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2025.01.01
2024.12.09 Updated
Lecturers: Satoshi Kose, Keiji Kawahara, etc. | ||
2 credits | Compulsory | Lecture |
1st semester(online and on-demand) |
To acquire basic and essential knowledge of the broad field of Universal Design (hereinafter referred to as UD as appropriate). Based on an understanding and insight into the relationship between human diversity and the living environment, the goal is for students to develop a spontaneous awareness of issues and the ability to think about human-centred design based on human rights and human dignity.
Universal design is the design of equipment, architecture, spaces and systems with the intention from the outset to be accessible to the greatest possible number of people, regardless of ethnic, cultural, customary, religious, national, gender, age or ability differences. The International Association for Universal Design (IAUD) goes one step further and believes that the essence of Universal Design is ‘creating a safe and secure social environment that respects the humanity of each individual’. In this course, the aim is to acquire and examine the knowledge necessary for human-centred design in the relationship between humans and their surrounding living environment, from an interdisciplinary system of architecture, ergonomics, sociology, psychology, physiology, anthropology and other disciplines.
01: | Introduction (Outline of the course / Philosophy of Universal Design) |
02: | Dissemination and education (background and history from barrier-free to universal design) |
03: | Laws, regulations and standards (various legal systems and ISO/JIS standards, from buildings to household goods) |
04: | User characteristics (physical characteristics of the elderly and disabled and points to consider in daily life) |
05: | Diversity and Inclusion (Universal Design for whom?) |
06: | Architecture and town planning (design of living environments) |
07: | Transport (public transport and mobility in public spaces) |
08: | Information and communication (signage and information design) |
09: | Housing and equipment (design for usability) |
10: | Products and household goods (design of everyday household items) |
11: | Clothing and food (fashion design and food packaging design) |
12: | Human-centred design thinking (respect for human rights and humanity) |
13: | Global environmental conservation (towards a sustainable society) |
14: | Safety and disaster prevention (UD in disaster evacuation environments) |
15: | Peace and international contributions (UD saving the world)/ Feedback on comprehensive report |
Knowing, Understanding, Universal Design - IAUD UD Certification and Intermediate Level Official Textbook.
IAUD UD Matrix : Collection of user information and case studies (IAUD), Universal Design Handbook (McGraw-Hill), etc.
Many books have been written on universal design.
The Design of Everyday Things by Don Norman (Basic Books), Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub) are also well-known books related to Universal Design.
Lecturers: omnibus | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
Universal Design (UD) is a concept that was first proposed in the USA in the late 1980s and has since spread rapidly around the world, although similar concepts had already been proposed in Europe and several other countries since the 1960s. ‘Normalization’ and ‘Design for the Disabled’ were proposed in Europe and influenced Japan as well. Since the 1990s, ideas with different names have emerged, such as ‘Design for All’, ‘Inclusive Design’ and ‘Human-Centered Design’. It is important to note, however, that each of these ideas has somewhat different background and perspectives, None of them is the best, yet they should all be respected. It is worth noting that UD is adopted by the UN in its UNCRPD, which is accepted and ratified by most member countries.
In this course, participants will learn how UD and similar concepts have been introduced in different parts of the world and how they relate to the unique local cultural background, climate and lifestyle. The aim is to acquire basic and essential knowledge on a wide range of UD areas. The participants are expected to develop an awareness of issues and flexible thinking on UD based on an understanding and insight into the relationship between human diversity and the living environment.
Leaders who have advocated UD and similar concepts and contributed to the spread and development of UD in various parts of the world are invited as lecturers. They will introduce the history of their activities, their ideas and specific examples in their contexts.
In this course, the aim is to learn and consider how UD and similar concepts have been developed in various countries and regions of the world, from the perspective of diversity and inclusion in terms of culture, customs, lifestyle, religion, etc.
01: | Introduction (Outline of the course/ Significance of comparative study of UD and similar ideas from different parts of the world.) |
02: | Universal Design around the World |
03: | UD from the perspective of the United States |
04: | UD from the Nordic perspective |
05: | Inclusive Design in the United Kingdom |
06: | Design for All from the Spanish perspective |
07: | UD from the German perspective |
08: | UD from the Indian perspective |
09: | Universal Fashion from the Indian perspective |
10: | UD from the perspective of the ASEAN countries |
11: | Inclusive Design in Norway |
12: | Tourism for All in Europe |
13: | UD from the Japanese perspective |
14: | to be determined |
15: | Summary / Feedback on comprehensive reports |
*The order of lessons may change.
Not specified.
Lecturer: Francesc Aragall | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
Understand how the tourism industry and activities can meet the requirements and expectations of a wide diversity of users: tourists with different cultural backgrounds, gender, age, physical dimensions, sensory and motor abilities.
Avoid stigmatization of different user groups.
To know and analyze different good practices in this field.
Based on the knowledge received, students will be able to design sustainable tourism proposals from ecological, social and economic perspectives.
