledge and skills were identified through a collaborative process with stakeholders. We also applied in-depth data collection methods, surveys, interviews and case studies with experts and operators in relevant industry and research centres, in order to identify training needs. From this, nine teaching modules were developed and tested in pilot studies. These will be made freely available online. Second, we identified the need to disseminate, focus and increase awareness among teachers, design students and professionals for vulnerable generations. This was achieved through the establishment of an international design award. Three different categories of award with relevant sets of criteria were developed through an iterative process and have been launched and evaluated. The contribution of this paper is twofold. Firstly, to encourage educators, through the communication and dissemination of the results of the project, to extend their user groups to include design for vulnerable generations, and secondly to enhance designers’ interest and knowledge in working with design for vulnerable generations.

As our learners become more diverse, online learning environments must shift to be inclusive of learners with differing backgrounds, experiences, cultures, and perspectives. With this increased complexity of our learners, educators and instructional designers face a call to action to consider such variability to promote an inclusive and equitable learning environment. Adopting traditional instructional design models is insufficient, as they were informed mostly by research excluding marginalized groups. In this essay, we: (1) unpack the ADDIE process; (2) suggest considering learner variability when designing an online course in order to be relevant and effective for the full diversity of learners, and (3) introduce the Learner Variability Navigator as a critical-questioning tool to understand how learners’ variability contributes to learning, support diverse learners, and pursue inclusive instructional design.