Putting Tools in Hands: Designing Curriculum for a Nonvisual Soldering Workshop
Putting Tools in Hands: Designing Curriculum for a Nonvisual Soldering Workshop
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将工具放在手中：非可视焊接研讨会的课程设计
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Amy Hurst
中科院分区：
文献类型：
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作者：
Lauren Race;Joshua A. Miele;Chancey Fleet;Tom Igoe;Amy Hurst
盲人和低视力学习者在STEM和创客文化中的代表性不足，这两种文化在历史上都是无法进入的。在本文中，我们描述了我们的经验进行为期三天的非视觉焊接研讨会，并讨论了设计无障碍电子课程的机遇和挑战。研讨会与会者学习了非视觉焊接技能，改编自盲人和低视力电子专业人士的出版物[4，13，18]，同时构建复杂的电路。我们详细介绍了我们的课程设计及其复杂性，为学习者提供不同水平的技术经验和学习模式。虽然我们的教学节奏对一些人来说具有挑战性，但所有与会者都成功地操作了热烙铁，并在三天的时间里掌握了基本的焊接技术。根据我们的研究结果，我们为想要设计类似的非视觉STEM课程和研讨会的教育工作者提供了建议。这些措施包括提供触觉和文字指导，以支持多种学习风格和节奏，并标准化研讨会材料，以支持非视觉动手学习的新手。
Blind and low vision learners are underrepresented in STEM and maker culture, both of which are historically inaccessible. In this paper we describe our experience conducting a three-day nonvisual soldering workshop and discuss the opportunities and challenges for designing accessible electronics curricula. Workshop attendees learned nonvisual soldering skills, adapted from publications for blind and low vision electronics professionals [4, 13, 18], while building a complex circuit. We detail our curriculum design and its complexities for learners with different levels of technical experience and learning modalities. While our instruction pacing proved challenging for some, all attendees succeeded with operating hot soldering irons and commanding basic soldering techniques over the course of three days. Based on our findings, we provide recommendations for educators wanting to design similar nonvisual STEM curricula and workshops. These include supplying tactile and textual instruction to support multiple learning styles and pacing, and standardizing workshop materials to support nonvisual hands-on learning for novices.