Tourism is a leisure activity that may involve cultural, sport, gastronomy, religion, nature or many other aspects.
To ensure that everyone can enjoy this leisure time, all phases of the activity must be considered, from the moment the decision to undertake the activity is made to the preservation of the memories of the experience.
The lessons of this course will deeply analyze all the phases of the tourism activities but also will consider all different activities that can be part of the tourism experience.
Through real cases, it will be explained how Tourism for All can be planned to ensure that everyone can enjoy it, that no one is left behind and that it is aligned with sustainable development.
01: | Introduction to Tourism for All. Description of tourism sector and aspects of human diversity related to tourism. |
02: | Economic impact of Tourism for All |
03: | Difference between Tourism for All and tourism for specific user groups |
04: | The HUMBLES method to identify opportunities in the tourism industry. |
05: | Break through options, Layout solutions, |
06: | Efficient implementation. The Seven Interdependent Success Factors (7 ISF) |
07: | The use of the 7 ISF to assess a tourism offer and to develop an action plan. |
08: | Travel experience |
09: | The city as a destination. Environment, resources and services |
10: | Museums for All and Heritage protected environments and Tourism for All |
11: | Wayfinding in tourism destinations and Tourism for All in natural environment |
12: | Tourism for All and gastronomy |
13: | Review of students’ existing tourism resources analysis or new activities proposed-1. |
14: | Review of students’ existing tourism resources analysis or new activities proposed-2. |
15: | Conclusion. The way ahead. |
Destinations for All. ECA 2017
ECA for Administrations 2013
Universal Design, The HUMBLES method for user-centered business.
Lecturer: Singanapalli Balaram | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
India today is the most populated country on earth. However this majority world country has the problem of inclusivity compounded because, every problem of physical or mental impairment is strongly connected to the social and cultural impairments such as caste and creed etc. It is also inseparably connected with other developmental issues such as poor infrastructure, low literacy rate and inadequate health facilities. To add to this issue, India is a complex, culturally and linguistically pluralistic country.
As you cannot walk if one of the legs is lagging behind, the world cannot move well if one part of the globe, the majority world, is lagging behind in Universal Design. It is not democratic as well as imbalanced.
This course aims at bringing awareness and sensitizing the participants about the Universal Design issues specific to the majority world.
Universality is a complex phenomenon in India, for it is an overpopulated, socioculturally diverse country with deeply entrenched religious beliefs and social taboos as well as inequalities such as castes. It also has about 16 major languages, scripts, and demographic variations.
The lessons are therefore structured to find ways through this complexity to reach certain general direction for designing. Real-life case studies are used to demonstrate the validity of concepts.
01: | The Context: Majority and Minority worlds: The difference, what and why. |
02: | A macro view of inequality in the world and merits of difference. |
03: | Social, Cultural and Political aspects specific to majority world: India |
04: | Universal Design education and development in India |
05: | The untapped fortune:The commercial value and business virtues of Universal Design for the majority of people. |
06: | Oneness: The emerging global paradigm to be looked up. |
07: | The white imperative: Towards a future world where all colors unite to make the white. |
08: | Challenges and Opportunities in tourism |
09: | Universal Design Case studies from India: Dos and donts. |
10: | Role of Governments, Policies and non-governmental Organizations. |
11: | Role of individual Designers, Professionals bodies, public Media and Educational Institutions. |
12: | Universal Design India Principles: 2011 |
13: | Assignments related to Universal Design in India |
14: | Evaluation of the assignments and Feedback |
15: | Summary, Conclusion and seeing the Way Ahead |
Lecturer: Padmini Balaram | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
Theme:
The title ‘Universal Fashion in India’ means, comfortable clothing, which are easy to wear and change, for all.
They would be functional and look attractive irrespective of differences in abilities, which provides them a means to be the part of the contemporary world.
They would be made affordable to cater to poor class and expensive to cater to the rich class of people.
Objectives:
Make participants aware of the complexities of various levels of abilities clubbed with different affordability & cultures within India, needed for designing Universal Fashion for India
In India total 21 types of physical and mental diversities are prevalent. India is the most populated and one of the least per capita income countries of the world. Many people belonging to the poor class, having different types of Diversities/ Different abilities /Limited abilities, do not have money to spend for their own treatment. Hence, it is rather challenging to design Fashion for All, having different kind of limited abilities and belonging to rich, middle and poor classes.
India is also has very high population of elderlies and children. They also need special fashion which is comfortable and good looking. Through this course, participants will be introduced to the different types of impairments which will be grouped based on the similarities of the need in wearing and changing clothes.
Participants will also be introduced to the diversities of clothing required for the different regions of India, its multi-cultural aspects and the important dos and dont’s.
This course ‘Universal Fashion in India’ would cater to mainly three major points.
