Learning Human-Centered Design Principles through Practice

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Human-centred design (HCD) is the practice of involving end-stage users in all aspects of the design and development process (Boy, 2017; The Interaction Design Foundation, 2019). In contrast, User-Centred Design (UCD) is where users are involved at the end stage of a development process or in the intake of a design process and provide only feedback on the usability or efficacy of a designed artifact (Mao et al., 2005). In HCD, users are considered equal partners in the design process and designers act as facilitators of the design process (Mosely et al., 2021). HCD is an emerging design practice however it shows great promise in fostering collaboration with underrepresented groups (Roberts et al., 2023; Rose, 2016) and understanding the context of everyday life so that products and designed artifacts that are created (Chayutsahakij, 2000). However, the process of HCD more complex because it involves power parities between designers and users (Boy, 2017). It is essential to foster trust, empathy, and comfort between users and practitioners, a process which takes time; HCD is as much rooted in relationships as it is rooted in practice (Devecchi & Guerrini, 2017).  In this talk, Rupsha will begin by discussing how she used the HCD process in her Master of Design thesis to partner with people with dementia, their carepartners, and community organizations to design assistive interfaces within augmented reality systems. Through this discussion, she will highlight key tenets and success strategies that led to successful partnerships and deep insights which drove the design process. In the next part of the talk, she will discuss how these strategies can be mapped into creating an inclusive environment within the classroom. It will answer questions about how educators and students enter into a co-creation process together, how educators can share power in the classroom with students and allow them to take ownership of design projects, and how educators can help glean meaningful insights about the design of classroom assignments through the workshopping of these assignments with students in order to understand where the gaps lie. By co-creating different assignments and even expectations with students, we can share power with them and empower them to take charge of their own growth and path towards design. Rupsha will conclude the talk by discussing how HCD can be both a design practice as well as a pedagogical framework within classrooms. 

Rupsha Mutsuddi Associate RGD

Rupsha Mutsuddi

Rupsha is a Designer specializing in Human-Centered Design, an Emerging Design Educator, and an Emerging Design Researcher. Rupsha is pursuing her Master of Design at York. Her work involves looking at the intersection of design, accessibility, and everyday health management. Her research focuses on designing interventions in augmented reality to assist with everyday activities for people living with early-stage dementia aiming to enhance their quality of life through the integration of rituals and habits. Supported by the Government of Canada Social Sciences and Humanities Research Council grant, she is working with people with dementia, their care partners, and community organizations across Ontario to design better ways to support people living with dementia in everyday life.

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• Education