Design for All in ICT: Curriculum Guidelines
Masters level module: Fundamentals of Design for All
Fundamentals of Design for All
Description of purpose
This introductory Masters level module is intended to raise critical awareness of
eInclusion policy in Europe and provide a sound basis for the development of higher
level problem-solving skills. It provides the basis for the subsequent modules in a
Masters level programme in Design for All. Alternatively, it could be offered alongside
a mainstream Masters in Computing, or Design and Technology.
“…bridging broadband and accessibility gaps, or improving digital
competences, translates into new jobs and services. Initial estimates indicate
that benefits from e-Inclusion in the EU could be in the order of €35 to €85
billion over five years.”
Communication on e-Inclusion COM(2007) 694.
http://ec.europa.eu/information_society/activities/einclusion/docs/i2010_initiativ
e/comm_native_com_2007_0694_f_en_acte.pdf
The content of the module could be enhanced to address contemporary issues of
society and new technologies, and to provide further opportunities for practical
assignments that build skills in research and complex problem solving.
This module can be adapted for use on its own as part of an accredited professional
development programme for policy makers, business, IT management or digital
services provision.
Qualifications structure and credit level
Credits: 15-30 ECTS, Masters level
Pre-requisite: student has successfully completed an ICT bachelor level ( 1st cycle)
This introductory course may also be offered to students from other disciplines who
demonstrate the level of competence necessary to follow a Masters level programme
but have background in art, design, humanities or assistive technologies
Aims and objectives of module
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To provide the student with a real world understanding of the complex needs of
older and disabled people when using ICT and people who use AT
To provide understanding of the social, political and economic issues of
eInclusion
To provide a sound basis for solving complex problems and undertaking
innovative research and design.
Student-centred learning outcomes
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The aim of this module is to provide the student with: a critical understanding of
design for all principles and the latest practices with respect to a range of current
and novel ICT solutions
© 2009 Design for All@eInclusion
Design for All in ICT: Curriculum Guidelines
Masters level module: Fundamentals of Design for All
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By taking this module the student will understand: how Design for All (‘DfA’) can
be applied as an enabler of accessibility and participation in the information
society
This module consists of: theoretical concept building, critical evaluation of
guidelines and the regulatory framework, and practical research activities
Learning outcomes
On successful completion of the module the student will have the knowledge to be
able to:
 Critically apply the basic principles of DfA regarding ICT products and
services and reflect on the importance of DfA as enabler of inclusion (social,
socio-political, socio- economic, economic aspects)
 Demonstrate common understanding of the importance of the interdisciplinary
nature of DfA and the stakeholders and users involved
 Critically apply the national and international recommendations and
regulations on ICT accessibility and usability including web, software and
usability design and their effects on ICT products and services
 Analyse and argue the importance of Assistive Technologies (AT - principles
history, rationale and relevance)
On successful completion of the module the student will have the skills to be able to:
 Communicate and work effectively, ethically and appropriately with older
people, people with disabilities and all people at risk of exclusion.
 Critically apply existing best practice in design for all solutions to real world
ICT problems.
 Work effectively and problem solve both independently and as part of a team.
Content (syllabus list)
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Key principles of universal design
National and international level guidelines of best practice, standards and
recommendations (as applied)
Pragmatic approach to the future of ICT – changes to technologies, human
computer interaction paradigms, user centred and user driven design, usability
engineering
User diversity
Knowledge of stakeholders (marketing, software developers, designers,
engineers)
Research paradigms (e.g. participatory design, inclusive design)
Ethical and social issues of design for all
National and international political context (e.g. changing approaches to care
packages)
Methods of achieving learning outcomes
Introducing examples of best practice case studies, and contemporary research
developments through lectures, seminars and e-learning activities.
Opportunities for experiential learning include:
 Practical application of best practice guidelines
 Individual and group work to critically evaluate best practice case studies
© 2009 Design for All@eInclusion
Design for All in ICT: Curriculum Guidelines
Masters level module: Fundamentals of Design for All
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Face to face and virtual contact with people with disabilities, ageing and
complex needs through video or a programme of visits
Learning, teaching and assessment strategy
Students work should be assessable and gradable. The learning outcomes include
practical experiences, problem solving and group work that would allow for innovation
in assessment strategies such as preparing presentations, and demonstrating
solutions.