Observing One of the Physically Impaired Peoples’ Home:
01: | What is Universal Fashion? How is it different than the usual Fashion? Types of Impairments Prevalent in India and Grouping the similar ones to understand their limited abilities, for designing the easy to wear clothes. |
02: | Method of conducting a survey in an institution housing differently abled people. Method of preparing a questionnaire and what to take note of record, if permission is granted. Assignment 1: Participants to visit one of the institutions near their residence to understand the problems and present it in the class to share information related to different abilities. |
03: | Traditional Indian garments used in the different parts of India and their social importance: East India |
04: | Traditional Indian garments used in the different parts of India and their social importance: Northeast India Submission of Assignment 1 by the Participants |
05: | Learning by Sharing: Presentation by Participants on their Assignment 1: Field Visit |
06: | Learning by Sharing: Presentation by Participants on their Assignment 1: Field Visit Assignment 2: Points to Considered for Designing Comfortable, Easy to Wear Garments, based on their Field Research |
07: | Traditional Indian garments used in the different parts of India and their social importance: North India |
08: | Traditional Indian garments used in the different parts of India and their social importance: West India and Central India Submission of Assignment 2 |
09: | Traditional Indian garments used in the different parts of India and their social importance: South India |
10: | Learning from the Past: Fashionable Textiles depicted in Ajanta Caves in India |
11: | Stitched Garments verses Unstitched Garments: Advantages and Disadvantages A Group Discussion with The Comments from the Faculty |
12: | Points to Consider for Creating Easy to wear clothing and Fashions for people having Locomotor Disability |
13: | Considerations for Creating Clothing and Fashions for Seniors and Children Assignment 3: Preparing Final Report and Submitting for Feedback & Correction if any. |
14: | Faculty’s Feedbacks and Pointing out Corrections is Required in Submitted Assignments Submission of Assignment 3: Final Report for Evaluation |
15: | Summary, Conclusion and Further Possibilities |
A. Books
B. Website:
Note:
Further links/ book references will be provided in the class, related to the participants’ chosen topics
Classes will be conducted by presenting PPT to accommodate visuals and important text, apart from the verbal information.
Lecturer: S Antika Sawadsri | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
This course aims to equip students with essential knowledge of universal and inclusive design principles as they relate to sustainable development in the ASEAN region and beyond. By understanding the intersection between human-centered design, cultural diversity, and sustainability, students will gain the skills needed to create environments that are accessible, inclusive, and sustainable. The objective is for students to cultivate critical thinking and practical problem-solving skills to address challenges in the built environment that align with human rights, dignity, and sustainable development goals (SDGs).
The course covers universal design concepts applied to various environmental and cultural contexts within ASEAN, exploring how architecture, urban planning, and public policies can integrate sustainability and inclusivity. Topics include the relationship between environmental sustainability, inclusive urban design, and community development. Students will learn through an interdisciplinary approach incorporating architecture, sociology, anthropology, urban planning, and environmental sciences.
01: | Introduction to Universal and Inclusive Design (Course overview, relevance to sustainability in ASEAN, and key concepts) |
02: | Historical Background of Universal Design in ASEAN (Evolution from accessibility to inclusive and sustainable design practices) |
03: | Cultural and Societal Influences (Exploring how cultural values and societal norms impact design in ASEAN countries) |
04: | Human-Centered Design Principles (Understanding diversity, user needs, and inclusive approaches) |
05: | Sustainability and Universal Design (Integrating environmental sustainability with inclusive design for long-term impact) |
06: | Urban Planning for Inclusivity (Case studies on urban projects within ASEAN that prioritize inclusive public spaces) |
07: | Community Engagement and Participatory Design (Methods for involving communities in the design process for better outcomes) |
08: | Legislation and Policy Frameworks (Reviewing relevant laws, regulations, and standards that impact design in ASEAN) |
09: | Innovative Technologies for Accessibility (Exploring technological advancements that aid inclusive design in public spaces) |
10: | Designing for Diverse Demographics (Addressing the needs of different age groups and abilities in design solutions) |
11: | Public Spaces and Infrastructure (Case studies on inclusive and accessible public infrastructure in ASEAN) |
12: | Environmental Conservation and Design (Aligning universal design with eco-friendly practices to support SDG goals) |
13: | Emergency Planning and Resilience (Ensuring safety and accessibility during disasters and emergencies) |
14: | Evaluating Case Studies (Analysis of successful projects in the ASEAN region that exemplify inclusive and sustainable practices) |
15: | Final Presentations and Course Feedback (Student presentations of their comprehensive projects; feedback and discussion) |
No textbook is specified.
Lecturers: Yukio Ota, Loic Marleix, Tatsuji Mizobe | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
In this course as Universal Communication Design, the cases of pictograms and pictorial language, which have been specialised in human history, will be understood, recognised and discussed as a special theory; a discussion of the achievements and trends in communication design, which have expanded from two dimensions to three and four dimensions, will be discussed as an overview in the near future.
