ECTS - Universal Design
Universal Design (ICM384) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Universal Design | ICM384 | Area Elective | 1 | 2 | 0 | 2 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Demonstration, Discussion, Problem Solving, Team/Group, Project Design/Management. |
| Course Lecturer(s) |
|
| Course Objectives | The course is based on teaching universal design approach and principles through practice and examples. It aims to develop students’ ability to design for all people, considering the diversity of users. It aims to provide information about the elderly, children, and individuals with diverse abilities and to understand the difficulties encountered by experiencing empathic design techniques. In addition, analyzing and criticizing existing designs and developing design solutions in line with the universal design approach are important objectives of the course. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The course consists of studies aimed at designing for all types of users in line with the universal design approach and principles.It aims to analyze the relationships between humancentered design,useroriented design,empathic design,and universal design.In addition,it includes the relationship of the concept of universal design with accessible, adaptable,and usable design. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Course description | Getting general information about the course content |
| 2 | Statistical information on the elderly, people with diverse abilities and children in the world and Turkey | Reading articles on the relevant topic |
| 3 | Historical development of universal design concepts and principles, human-centered and user-oriented design approaches | Reading articles on the relevant topic |
| 4 | The relationship between the concept of universal design and accessible, adaptable, and usable design | Reading articles and design standards/guidelines on the relevant topic |
| 5 | Empathic design and techniques | Reading articles on the relevant topic |
| 6 | Principle of Universal Design 1: Equitable Use | Reading articles on the relevant topic |
| 7 | Principle of Universal Design 2: Flexibility in Use | Homework |
| 8 | Midterm Exam | Preparation for Midterm Exam |
| 9 | Principle of Universal Design 3: Simple and Intuitive Use | Homework |
| 10 | Principle of Universal Design 4: Perceptible Information | Homework |
| 11 | Principle of Universal Design 5: Tolerance for Error | Homework |
| 12 | Presentations of Project 1 | Preparation for Project 1 |
| 13 | Principle of Universal Design 6: Low Physical Effort | Homework |
| 14 | Principle of Universal Design 7: Size and Space for Approach and Use | Preparation for Final project |
| 15 | Final Project | Preparation for Final project |
| 16 | Final Project | Preparation for Final Project |
Sources
| Other Sources | 1. Dostoğlu, N., Şahin, E., & Taneli, Y. (2009). Evrensel tasarım: Tanımlar, hedefler, ilkeler. Mimarlık Dergisi, 347. |
|---|---|
| 2. Evcil, A. N. (2013). Herkes için tasarım evrensel tasarım. Boğaziçi Yayınları. | |
| 3. Olguntürk, N. (2007). Evrensel tasarım: Tüm yaşlar, farklı yetenekler ve çeşitli insanlık durumları için tasarım. Mimarlar Odası Ankara Şubesi Bülten, 46, 10-17. | |
| 4. Story, M. S. (2011). The principles of universal design. W. Preiser, & K. Smith (Ed.), Universal Design Handbook içinde (2. baskı, ss. 4.3-4.12). McGraw-Hill. | |
| 5. Story, M. S., & Mueller, J. (2011). Universal design of products. W. Preiser, & K. Smith (Ed.), Universal Design Handbook içinde (2. baskı, ss. 32.1-32.11). McGraw-Hill. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 1 | 5 |
| Laboratory | - | - |
| Application | 5 | 15 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 5 | 15 |
| Presentation | 1 | 5 |
| Project | 1 | 15 |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 20 |
| Final Exam/Final Jury | 1 | 25 |
| Toplam | 15 | 100 |
| Percentage of Semester Work | 75 |
|---|---|
| Percentage of Final Work | 25 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Defines a creative problem in the focus of design, develops ideas for solution, thinks critically and synthesizes the acquired knowledge to create solutions. | |||||
| 2 | Gains the competence to present the comprehensive and in-depth knowledge gained in the discipline of design effectively and confidently in academic platforms. | |||||
| 3 | Gains the ability to effectively manage design projects from the initial idea stage to implementation. | |||||
| 4 | Determines the necessary research in the field of design, uses the right research methods and techniques, interprets and incorporates the research results into the process. | |||||
| 5 | Gains the ability to put theoretical design knowledge into practice and produce innovative solutions. | |||||
| 6 | To be able to communicate verbally and in writing in international environments and to follow the agenda focused on the field of design. | |||||
| 7 | Takes an active role in both individual and team-based projects and gains the ability to undertake the management of these projects. | |||||
| 8 | To be aware of the socio-cultural, socio-economic and environmental contexts and differences, and to look out for the benefit of people, society and the environment. | |||||
| 9 | Has knowledge and understanding of sustainability principles and standards in the field of design. | |||||
| 10 | Evaluates the knowledge and skills in the field of design with an approach that can produce critical, counter thesis and synthesis. | |||||
| 11 | Gains knowledge and understanding of the intellectual, discursive, scientific, technological, technological, aesthetic, artistic, historical and cultural infrastructure necessary for the field. | |||||
| 12 | Has the motivation and competence for lifelong learning by being aware of the changing contexts and requirements in the field of design. | |||||
| 13 | Gains knowledge and understanding of the legal framework and standards, corporate and ethical values related to the field. | |||||
| 14 | Gains the ability to express design ideas in two and three dimensions using written and visual presentation techniques and tools including information technologies and artificial intelligence applications. | |||||
| 15 | To be able to use materials, production technologies and software within the scope of Industrial Design in the learning and design process. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 1 | 16 |
| Laboratory | |||
| Application | 16 | 2 | 32 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 4 | 2 | 8 |
| Presentation/Seminar Prepration | 1 | 3 | 3 |
| Project | 1 | 6 | 6 |
| Report | |||
| Homework Assignments | 5 | 2 | 10 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 15 | 15 |
| Total Workload | 100 | ||