Assessment should comprise at least 50% coursework.
The assessment strategy may combine course work and examination, such as:
 50% course work for example making a presentation on the application of
guidelines to an example of ICT
 50% examination
Sample activity
This practical and theoretical exercise consists of both group work (carried out in a
face to face session and on-line) and individual activity. The students submit a draft
of their work for formative assessment and a final report for summative assessment.
The following sample activity demonstrates the range and scope of the required
tasks.
Example 1: Group practical and theoretical activities “A day out at Kew Gardens” (or
similar public tourist attraction).
The students are required to plan the trip, taking account of a wide range of user
needs and critically evaluating resources available. Different aspects of the journey
cycle from planning will be included: ‘what is the weather’, how to get there’ ‘what
facilities are available’, to how the user group ‘communicate and share information’,
in-journey activities such as buying tickets and in-journey announcements.
Reading Material
Clarkson J, Coleman R, Hosking I and Waller S. (2007): Inclusive design toolkit.
Cambridge Engineering Design Centre and also:
http://www.inclusivedesigntoolkit.com/betterdesign/
Keates, S and Clarkson, J. (2003): Countering design exclusion, An introduction to
inclusive design. Springer-Verlag.
Stephanidis, C. (ed), (2009): The Universal Access handbook. CRC Press Taylor &
Francis Group.
A selection of primary research resources drawn from journals including Transactions
on Accessible computers, Universal Access in the Information Society, Interacting
with Computers, Gerontechnology eg:
Newell, A.F.: "Commentary on "computers and people with disabilities": Accessible
computing - past trends and future suggestions", ACM Transactions on Accessible
Computing, 1(2) (2008), ACM, pp.9.1-9.7.
© 2009 Design for All@eInclusion
Design for All in ICT: Curriculum Guidelines
Masters level module: Fundamentals of Design for All
Eisma, R, Dickinson A., Goodman, J., Syme, A., Tiwari, L., Newell. A.F. (2004): Early
user involvement in the development of information technology-related products for
older people. Universal Access in the Information Society 3(2): 131-140.
Additional links to online resources
AssistiveWare has profiles, podcasts and links to videos on people who use
assistive technologies, see link to video One thumb to rule the world.
http://www.assistiveware.com/videos.php
The Center for Universal Design: http://www.design.ncsu.edu/cud/index.htm See
seven principles of Universal Design, select preferred format from:
http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm
Inclusive Digital Economy Network – link to videos hosted on YouTube mainly
relating to older people using new technologies. Also available as DVD’s
http://www.iden.org.uk/videoplayer.asp
Microsoft Enable: http://www.microsoft.com/enable/
Trace Centre http://trace.wisc.edu/
Travel planning exercise:
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Disabled persons transport advisory committee (DPTAC):
http://www.dptac.gov.uk/
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Kew Gardens: http://www.kew.org/visit-kew-gardens/index.htm
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Transport Direct: http://www.transportdirect.info/Web2/Home.aspx
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Transport for London, accessibility:
http://www.tfl.gov.uk/gettingaround/transportaccessibility/1167.aspx
United Nations Convention on the Rights of Persons with Disabilities, Article 9 –
Accessibility. http://www.un.org/disabilities/convention/conventionfull.shtml
Design for All in ICT: Curriculum Guidelines
This work is licenced under the Creative Commons Attribution 3.0 Unported
License. To view a copy of this licence, visit
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Attribution: This work is supported by the Design for All at eInclusion (DFAEI)
project which was funded by the European Commission under the Sixth Framework
Programme for Research and Technological Development (contract No. 033838).
Design for All in ICT Curriculum Guidelines. S.Keith, G.Whitney (eds)(2009) were
developed in collaboration with partners from 23 European countries. The
Guidelines describe various modules which are intended to support the creation of
new bachelor and master level programmes in Europe. For further information go to:
http://www.dfaei.org/curricula.html
© 2009 Design for All@eInclusion