It is hoped that this will be taken up the general study in the near future.
01: | Introduction (Outline of the course/ Overview of Universal Communication Design) |
02: | Function and history of pictograms |
03: | Design of emergency exit signs 1 |
04: | Design of emergency exit signs 2 |
05: | Safety guidance signs with luminescent material |
06: | Light surface illumination development (phosphorescent sheets) |
07: | Film speakers that change the concept of sound |
08: | LoCoS word design 1 |
09: | LoCoS word design 2 |
10: | LoCoS text design |
11: | LoCoS Pronunciation design |
12: | LoCoS history |
13: | LoCoS databasing |
14: | LoCoS keyboard |
15: | Future of LoCoS, website update library open source |
New Pictogram LoCoS, Yukio Ota, Kodansha
Pictogram Design, Yukio Ota, Kashiwa Shobo
IAUD UD Matrix : Collection of user information and case studies (IAUD), Universal Design Handbook (McGraw-Hill), etc.
Many books have been written on universal design.
The Design of Everyday Things by Don Norman (Basic Books), Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub) are also well-known books related to Universal Design.
Lecturers: Satochi Kose, etc | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
The aim of this course is to learn and discuss how the urban environment around us should meet the concept of Universal Design (hereinafter referred to as UD), and to be able to make our own proposals in the end.
Students will mainly learn about the current state of the built environment (the environment created by humans in contrast to the natural environment) in which they leave their homes and travel through the built environment to reach their destinations, and will also learn the knowledge necessary for designing the environment in relation to human characteristics. In this course, the aim is to learn the knowledge necessary for designing the environment and to consider the procedures for creating it.
01: | Introduction (Outline of the course / Concepts of Universal Design) |
02: | Medical model of disability, social model and human rights model. What the shape of the city looks like? |
03: | Consider what the problem is from the user's perspective (user characteristics) |
04: | What is an environment that supports people from cradle to grave in relation to population ageing |
05: | Mobility: Walking |
06: | Environment within walking distance |
07: | Mobility: public transportation systems |
08: | What you will encounter when traveling by public transportation |
09: | Urban and Natural Parks |
10: | Consider what a diverse living environment should be. |
11: | Practice |
12: | |
13: | |
14: | |
15: | Summary / Feedback on comprehensive report |
Not specified.
Lecturer: Masayoshi Kubo | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
This lecture should be attended by those who are interested in the field of management, such as UD management and UD marketing, have some knowledge and insight in the field, or would like to seek learning in the field in the future.
The position of UD management in business management and the necessary UD management-related knowledge will be discussed.
Evaluation will be based on the report prepared and submitted at the end of each lecture.
01: | Introduction (Guidance) |
02: | Learn about the management philosophies of leading companies ((1) Why are management philosophies necessary? (2) The management principles of each company, (3) What is diversity management?) |
03: | Organizational management in UD management ((1) UD organization, (2) Form of organization to practice UD, (3) Practice of UD management, (4) Fostering UD culture) |
04: | Consider UD business management in order to practice UD management (i.e. relearn business management such as (1) Business planning, (2) Financial closing, (3) Cost, (4) Business evaluation, etc.) |
05: | Human resource development in UD management ((1) Business develops with people, (2) People and work management, (3) Labor-management relation) |
06: | Global UD Management ((1) Group & global UD management, (2) Progress and barriers of internationalization, (3) Further internationalization) |
07: | UD marketing ((1) UD product development, (2) UD market development, (3) UD promotion) |
08: | UD management and the SDGs ((1) UD Life cycle assessment, (2) Sustainable UD management, (3) Stakeholder management to reconsider environmental impacts) |
09: | UD co-creation management ((1) competition and consortia, (2) UD leadership, (3) UD differentiation, (4) Concentration and selection in UD management) |
10: | UD brand management ((1) What is a UD brand? (2) UD brand management, (3) UD brand evaluation, (4) UD corporate brand and UD product brand) |
11: | UD Management innovation ((1) Creation and Renewal, (2) Business Innovation, (3) Awareness Innovation, (4) Self-Transformation) |
12: | UD and intellectual property strategies ((1) Industrial property rights, (2) Rights and infringement, (3) Contracts) |
13: | New UD management perspectives required (Learning from UD-related award-winning companies) |
14: | Legal compliance and UD management ((1) Compliance, (2) Customer protection and product liability, (3) Diversity acceptance and legal compliance, 4) Confidentiality) |
15: | Summary and conclusion |
Papers, reviews, articles, case studies, etc.
Presented on case-by-case
Lecturer: Makoto Oshima | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
Based on a basic knowledge of universal design, the course focuses on universal design of mobility, including automobiles, and explores its origins, design methods and verification methods based on actual examples, with participants voluntarily becoming aware of the issues. The course also develops the ability to think about new human-machine interfaces and human-centered design, such as ease of getting in and out of vehicles and ease of operation, in line with future trends in mobility, which are constantly changing.
