Designable Tabwaḍt n Yifecka n Uselmed n Wufran sɣur Bruno Oro

Designable Tabwaḍt n Yifecka n Uselmed n Wufran sɣur Bruno Oro d anerbaz yettwaqadren meqqren n 2026 Tarbaḥt A' Design Award n Lbrunz deg Taggayt n Tnaflit n Afeṣṣel n Uselmed, Tallalt n Uselmed d Ugbur n Usileɣ.

LbrunzAselmed· 2026

Designable Tabwaḍt n Yifecka n Uselmed n Wufran

sɣur Bruno Oro

Amsaɣ: Designable

Anerbaz n Tarbaḥt A' Design Award n Lbrunz deg Taggayt n Aselmed

7,857

Anerbaz n Urraz Yettwasenqden

Senqed Addad n Urraz i #178031

Rzu ɣer usmel Wali deg A' Design Award Tabḍert n tɣamsa Tanecḍa n wammud

Initen

Afeṣṣel

Ɣef Designable Tabwaḍt n Yifecka n Uselmed n Wufran

Designable d tabwaḍt n yifecka n uselmed i d-yettwaxedmen i yinelmaden n wufran. Tabwaḍt-a deg-s 97 n tkarḍiwin n tarrayin i yesnernayen aḥulfu d uxemmem i d-yeddmen akk imdanen. Yal takarḍa tefka-d tarrayt, asteqsi, neɣ asenfaṛ i d-yettmesilen tirmitin n yiseqdacen, ula d tid n yimdanen yesɛan aɛewweq. Takarḍa tesɛa 80 ɣef 150 n yimilimitren, tettwasiggez ɣef ukaɣeḍ aquran n 350 gsm ur nesɛi ara talaxt iwakken ad yettwaseqdec s yifassen. Tabwaḍt n uḥraz tettwaxdem s tmacint n usiggez 3D s PLA, sɛant leḥyuḍ n beṭṭu daxel-is. Yella daɣen lqem umḍin yeffɣen d afaylu PDF i wumi zemren ad kecmen akk. Tikarḍiwin zemrent ad ttwasqedcent weḥd-sent neɣ deg terbaɛt deg yal tallit n wufran.

Asmekti

Ɣef Tarbaḥt A' Design Award n Lbrunz

Designable Tabwaḍt n Yifecka n Uselmed n Wufran d amerbaḥ n Tarbaḥt A' Design Award n Lbrunz, tagmat ɛlayen i yisnulfa yelhan, yeṭṭafaren tinawt, tamusni d tezmert. Imerbaḥen n Lbrunz d isnulfa yelhan, ttbanen d timusniwin n tmusni n yimahilen-nsen. Designable Tabwaḍt n Yifecka n Uselmed n Wufran ad yili d asnulfu yettwaɛezzen, yelhan, amaynut. Designable Tabwaḍt n Yifecka n Uselmed n Wufran yettemlil ɣef yimawlan, yettwaɛezzen s tmahilt-is.

Deffir n ufeṣṣel

Tagrurt n tɣamsa

Ismawen n terbaɛt, iferdisen itiknikanen akked telɣut i d-yefka umeṣṣufeɣ.

Taɣara Tasuft: An educational toolkit composed of 97 method cards designed to foster inclusive, empathy-driven thinking in design students. The cards simulate user experiences, particularly of people with disabilities, guiding reflection and design decisions. Developed with healthcare and industry partners, the toolkit uniquely bridges participatory research, pedagogy, and inclusive design methodology.
Tigejdiwin & Akemmus: Each card measures 80 mm (width) × 150 mm (height) × 3 mm (thickness), printed on 350gsm uncoated cardstock for durability and tactile usability. The full set of 96 cards is housed in a custom storage box 3D-printed in PLA with internal dividers for organization.
Tibzimin: Inclusive Design, Empathy Methods, Design Education, Participatory Design, Design Toolkit, Accessibility, User-Centered Design, Disability Inclusion, Universal Design, Educational Tools
Tasnakta n Ufares: The toolkit was developed through iterative design methods including stakeholder interviews, co-design workshops, and classroom testing. Visual assets were created using Figma, Adobe Illustrator, Photoshop, and InDesign. Prototypes were printed on 350gsm uncoated cardstock for tactile usability. Digital versions were published as accessible PDFs to ensure open access and scalability.
Asewḥel n Usnulfu: The greatest challenge was translating complex, real-world experiences of disability into accessible, reflective tools without oversimplifying or stereotyping. Balancing academic rigor, ethical sensitivity, and design clarity required extensive iteration. Time and resource limits also delayed planned app development and animations, despite strong interest and visual readiness.
Anadi: This design-led research aimed to embed inclusive thinking in design education. Using mixed methods, we developed and tested 97 empathy method cards through classroom pilots. Data was collected via student surveys and reflections. Participants were undergraduate design students working with real-world partners. Results showed increased empathy, design confidence, and awareness of user diversity, impacting how students approach inclusive design in practice.
Aseḥbiber: This project was inspired by the need to address the lack of empathy and inclusive thinking in early design education. Drawing from research in participatory design, disability studies, and inclusive pedagogy, the toolkit was developed to help students engage with marginalized users’ experiences and design more responsibly. Collaborations with healthcare providers and industry partners further shaped its practical and ethical foundations.
Tanzagt n Usenfar: The project began in January 2024 and was completed in December 2024 at Iowa State University in Ames, Iowa, United States. It was developed as part of an academic research initiative focused on inclusive design and was piloted in studio-based courses in collaboration with external partners. The project was later disseminated through academic presentations and open-access publication.
Tanila n Umahil: Users select cards based on project needs or curiosity, each offering a method, prompt, or scenario that encourages reflection and inclusive thinking. Cards can be used individually or in teams during different design phases. Their tactile format invites physical engagement, while the digital version supports easy access. The structured yet flexible flow helps users uncover blind spots and design with greater empathy and awareness.
Imsuren n Tugniwin: Bruno Oro, Subinay Malhotra