Persona-Based Teaching A New Approach to Exploring the

Persona-Based Teaching: A New Approach to Exploring the Dimensions of Universal Design using Personas and Scenarios Damian Gordon 1, Antoinette Fennell 2, Ciarán O'Leary 1, Joshue O’Connor 2 1 Dublin Institute of Technology 2 National Council for the Blind of Ireland

Let us go then, you and I,

Let us go then, you and I, When the evening is spread out against the sky

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table;

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets,

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels And sawdust restaurants with oystershells:

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels And sawdust restaurants with oystershells: Streets that follow like a tedious argument

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels And sawdust restaurants with oystershells: Streets that follow like a tedious argument Of insidious intent

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels And sawdust restaurants with oystershells: Streets that follow like a tedious argument Of insidious intent To lead you to an overwhelming question. . .

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels And sawdust restaurants with oystershells: Streets that follow like a tedious argument Of insidious intent To lead you to an overwhelming question. . . Oh, do not ask, "What is it? "

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels And sawdust restaurants with oystershells: Streets that follow like a tedious argument Of insidious intent To lead you to an overwhelming question. . . Oh, do not ask, "What is it? " Let us go and make our visit.

The Love Song of J. Alfred Prufrock by T. S. Eliot

l The research was developed in the context of project being undertaken on behalf of Ireland’s Centre for Excellence in Universal Design (CEUD). The CEUD is dedicated to the principle of universal access, enabling people in Ireland to participate in a society that takes account of human difference and to interact with their environment to the best of their ability.

Project Aim l The aim of the project was to research, design, develop and test a module in Universal Design aimed at students in the first-year of third level across all disciplines with a design element to their programme. The outcome of the project is: – – The module description, module learning outcomes and module structure Learning, teaching and assessment materials.

Partners

Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size or disability Disability Act, 2005

Disciplines l Three discipline foci: – – – Design, incorporating product design and related disciplines of engineering Built environment, incorporating architecture and related disciplines of engineering ICT, incorporating computing, information technology, digital media and related disciplines of engineering

Module Aims 1. 2. 3. 4. To provide learners with excellent design skills To ensure learners understand the importance of designing for diverse audiences To ensure learners know how to design for diverse audiences To provide a foundation for the learner’s understanding of design for their discipline

Interesting Issue l Students appear to be a bit self-centred

Interesting Issue l l l Students appear to be a bit self-centred They appear to see themselves as being the norm, and don’t recognize that by just designing for themselves, they create barriers and exclude others from their designs. Thus the goal is to inspire them to look beyond themselves as the norm, and to recognize that diversity is the norm.

Personas l l One way of tackling this issue of selfcentredness is to explore the use of personas. A persona is a fictional character that can be used to represent a collection of some of the kinds of people who could potentially be using a particular design.

Personas l l The personas where placed at the centre of the module and were featured in the majority of lecture notes, as well as in many of the inclass activities and take-home exercises. The students undertook activities wherein they role-played the diverse characters and reflected on the impact of design on such diversity.

Meet the Normals

“Diversity is Normal” The Normals

Betty Normal l Name: Elizabeth “Betty” Normal l Age: 69 years old l Size: 5’ 6”

Betty Normal l Betty is the grandparent of the family; she is Harry's mother. She is somewhat slow moving and sometimes uses a walker or a cane, but is very active. She is an exceptionally intelligent person, with an incredible memory for events that occurred decades ago, and has a natural affinity for mathematics that she passed onto her son. Think of her as being like Jessica Fletcher from “Murder, She Wrote”.

Betty Normal l She lives in the Normal family home in her own “granny annex” where she keeps her small astronomical telescope; one of her many hobbies is amateur astronomy. She is beginning to experience mild hearing impairment, but it isn’t letting it impact her significantly, and has developed mild arthritis in her left knee, hence the need for a walker or cane.

Betty Normal l Nonetheless she likes to play the Wii regularly with her grandchildren, and has recently taken up painting based on Mary’s encouragement, Betty has been painting some of her favourite starscapes, which she does with Mary and Johnny’s help.

Mary Normal l Name: Mary Normal l Age: 34 years old l Size: 6’ 2”

Mary Normal l Mary is the mother of the family; she works as a manager in the local supermarket, and works Tuesday to Saturday. She enjoys her job a great deal and has a natural authority about her that makes her a natural leader, and constantly supports and enthuses her staff in doing their jobs.

Mary Normal l She is left-handed, which makes using office scissors and winding her wrist watch awkward. She is also the tallest member of the family. She has recently discovered that she has a mild gluten allergy, and keeps an eye on what she eats.

Mary Normal l She is an avid painter and has been most of her life; her enthusiasm has spread to Betty and Johnny, and now the three of them have regular sessions where they all paint together.

Mary Normal l She has a degree in Business and is constantly reminding her children of the importance of education for their future. She is the stricter of the two parents but is never unfair or overly hard, but she occasionally switches into her “manager” personality at home dealing with the children.

