wwwnisenetorg Section Overview Participant Goals Understand how the guidelines were developed and continue to develop Understand and apply the three main concepts Understand how to use the planning tools ID: 778964
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Slide1
Introduction to the Universal Design Guidelines
www.nisenet.org
Slide2Section Overview
Participant Goals
Understand how the guidelines were developed and continue to develop.
Understand and apply the three main concepts.
Understand how to use the planning tools.
Slide3How were the UD Guidelines developed?
The guidelines were developed through a design charrette held at the Museum of Science, Boston on December 6 and 7, 2007, on behalf of NISE
Net
(Note: A
design charrette is an intensive effort to develop a new or innovative design that takes place over a short period of time. It involves people from a variety of backgrounds and
expertise)
This charrettee included 4 experts from the field of UD who have disabilities and 20 museum
professionals from a variety of organizations
Slide4UD Guidelines: A Working Document
The UD Guidelines are a working document.
The guidelines are expected to change as we develop and test more programs that reflect principals of UD.
The guidelines should not be considered exhaustive.
While they provide many ways to design a program, every program and situation is different.
Slide5Three Main Concepts
Three main ideas that emerged that can be used by museum educators to frame their thinking while developing and implementing inclusive museum programs.
Repeat
and reinforce main ideas
Multiple entry points / ways of engagement
Physical and sensory access
Slide6The Three Main Concepts
Repeat
and reinforce main ideas
Multiple
entry points / ways of engagement
Physical
and sensory
access
Slide7Repeat and Reinforce Main Ideas
Why?
Considerations:Developing a ProgramDesigning Props & Materials
Delivering your Presentation
UD Program Concept 1: Repeat and Reinforce Main Ideas
Slide8Why repeat and reinforce main ideas?
Learners have difference 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
UD Program Concept 1: Repeat and Reinforce Main Ideas
Slide9Considerations for Developing a Program
Explicitly state and focus on the main idea.
Break down the program into distinct pieces.Be explicit about this breakdown
Lets look at a few slides from the
Snowflakes: Nano at its Coolest
programUD Program Concept 1: Repeat and Reinforce Main Ideas
Slide10What do you
know
about snow?
Slide11Outline
When does it snow?
Why do snowflakes have six sides?
Is every snowflake different?
Slide12When does it snow?
Slide13It snows when…
It’s
cold (below freezing)It’s
cloudy
(water vapor in the air)
Slide14Review
When does it snow?
Cold, cloudy conditions
Why do snowflakes have six sides?
Molecular structure of ice crystals
Is every snowflake different?Temperature and humidity
Slide15Developing a Program
Video: Tiny Solutions to Our Big Energy Problem
Video
Presenter identifies her main ideas in the form of questions.
UD Program Concept 1: Repeat and Reinforce Main Ideas
Slide16Designing Props and Materials
UD Program Concept 1: Repeat and Reinforce Main Ideas
All information (visual, aural, and tactile) should
support
one another.
Have
hands-on elements that can be passed around to reinforce main
ideas.
Slide17Designing Props and Materials
Video: Intro to nano cart demo
Video
Presenter passes around tactile elements.
There is also an accompanying PowerPoint presentation that breaks down nano into 3 things, small, different, and useful.
UD Program Concept 1: Repeat and Reinforce Main Ideas
Slide18Delivering 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.
UD Program Concept 1: Repeat and Reinforce Main Ideas
Slide19Repeat 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 situationUD Program Concept 1: Repeat and Reinforce Main Ideas
Slide20Questions?
UD Program Concept 1: Repeat and Reinforce Main Ideas
Slide21The Three Main Concepts
Repeat
and reinforce main ideas
Multiple
entry points / ways of engagement
Physical
and sensory
access
Slide22Multiple Ways of Engagement
Why?
Considerations:Developing a ProgramDelivering your Presentation
UD Program Concept 2: Multiple Entry Points/Ways of Engagement
Slide23Why 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
UD Program Concept 2: Multiple Entry Points/Ways of Engagement
Slide24Developing a program
Connect to a range of prior experiences
Make it fun and engaging for all learnersConsider multiple analogies for the same idea
Use examples and non-examples
Build multiple layers into the program
UD Program Concept 2: Multiple Entry Points/Ways of Engagement
Slide25Developing a program
Slide26Developing a program
Video: Intro to Nano
VideoPresenter uses multiple examples and analogies for explaining what “nano” means
UD Program Concept 2: Multiple Entry Points/Ways of Engagement
Slide27Delivering your Presentation
UD Program Concept 2: Multiple Entry Points/Ways of Engagement
Find ways to engage audience members in the program
Ask questions during the program
Have volunteers help with portions of your presentation
Slide28Multiple Entry Point and Engagement Wrap Up
Different levels of content knowledge and personal experiences
Gives a wide range of visitors an avenue for understandingMultiple examples provide visitors ways to connect to the content
UD Program Concept 2: Multiple Entry Points/Ways of Engagement
Slide29Questions?
UD Program Concept 2: Multiple Entry Points/Ways of Engagement
Slide30The Three Main Concepts
Repeat and reinforce main ideas
Multiple entry points / ways of engagement
Physical and sensory access
Slide31Physical and Sensory Access
Why?
Considerations:Props & MaterialsSet Up & Prep
Delivering your Presentation
UD Programs Concept 3: Physical and sensory access
Slide32Why provide physical and sensory access?
