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Nesset, N. Children as information seekers: What researchers tell us.

Equal Access: Universal Design of Instruction

Children and Information Technology. In Gloria J. Buschman, eds.

Westport, CT: Libraries Unlimited, , Library and Information Science Research 30 , Ehmann, A. Collaboration in context: comparing article evolution among subject disciplines in Wikipedia. Zodgekar, eds. Virtual Reality: Concepts and Applications. Hyderabad: Icfai University Press, , Beheshti, V.


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In Mary K. Youth Information-Seeking Behavior, Volume 2. Lantham: Scarecrow Press, , Nesset, J. Bonded Design: A methodology for designing with children. Zaphiris, eds. Large, L. Bowler, J. McGill Journal of Education 42 1 , , Large, ed.

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Large, Nesset, V. Library and Information Science Research 28 1 , , Tedd, L. The teaching strategy is a mixture of lectures, workshops, site visits and project reports. These are designed to improve the student's ability to appraise and communicate as well as to provide the student with a better knowledge of the practical elements of Universal Design. Finally, the project reports include a final presentation to provide the student with training in communicating design concepts.

Skip to main content. Modelled on the Trinity College Dublin course outline format 1.

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Early stage module e. First year of course 2. Later stage module e. Final year of course 1.

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Course Description The module provides a detailed introduction to the Universal Design philosophy and a theoretical understanding of design tools and techniques. Learning Outcomes On completion of this course, the student will: Be familiar with, and have a theoretical understanding of Universal Design as it is applied in engineering; Have a complete understanding of the legislative requirements for Universal Design; Have a complete understanding of the business and social benefits of Universal Design; Be aware of the development and application of new research concepts and advances in the field; Appreciate the benefit of consulting with end users.

Course Syllabus Universal Design introduction Background Legislative Requirements Business case - benefits for designer or design firm Economic case - benefits for e. Irish industry and Government spending Social case - e.

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Teaching Strategies The teaching strategy is lectures and tutorials. Course Description The module provides a detailed explanation of and a practical understanding of Universal Design.

Learning Outcomes On completion of this course, the student will: Be familiar with, and have a practical understanding of Universal Design as it is applied in engineering; Have a complete understanding of the legislative requirements for Universal Design; Have a complete understanding of the business and social benefits of Universal Design; Be aware of the development and application of new research concepts and advances in the field; Be capable of consulting effectively with end users; Have an understanding of design as it is applied in Industry; Have applied, demonstrated or translated a Universal Design approach; Have developed team work and interpersonal skills.

Course Syllabus Universal Design re-introduction Background Legislative Requirements Business case - benefits for designer or design firm Economic case - benefits for e. Project 2: Industry collaboration project example Individuals or teams of students work in partnership with industry on a project. Project 3: User centred design project example Individuals or teams of students work in partnership with members of the community on a project.

Project 4: Evidence-based design example Individual students develop a design concept, X No. Teaching Strategies The teaching strategy is a mixture of lectures, workshops, site visits and project reports.