Harry Normal l Name: Harold “Harry” Normal l Age: 36 years old l Size: 6’ 0”

Harry Normal l Harry is the father of the family, he is a stayat-home dad who looks after the children and takes care of the house. He really enjoys being able to spend time with his children and is a wonderful father who loves his children dearly.

Harry Normal l He also loves cooking and likes trying out new recipes on the family which are usually very successful. Although his mother, Betty, has her own cooking facilities in her “granny annex” Harry insists that the whole family have dinner together each night, which Betty loves.

Harry Normal l He is a qualified maths teacher and taught for five years, but he is finding his home life more preferable, personally and financially for the family. He keeps up to date on mathematics research and is writing a book focussing on Riemannian geometry. He also loves watching quiz shows on television, and is colour blind.

Susie Normal l Name: Susan “Susie” Normal l Age: 18 years old l Size: 5’ 8”

Susie Normal l Susie just turned 18 years old last week, and is in first year in college where she is doing a degree in Universal Design. She is actively involved in the Students’ Union and is a member of several of the college societies.

Susie Normal l She has just moved from home into a flat (which is 35 miles away from her home) with two flatmates who were friends of hers in secondary school. She is finding the changes going on in her life a significant adjustment but is getting on with it.

Susie Normal l Susie wears glasses to read, and loves music so she is rarely seen without her i. Pod and guitar. She also loves going to bingo with her father and grandmother every Tuesday evening, which is something that she is convinced would ruin her “street credit” in college if anyone ever found out.

Johnny Normal l Name: Jonathan “Johnny” Normal l Age: 10 years old l Size: 5’ 4”

Johnny Normal l Johnny is 10 years old, and he is going to primary school where his favourite subjects are Art, Music and History. He has a natural talent for art and loves painting alongside his mother Mary and his grandmother Betty.

Johnny Normal l Whereas Betty’s paintings are always very realistic, and Mary’s are often abstract in style (Cubist), Johnny can easily turn his hand to any style of painting, but he mostly loves creating paintings and drawings of superheroes fighting monsters based on the comics he reads. He has a similar passion for music and listens to his i. Pod all the time just like his older sister.

Johnny Normal l He has a few close friends that he likes to hang around with, and gets up to the usual things with them: discussing comics and music, wondering what the big deal about girls is, and telling jokes. Johnny does not have the use of his legs, and uses a manual wheelchair for mobility.

P. J. Normal l Name: Patrick Joseph “P. J. ” Normal l Age: 1 year old l Size: 1’ 6”

P. J. Normal l P. J. is the baby of the family, he is 1 year old. He is a surprisingly calm baby and often his facial expressions suggest that he understands a lot more of what is going on in the world around him than you would expect for a baby. He is also absorbed by the world around him; the sights, the sounds, and the smells are all new to him and each new discovery is fascinating to him.

P. J. Normal l If there is one thing you will never see P. J. without, it is his blue blanket, he loves it very much and finds a myriad of uses for it: the simplest of which is keeping him warm, he also likes to bundle it up and pretend that it is a teddy bear, and he loves to put it on his head when he needs to hide from people.

P. J. Normal l As P. J. has only taken his first steps a few weeks ago, and finds the whole “walking” thing a big drag, he is usually pushed around in a pram.

Sample Classroom Activity

Activity l Looking around the classroom, I want you to work in groups of 2 or 3 and look at how suitable and comfortable this classroom would be for each member of the Normals.

Activity l We’ll spend 5 minutes doing that, and then we’ll write down each of the groups views on the board.

Benefits

Benefits (1) l The personas can be used to consider who are they excluding from their designs as well as who they are including. It is significant to note that there are situations where some of the personas may need to be deliberately excluded, for example, the baby persona should not be able to open medicine bottles, and using the personas can help the students consider these issues.

Benefits (2) l it gave the students working in groups; they were given a common, consistent understanding of the dimensions of diversity and were able to communicate and brainstorm more effectively about diversity to each other

Benefits (3) l It also allowed the students to focus on the users of their design and encouraged them to learn more about those users and understand how they will use the design.

Benefits (4) l It made the need for “diversity as the norm” a concrete requirement; instead of having to instruct the students with advice such as “make sure you consider diversity in your design” it was possible to say “make sure each of the Normal family can use your design” in other words it put a human face on abstract requirements which appealed and resonated with a great majority of students.

Feedback (1) l "I found that the Normal family gave us all the information for the requirements that you might need … It also allowed us to investigate what worries or emotions might influence the average person, again based on their experiences or abilities. "

Feedback (2) l "The Normal family or persona method forces us to consider design from the perspectives of real people in the real world. It allows us to design with those specific personas in mind, and to be mindful of the different needs and wants of their individual demographics. The ability to extend the normal family with other people gives it an extensibility and flexibility not seen in a more idealized approach. "