Creating Inclusive Prototypes
Kate
MikeGoal
This activity is designed to empower learners with the skills to create prototypes that prioritize accessibility for distinct customer segments. The activity involves identifying and addressing accessibility issues in a restaurant scenario through a series of steps, ultimately leading to the collaborative design and prototyping of a restaurant layout that caters to the unique needs of an assigned customer segment.
Attachments
Materials
Instructions
Introduction: Group Discussion on Accessibility:
Begin the session by asking participants to share their understanding of what makes a space truly accessible.
Encourage them to think beyond physical accessibility and consider broader components like sensory, cognitive, and emotional aspects.
Ask questions such as:
What does accessibility mean to you?
Can you share an experience where you felt a space was particularly accessible or inaccessible?
What components contribute to a space being truly inclusive?
Visual Representation of Accessibility Issues:
Introduce a visual prompt, such as a photo or video, depicting a poorly set up restaurant with various accessibility issues.
Guide participants through a discussion on what specific challenges are visible. Encourage critical thinking with questions like:
As you look at this image/video, what accessibility issues can you identify?
How might these issues impact different customer segments?
Why is it important for a restaurant to address these accessibility concerns?
Small Group Assignment: Customer Profiles and Prototyping:
Divide participants into small groups, ideally comprising diverse backgrounds.
Provide each group with a specific customer profile from Appendix A.
Instruct each group to design a prototype for a restaurant layout catering to the unique needs they identified for their assigned customer profile. Encourage participants to sketch, discuss, and generate ideas collaboratively.
To prepare them for the prototyping activity, prompt the participants with questions like:
Take a few minutes to familiarize yourselves with the customer profile. What stands out to you?
What potential challenges or needs do you anticipate this customer might face in a restaurant setting?
Consider both visible and hidden needs. How might the restaurant experience differ for this individual?
Emphasis: Reinforce that the goal is to anticipate and discuss the unique needs of their assigned customer profile within the context of a restaurant. Encourage participants to consider a holistic approach, including physical, sensory, and emotional aspects of accessibility.
Once the groups have identified the needs of their customer, ask them to build a prototype of a restaurant that would meet that person’s needs.
They can use paper and markers to draw a restaurant prototype.
They can use paper, markers and craft supplies to build a physical 2D prototype.
They can use an online design platform like Canva to create a digital prototype.
They can use a 3D room generating tool like Sketchup, to create an interactive digital prototype.
Facilitator Instructions: Sharing and Feedback:
As groups reconvene, ask them to share their prototypes.
Prompt them to explain the rationale behind their design choices, highlighting how they addressed the needs of their assigned customer.
Encourage groups to provide feedback to one another on their design choices.
Debrief
Go through the debrief questions with the group as a whole once every group has shared their prototype.
Background
Preparation
Gather enough materials, including paper and markers, for each group
Think about different restaurant designs or provide resources for participants to explore various designs.
Determine the small groups in advance.
Additional Context
Emphasize that this activity focuses on the prototyping process over the final outcome.
Encourage experimentation, learning from mistakes, and continuous improvement. Prototyping is all about learning and experimentation.
Foster an environment of support and acceptance where participants feel comfortable sharing their ideas and prototypes without fear of judgment.
Stress the significance of active participation, collaboration, and open-mindedness during the activity.
Encourage the learners to see the through lines and connectivity between the experiences of each of their customer profiles. Often when designing with inclusion in mind, more people benefit than the original intended audience.
For example, consider how a wheelchair ramp, initially designed for individuals in wheelchairs, can also assist parents pushing strollers or someone delivering cases of beverages.
Tips for Localization
Adapt the customer profiles as needed (i.e. change names, descriptors, etc…)
Invite learners to share with others their favourite restaurants in their home communities.
What do they love about those restaurants?
What makes the restaurant a place they want to go?
Are there any restaurants that they tend to avoid?
Why?
Have they ever encountered restaurants that didn’t meet theirs or their family/friends’ needs?
Debrief Questions
How did your prototype specifically try to meet the unique needs of your customer?
What did you learn from trying to meet the accessibility needs of your assigned customer segment?
Reflect on the prototypes created by other groups. Were there any common needs or solutions that emerged across different customer segments?
Can you identify elements in the prototypes that, while initially designed for a specific customer segment, could also benefit others?
Why is it important to prototype an idea before going right into creating a full scale model or version of a product or service?
In what ways will you apply the lessons learned from this activity, considering the diverse needs of different customer segments, in your future work (business or community idea, or in your professional life)?
Appendix A: Customer Profiles
This is to be shared with the learners
Andrew, a 30-year-old father, frequents restaurants with his energetic toddler, Jake.
Aisha, a 22-year-old university student, is visually impaired. She can see general shapes but her vision is fairly limited.
Harold, a 78-year-old retiree, experiences mild hearing loss and tinnitus (ringing in his ears)
Max, 45 year old single mother with a 16 year old daughter, Emily, who is autistic.
Candace, aged 54, has multiple sclerosis. Uses a walker to help with mobility.
Javier, aged 35, tourist with limited English proficiency.
Zara, aged 26, fitness instructor with a service dog named Dotty.
Appendix B: Customer profiles with list of possible needs/accommodations
This is to be used by the facilitator to support the feedback and debrief sections of the activity. Keep in mind that learners may identify additional needs than the ones listed here, and those insights can be added into future adaptations of the activity.
Andrew - Energetic Father with Toddler Jake:
Wheelchair friendly entrance (ramp) to bring in a stroller
Family-friendly seating with enough space for a stroller.
High chairs and child-friendly utensils.
A diverse menu with kid-friendly options.
Change tables available in all washrooms.
Quick service or the option to pre-order to accommodate a toddler's attention span.
Aisha - Visually Impaired University Student:
Braille or large-print menus.
Well-illuminated spaces and pathways.
Staff trained to offer verbal descriptions of the menu and surroundings.
Tactile markers or signage for navigation.
Harold - Retiree with Hearing Loss and Tinnitus:
Well-lit spaces for lip reading.
Quieter dining areas or noise-canceling options.
Clear and concise communication from staff.
Visual or written communication aids, such as a digital menu.
Max - Single Mother with Autistic Daughter Emily:
Sensory-friendly atmosphere with subdued lighting and minimal noise.
An understanding staff trained to accommodate neurodiverse customers.
A menu with familiar and non-overwhelming options for Emily.
Private seating options to provide a quiet and comfortable space.
Candace - Walker-Using Individual with Multiple Sclerosis:
Wheelchair-accessible entrances and seating areas.
Ample space between tables to accommodate the walker.
Considerate staff trained to offer assistance if needed.
Restrooms with grab bars and adequate space for mobility aids.
Javier - Tourist with Limited English Proficiency:
Multilingual menus or clear visual representations of menu items.
Staff trained to assist non-native speakers.
Simple and universally understandable signage.
Online or digital menu options with translation features.
Zara - Fitness Instructor with a Service Dog Named Dotty:
Service animal-friendly policies.
Spacious seating to accommodate both Zara and Dotty.
Staff awareness of service animal regulations and etiquette.
Clear pathways and entrances for ease of movement.
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