People are diverse in their abilities:
How they can navigate an areaHow much they can hear & see
How much they can sit or stand
UD Programs Concept 3: Physical and sensory access
Slide33Designing Props and Materials
Large and high-contrast text and images
Caption video
Use
color
Tactile models
Next level:
Provide handouts
UD Programs Concept 3: Physical and sensory access
Slide34Designing Props and Materials
UD Programs Concept 3: Physical and sensory access
Large and high-contrast text and images
Exploring Size: Powers of Ten
Game
Slide35Designing Props and Materials
UD Programs Concept 3: Physical and sensory access
Tactile Models
Exploring Products – Nano Sand
activity
Slide36Set Up and Prep
Good visibility of presenter’s
faceGood visibility of materials on cart
Don’t block your slides
/ demos
Next level: Consider available seating
Next level:
ASL interpreter
UD Programs Concept 3: Physical and sensory access
Slide37Set Up and Prep
Video
: Intro to Nano – Alka
-
Seltzer
demoVideo
Presenter makes sure the participants do not block the reaction of the demo
UD Programs Concept 3: Physical and sensory access
Slide38Delivering your Presentation
Announce
accessibility optionsEncourage
all learners to
participate
Include pauses for processing ideasProvide auditory descriptionsUD Programs Concept 3: Physical and sensory access
Slide39Delivering your Presentation
Use auditory descriptions of models and images
Video
Presenter shows the model of the tumor while explaining what it looks like
UD Programs Concept 3: Physical and sensory access
Slide40Questions?
UD Programs Concept 3: Physical and sensory access
Slide41UD Planning Tools
Content Maps
Planning PyramidUD Program critique form
UD Planning Tools
Slide42Content Maps
Help visitors to follow along with presentations
Aid memory for visitors who are receiving all of their information aurally
Places new vocabulary in context
UD Planning Tools: Content Maps
Slide43UD Planning Tools: Content Maps
Slide44UD Planning Tools: Content Maps
Slide45UD Planning Tools: Content Maps
Slide46Planning Pyramids
Outline the main ideas you think everyone should know by the end of the program
Lists related concepts that a smaller portion of the audience may come away with
Helps to ensure that younger visitors, visitors with developmental disabilities, and content novice will learn as well as visitors who are already familiar with the content
UD Planning Tools: Planning Pyramids
Slide47UD Planning Tools: Planning Pyramid
Slide48UD Program Critique Form
This form is intended to help museum educators compare their programs to the universal design guidelines
Use this as a starting point for assessing the inclusiveness of your program
UD Planning Tools: Program Critique Form
Slide49Universal Design Guidelines
Comments
Repeat and reinforce main ideas and concepts
☐ Explicitly state overarching main idea and supporting concepts visually and aurally.
☐ Present a content map (outline) visually and aurally.
☐ Actively engage visitors with the content visually, aurally, and tactilely.
☐ Deliver one core concept at a time.
☐ Repeat core concepts frequently during the program.
☐ Punctuate the delivery of key ideas by presenting them visually, aurally, and tactilely.
☐ Check in with the audience along the way.
☐ Provide handouts that summarize main ideas and concepts with text and images.
Slide50Universal Design Guidelines
Comments
Provide multiple entry points and multiple ways of engagement
☐ Enable learners to enter at different places and take away different messages.
☐ Actively engage audience members in the program.
☐ Ask questions that encourage visitors to relate the content to their everyday life.
☐ Connect the content to a range of prior experiences and everyday life examples.
☐ Use multiple analogies to represent the same idea.
☐ Provide examples and non-examples.
☐ Engage more than one sense with delivering jokes and special effects.
Slide51Universal Design Guidelines
Comments
Provide physical and sensory access to all aspects of the program
☐ Provide good visibility of the presenter's face.
☐ Position the presenter so that he/she does not block the presentation.
☐ Speak slowly and provide extra time for people to process important ideas.
☐ Provide auditory descriptions of models and images.
☐ Make announcements that inform visitors of available accessibility options.
☐ Position materials so the can be viewed by visitors of a range of heights.
☐ Place all elements of the program (presenter, props, and presentation) in a well-lit area.
☐ Use high-contrast demonstration materials and models that can be seen at a distance.
☐ Provide tactile models that are easy to handle and manipulate.
☐ Use color and/or tactile designs to impart meaning on models and images.
☐ Use large, high contrast, easy-to-read text and images for all graphics.
☐ Caption video presentations.
Slide52UD Planning Tools Wrap Up
Content Map
Help visitors to follow along with presentationsAid memory for visitors who are receiving all of their information aurallyPlaces new vocabulary in
context
Planning Pyramid
Outline the main ideas you think everyone should know by the end of the programLists related concepts that a smaller portion of the audience may come away withHelps to ensure that younger visitors, visitors with developmental disabilities, and content novice will learn as well as visitors who are already familiar with the
content
UD Critique Form
This form is intended to help museum educators compare their programs to the universal design guidelines
Use this as a starting point for assessing the
inclusiveness
of your
program
UD
Planning Tools
Slide53To reinforce the information we are going to apply the UD program critique form while watching the Museum of Science, Boston's Lightning Show
Applying the Tools
Slide54Lightning Show
Groups of 3 people will work together to complete the program critique form while watching the show
After the show we will regroup to discuss the strengths and weaknesses of the stage program as they relate to UD