Since the beginning of the 20th century, people have designed many vehicles for mobility and transport equipment has developed in line with the demands of the times, seeking functional improvements and the value of ownership. Universal design in mobility refers to the design of spaces, devices and systems with the intention from the outset to be usable in as many different ways as possible to meet people's mobility needs. In this course, the aim is to acquire and examine the knowledge necessary for human-centered design in the relationship between humans and mobility.
01: | Origins of people and mobility, philosophy of mobility universal design |
02: | The relationship between the demands of the times and the development of transport equipment, architecture and urban structures 1910s - 1940s |
03: | Emergence of mobility universal design |
04: | The demands of the times and the development of transport equipment, ergonomics, energy conservation |
05: | Development of mobility universal design in automobiles |
06: | What is the ergo index? |
07: | What is scene suitability? (Mid-term report or paper test) |
08: | Development of mobility universal design in public vehicles |
09: | Development of mobility universal design in railways, aircrafts and ships |
10: | Future mobility developments and challenges |
11: | Carbon neutral initiatives |
12: | Current status and future prospects of human-machine interfaces |
13: | Automatic driving and mobility universal design |
14: | Multi-functions of mobility and transit |
15: | Possibilities and challenges of new mobility (theme of report) |
Automobile and Culture, The streamlined decade, The style of the century,
World Design History by Kimimasa Abe,
Corbusier's beloved car by Kunio Okada,
IAUD UD Matrix: User Information and Case Studies,
Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub)
Each student is expected to read reference and related books and consider the development of mobility, the current situation and future trends.
From the perspective of active learning, questions will be asked in class, so students should always be prepared to answer them. (2-3 hours per week)
Lecturer: Satoshi Kose | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
The aim is to learn what Universal Design of buildings should be, and to be able to discuss and make proposals in the end.
You will understand the current state of the buildings whom you encounter most frequently when you go outside of our dwellings.You will learn the knowledge necessary to design and create buildings in relation to human characteristics.
01: | Introduction (Outline of the course / Concepts of Universal Design) |
02: | Medical model of disability, social model and human rights model (history and process from barrier-free to universal design) |
03: | What are barriers and why they are from the user's perspective. |
04: | User characteristics (physical characteristics of the elderly and the disabled) |
05: | Barrier-Free Law and UD in relation to population ageing |
06: | Development of UD in buildings: access and use |
07: | Toilets: can you find a usable one outside? |
08: | Safe and usable stairs |
09: | Importance of providing information (e.g., wayfinding) |
10: | UD of schools: They become an evacuation center in the event of a major disaster |
11: | Small Business Approach: Reasonable accommodation, Alternative accommmodation |
12: | UD of historic cultural properties: to what extent? |
13: | Evacuation safety (evacuation in case of fire) |
14: | Dwellings (From cradle to grave: to be discussed in detail in a separate lecture course) |
15: | Summary / Feedback on comprehensive report |
Not specified.
Lecturer: Masayoshi Kubo | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
This lecture is aware of the sprouting of new inclusive services, such as UT concierge training, and seeks to take this lecture as an opportunity to continue learning in related fields.
Therefore, applicants with an interest in [care] and [tourism] are desirable.
Universal Tourism (UT) is travel that everyone can enjoy.
It refers to travel anyone can participate in without hesitation, regardless of age or disability (Japan Tourism Agency).
In this lecture, learn about UT, including systems that support people who have difficulty traveling and who require assistance with transportation, assistance, accommodation, etc.
Evaluation will be based on the report prepared and submitted at the end of each lecture.
01: | Introduction (Guidance) |
02: | What is UT ((definition of UT, UN Convention on the Rights of Persons with Disabilities, legislation related to UT such as the Disability Discrimination Act, etc.) |
03: | UT started with NPOs (how and why NPOs have been proactively supporting people with disabilities to get out and about even before legislation was in place) |
04: | UT Concierge (the role of the UT Concierge in joining forces across the boundaries of assistance and tourism). |
05: | Tourism and travel (definition and difference as a science and as a livelihood) |
06: | People with travel difficulties (what are the reasons why people who have given up on a journey have given up, and what care and assistance is needed to prevent them from giving up) |
07: | UT and UD (UD is about providing an environment and product services that are accessible to everyone, but what is UT's concern and support if you cannot adapt to travel) |
08: | Older people and UT (differences between independent and later life older people and differences in travel support, preparation for acceptance and necessary considerations) |
09: | Disabled people and UT (the degree of travel difficulty depending on the condition of the disabled person and the region they wish to travel to, and the overall and individual optimum travel services) |
10: | Mobility and UT (public transport in urban and rural areas, differences in taxis and other means of transport, hardware and software and services in travel difficulties) |
11: | Accommodation and UT (environment for accommodation of persons with disabilities according to the Convention on the Rights of Persons with Disabilities, preparation for acceptance and necessary considerations) |
12: | Stopovers and UT (accessibility and the state of support and help in museums, art galleries, scenic spots, eating and drinking establishments and other facilities where travellers stop) |
13: | UT marketing (management issues and market development for the establishment of travel-related businesses for people with travel difficulties) |
14: | Global UT (to consider what preparations and considerations need to be made to enable people with travel difficulties to travel the world without difficulty, and where the future is heading) |
15: | Summary and conclusion |
Papers, reviews, articles, case studies, etc.
