Abstract
A user-centred design process is reported in relation to fashion design teaching. Universal Design thinking is allied with the use of digital scanning tools and a suite of user-cented design methods. The area of interest is how this changes the self-understanding of the students and their design process. The results are insights on how user-orientated thinking produce changes in attitudes and work methods for the design students. Also reported are observations on the effects of selective use of in-person volunteers (as models) and virtual design tools. There is discussion of the persona design tool in contrast to in-person design for particular individuals and the paper concludes by reflecting on how to ensure the designer´s sensitivity, awareness and skill of broad psychosocial currents can be integrated with an empathic awareness of the volunteer present before them during the design process. The curriculum is itemised to inspire design teachers and readers in Universal Design who may observe its application in an area somewhat outside its normal range of use.
DOI
https://doi.org/10.21606/drslxd.2025.035
Citation
Herriott, R.,and Arnevik, C.(2025) The Application Of Universal Design & Digital Tools In Fashion Education, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.035
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Full Paper
The Application Of Universal Design & Digital Tools In Fashion Education
A user-centred design process is reported in relation to fashion design teaching. Universal Design thinking is allied with the use of digital scanning tools and a suite of user-cented design methods. The area of interest is how this changes the self-understanding of the students and their design process. The results are insights on how user-orientated thinking produce changes in attitudes and work methods for the design students. Also reported are observations on the effects of selective use of in-person volunteers (as models) and virtual design tools. There is discussion of the persona design tool in contrast to in-person design for particular individuals and the paper concludes by reflecting on how to ensure the designer´s sensitivity, awareness and skill of broad psychosocial currents can be integrated with an empathic awareness of the volunteer present before them during the design process. The curriculum is itemised to inspire design teachers and readers in Universal Design who may observe its application in an area somewhat outside its normal range of use.