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, Question and Answer, 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 | |
|---|---|
| Major Area Courses | |
| Supportive Courses | X |
| 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 | Having knowledge and awareness of the design and construction decisions influenced by geographical variations in social, economic, cultural, and physical contexts. | X | ||||
| 2 | Being able to collaborate in a multidisciplinary manner at the national and international levels, independently or jointly planning design projects in interdisciplinary work, and taking on responsibilities to execute/manage them. | X | ||||
| 3 | Having knowledge about the principles, laws, regulations and standards; being aware of professional ethics, duties and responsibilities. | X | ||||
| 4 | Being able to obtain the necessary data using accurate research methods and techniques, interpreting the results, and transforming the theoretical knowledge acquired by generating counter-arguments/syntheses, evaluating them, and applying them to alternative design solutions in the practical domain. | X | ||||
| 5 | Expressing data, ideas, design solutions and projects accurately and effectively by using oral, written and/or visual communication techniques and technology. | X | ||||
| 6 | Having knowledge of interior space systems in a way that considers the relationship between the base building construction and the interior construction. | X | ||||
| 7 | Providing a holistic design approach by developing details through the appropriate selection of furnishing, product and material. | X | ||||
| 8 | Developing design ideas/creating space with the influence of psychology, sociology, philosophy, architecture and art by using scientific and technical knowledge that will respond to aesthetic and functional needs. | |||||
| 9 | Developing user-oriented design solutions with human factors, ergonomics, universal and inclusive design principles. | X | ||||
| 10 | Having knowledge within the scope of the historical development of interior architecture, architecture and art, having the competence to make decisions by exhibiting a respectful and sensitive attitude towards cultural heritage and historical/natural environment. | X | ||||
| 11 | Designing to increase spatial comfort and wellbeing with the impact of physical environmental systems such as lighting, color, acoustics, air conditioning, etc. | X | ||||
| 12 | Having the ability to develop a sustainable design by using natural and built environment information. | X | ||||
| 13 | Keeping up with new developments in the field of interior architecture and design, having a consciousness of lifelong learning, and contributing to the field. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 5 | 2 | 10 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 4 | 2 | 8 |
| Presentation/Seminar Prepration | 1 | 2 | 2 |
| Project | 1 | 5 | 5 |
| Report | |||
| Homework Assignments | 5 | 2 | 10 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 5 | 5 |
| Prepration of Final Exams/Final Jury | 1 | 12 | 12 |
| Total Workload | 100 | ||