Presented on case-by-case
Lecturer: Satoshi Kose | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
The aim is to learn and discuss how a dwelling can satisfy the concept of Universal Design (hereinafter referred to as UD). One should be able to make a proposal in the end.
The aim is to understand the current state of dwelling design, then to learn essential design requirements in relation to human characteristics.
01: | Introduction (Outline of the course / Philosophy of Universal Design) |
02: | Medical, social and human rights models of disability. How dwelling has historically developed |
03: | Consider problems from resident’s viewpoint (user characteristics) |
04: | VISITABILITY and LIVEABILITY (what visitors want and what homeowners need) |
05: | From cradle to grave: (aging of the population) |
06: | Responding to each individual (Final details cannot be determined until the homeowner is determined) |
07: | Consider the path of travel:corridors, stairs and elevators. |
08: | Toilets and bathrooms (basic physiological requirements) |
09: | Kitchen and dining |
10: | Single-family and multi-family housing (different ideass in different countries) |
11: | Revisit safety and usability |
12: | Evacuation safety (evacuation in case of fire) |
13: | What is a residential environment that is not “a dwelling?” |
14: | Perspectives on the Housing Sociology |
15: | Summary / Feedback on comprehensive reports |
Not specified.
Lecturer: Fumikazu Masuda | ||
2 credits | Elective | Lecture |
1st semester(online and on-demand) |
Sustainable Design (hereafter abbreviated as SD) is a design for creating a sustainable society. The costs of human-first economic development have been the mass consumption of underground resources and the destruction of the natural environment on a global scale. All of which has led to climate change, the loss of biodiversity, and even the survival of human beings itself. In other words, based on the recognition that modern civilization cannot continue as it is (unsustainable), we shall explore the ideal form of a new society based on new values, set specific goals, and design the path to reach them. We should cultivate the ability to readjust the design of all things, events, products, spaces, systems, services, etc. in line with the evaluation axis of sustainability.
Universal Design, which aims to "create a safe and secure social environment that respects the humanity of each and every person," must not contradict Sustainable Design, which aims for coexistence between humans and all life on Earth. The essence of the problem becomes clear when we recognize that while the fierce competition for economic development creates discrimination and injustice in human society, it also places stress on all animals and plants, including humans, that threatens their survival. The United Nations Sustainable Development Goals (SDGs) also have the basic principle of "Leaving no one behind (LNOB)," which means no one should be left behind. We can understand the essence of universal design by considering whether the "no one" refers to only humans, or to all life including humans.
The evaluation will be based on the level of understanding of the class, based on the immediate report submitted after each class (50%)
and the comprehensive report submitted in the final class (50%).
01: | Overview (Course outline/The meaning of sustainable design) |
02: | How to perceive the environment? |
03: | What does sustainability mean? |
04: | Environment and Design, the history and the present |
05: | Eco-design concepts and methodologies |
06: | The current state of the global environment |
07: | Sustainable Design and Universal Design |
08: | The aims of the Sustainable Development Goals (SDGs) and Design |
09: | SDGs #1 to SDGs #4 and design case studies |
10: | SDGs #5 to SDGs #8 and design case studies |
11: | SDGs #9 to SDGs #12 and design case studies |
12: | SDGs #13 to SDGs #16 and design case studies |
13: | SDGs #17 plus the concept of SDGs #18 |
14: | Designing a sustainable society |
15: | Sustainable Design and Universal Design |
"The Limits to Growth" Club of Rome (1972 - Diamond Inc.),
"Spaceship Earth" Buckminster Fuller (1972 - Diamond Inc.),
"Design for Survival" Victor Papanek (1974 - Shobunsha),
"An Inconvenient Truth" Al Gore (2007 - Random House Kodansha),
"Ecodesign" Yamamoto Ryoichi & Masuda Fumikazu (1999 - Diamond Inc.),
"Ecodesign" Asai Haruhiko & Masuda Fumikazu (2010 - University of Tokyo Press), etc.
“Ask the Animals - Japan & Australia Edition: Animal SDGs” Fumikazu Masuda & Ian Tsutsui (2024 – NURUE) (2024 - Kindle edition) English edition.
From 50 years ago to today, many warnings have been sounded, noticed, discussed, and ultimately ignored. Please pick up a copy at a library or somewhere similar.
There is a lot of information about the SDGs, I recommend reading the original text whenever possible: https://sdgs.un.org/goals
If Japanese version is necessary, the UNICEF explanation may be easier to understand: https://www.unicef.or.jp/kodomo/sdgs/about/
Lecturers: Satoshi Kose, etc. | ||
2 credits | Elective | Practice |
1st semester(online and on-demand) |
Specialized research will be conducted on themes and areas set by each participant from the broad field of Universal Design (hereafter referred to as UD).
Based on an understanding and insight into the relationship between human diversity and the living environment, the course aims to develop/certify the ability of participants to take on leadership roles and promote specific projects in their own field.
Each participant is required to deepen his/her research theme in almost one-to-one tutorial meetings with the lecturer in charge, and to demonstrate research results with creativity and originality.
This course is interpreted as the examination for the Advanced UD Certificate conducted by IAUD.
Therefore, participants include not only regular attendees of the UD research course, but also those who apply only for the examination for the Advanced UD Certificate.
The latter also earn credits, which they can count as credits acquired when attending the UD research course at a later date.
01: | Introduction (Outline of the course/Task setting) |
02: | Understanding the current situation: Survey of past research literature |
03: | Understanding the current situation: Presentation of the results for past research literature |
04: | Understanding the current situation: Field verification and issues to pursue |
05: | Interim presentation 1 (Presentation of issues based on research analysis) |
06: | Issue verification/ Presentation: UD hypothesis |
07: | Design development / Production of rough sketches (any format) |
08: | Interim presentation 2 (Presentation of design proposals with rough sketches) |
09: | Re-examination of the design (Revision, deepening, concretization, etc.) |
10: | Interim presentation 3 (Presentation of the design proposal with documents showing the finished form) |
11: | Development of evaluation model (any format depending on the content of the evaluation) |
12: | Feasibility interviews |
13: | Production of proposal model (any format depending on the content of the proposal) |
14: | Making presentation materials (any format) |
15: | Final review (any form of presentation) and final evaluation (grading and credit approval) |
Textbooks are not specified. Advice on references etc. will be given if necessary.
Knowing, Understanding, Universal Design - IAUD UD Certification and Intermediate Level Official Textbook (IAUD).
IAUD UD Matrix: Collection of user information and case studies (IAUD), Universal Design Handbook (McGraw-Hill), etc.
Many books have been written on universal design.
The Design of Everyday Things by Don Norman (Basic Books), Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub) are also well-known books related to Universal Design.
Lecturer: Makoto Ooshima | ||
2 credits | Elective | Practice |
2nd semester(online and on-demand) |
Based on basic knowledge of inclusive design and design thinking, participants will voluntarily become aware of problems, emphasis with the inconveniences of everyday and unusual life by working together with users, and think of solutions. If the solutions make life more convenient and enjoyable not only for specific users but also for many other people, this is an even better goal to achieve.
It is also important to create prototypes and have the results verified by users.
This practice consists of two types of lessons.
The first is an online classroom lecture to understand the significance and know-how of user-participation workshops.
Next, in the first intensive lecture, the participants actually experience life together with the users, and experience and feel the inconvenience and difficulties they experience in their everyday activities.
They take this back home, develop solutions, realize their ideas and have the results verified by the users in the second intensive course.
If modifications or improvements can be made, they can be incorporated into the final presentation.
01: | The importance of participatory inclusive design workshops |
02: | What is the 48-hour design marathon? |
03: | Examples of previous 48-hour design marathons (1) |
04: | Examples of previous 48-hour design marathons (2) |
05: | Intensive lecture Inclusive design workshop (guidance) |
06: | Intensive lecture Inclusive design workshop (survey) |
07: | Intensive lecture Inclusive design workshop (survey summary) |
08: | Inclusive design idea development and mid-term check |
09: | Inclusive design idea development |
10: | Intensive inclusive design workshop (proto development) |
11: | Intensive inclusive design workshop (proto development) |
12: | Intensive inclusive design workshop (validation) |
13: | Intensive inclusive design workshop (revision) |
14: | Intensive inclusive design workshop (revision) Inclusive design exercise presentation |
15: | New design possibilities and challenges (themes for report) |
IAUD UD Matrix: User Information and Case Studies
Design for the Real World by Victor Papanek
Innovating with People: the Business of Inclusive Design, Norwegian Design Council
Lecturer: Fumikazu Masuda | ||
2 credits | Elective | Practice |
2nd semester(online and on-demand) |
Theme: Design for Sustainable Inclusive Society
Design is involved in all the processes of conceiving, planning and realizing a sustainable society. For example, if you want to eat healthy food; rich soil, water and climate for growing vegetables and grains are essential, as well as the physical conditions such as the cultivation, harvesting, distribution and supply system, the economic conditions of the buyer, the means to process, cook and consume, and the equipment and tools to follow these processes must be in place.
Even if the natural conditions for fish, such as river and sea water, are in place, you cannot eat it unless you have the means to obtain it and clean water suitable for cooking. In addition, your own physical and mental conditions must be in place. When there are any difficulties, you will need support from people and society, and assistance in the form of tools and systems.
In other words, both a stable natural environment and a social environment in which human can continue to live within it are essential for people to live a dignified life.
In this exercise, we will propose a design as concrete as possible, based on as detailed consideration and verification as possible for realizing an inclusive sustainable society. We aim to put into practice the knowledge and skills that we have learned in the Special Course on Sustainable Design.
[Imagination, analytical skills, and judgment skills]
Based on the knowledge and experience gained thus far, students will discover and select a theme from various areas of society, and independently conduct research by investigating and analyzing based on their own hypotheses, or by conducting experimental verification and consideration.
Lecturer will provide individual guidance and advice according to each student's progress.
01: | Orientation (setting the issue and explaining the overview) |
02: | Grasping the current situation/Literature survey |
03: | Grasping the current situation/Presenting the results of literature survey |
04: | Grasping the current situation/Field verification and problem discovery |
05: | Interim presentation 1 (presentation of the issue based on research and analysis) |
06: | Verification of the issue/Presentation of a hypothesis for Sustainable Universal Design (Sustainable UD) |
07: | Design development based on the hypothesis/Making a rough sketch (free format) |
08: | Interim presentation 2 (Presentation of a design proposal based on a rough sketch) |
09: | Re-examination of design (modification, deepening, concretization, etc.) |
10: | Interim presentation 3 (presentation of design proposal with materials showing the final form) |
11: | Development of evaluation model (free format depending on evaluation content) |
12: | Hearing survey regarding feasibility |
13: | Creation of proposal model (free format depending on proposal content) |
14: | Creation of presentation materials (free format) |
15: | Joint review (free presentation format) and final evaluation (scoring and credit recognition) |
No specific requirements.
Book recommendations and simple materials will be provided as necessary.
Literature surveys, materials, and field research should be carried out continuously and proactively.
Every direct or indirect experiences in your daily life can provide clues/hints, so always keep all your receptors switch open.
Let’s be mindful to avoid making self-righteous suggestions; please be aware that everyone have different values and personalities due to their physical and mental conditions, as well as various social conditions such as cultural backgrounds, beliefs, and areas of residence.
Lecturers: Satoshi Kose, Keiji Kawahara, Masayoshi Kubo, etc. | ||
4 credits | Compulsory | Practice |
1st & 2nd semester(online and on-demand) |
Depending on the theme of the final research set by each student, they will investigate and analyse the social situation and the problems contained therein from the perspective of Universal Design (hereinafter referred to as UD).
It is desirable to consider not only the form and function, but also the impact of the proposal on user diversity and the living and working environment, and to make specific research proposals. It is essential to report closely on the progress of the research to the lecturer in charge in order to deepen mutual understanding.
Three interim presentations are given in the first semester, and two interim presentations and a final presentation (presentation of the final research) in the second semester.
Based on an understanding of and insight into the diversity of users, the goal is for students to develop a spontaneous awareness of issues and the ability to make socially implementable proposals for human-centred design based on human rights and human dignity.
Individual guidance is given according to the schedule in the form of exercises to reach the achievement goals of the class according to the theme. In weekly lessons, students go through the UD process of ‘research’, ‘analysis’, ‘examination’, ‘planning’, ‘prototyping’ and ‘evaluation’, and practise research or prototyping to complete as a final research project.
First semester (spring term) | |
01: | Introduction (overview of the course/what is the problem?) |
02: | Research theme setting / schedule preparation |
03: | Identification of problems / current situation research (market research) |
04: | Identification of problems / current situation survey (user survey) |
05: | Mid-term presentation 1 (presentation & discussion) |
06: | Analysis of problems |
07: | Evaluating / re-analysing the problems |
08: | Structuring the problems / creating image maps 1 |
09: | Structuring the problems / creating image maps 2 |
10: | Mid-term presentation 2 (presentation & discussion) |
11: | Setting the research subject (setting issues to be solved based on the gap between the ideal state and the current state) |
12: | Elaboration of the research subject |
13: | Concept making |
14: | Mid-term report submission |
15: | Mid-term presentation 3 (presentation and discussion) |
Second semester (autumn term) | |
01: | Confirmation of research theme and assignment setting (re-setting and revision) / Schedule preparation |
02: | To be determined according to progress |
03: | To be determined according to progress |
04: | To be determined according to progress |
05: | Mid-term presentation 4 (presentation & discussion) |
06: | To be determined according to progress |
07: | To be determined according to progress |
08: | To be determined according to progress |
09: | To be determined according to progress |
10: | Midterm presentation 5 (presentation & discussion) |
11: | To be determined according to progress |
12: | To be determined according to progress |
13: | To be determined according to progress |
14: | Submission of comprehensive report |
15: | Final presentation (presentation of final research) |
Advise on references, etc., where necessary.