Ramping Up Accessibility in STEM: Inclusively Designed Simulations for Diverse Learners

提高 STEM 的可访问性：为不同学习者提供包容性设计的模拟

• 批准号: 1503439
• 负责人: Emily Moore
• 金额: $ 44.92万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-15 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503439&HistoricalAwards=false
• 关键词: Ramping; Up; Accessibility; STEM; Inclusively

Ramping Up Accessibility in STEM: Inclusively Designed Physics Education Technology (PhET) Simulations for Diverse LearnersThe Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This project will bring together leaders in simulation design and accessibility to develop and study interactive science simulations for diverse middle school students including those with sensory, mobility, or learning disabilities. The resulting simulations and research findings will help to address the significant disparity that exists between the achievement in science by students with and without disabilities. The Physics Education Technology (PhET) Interactive Simulations project (University of Colorado Boulder) will develop and research interactive science and math simulations used by teachers and students around the world. The Inclusive Design Research Centre (OCAD University, Toronto, Ontario) is an international leader in inclusively designed technology, with the goal of designing for the full range of human diversity including those with and without disabilities. Together, the project team will engage in an iterative design process to develop innovative solutions for making the highly interactive environment of an educational simulation simultaneously intuitive, accessible, and supportive of exploration and discovery practices in science. Development efforts will focus on three inclusive simulations and optimize the design and implementation of several inclusive simulation features, including keyboard navigation, auditory descriptions for screen readers, the use of non-speech sounds to provide feedback (sonification), and the ability to control the simulation with assistive technology (AT) devices. For each simulation, professional development materials for teachers, including classroom activities and user guides, will be developed to support teachers in effectively using the inclusively designed simulations in their classrooms. Through new research, this project will seek to understand: 1) how inclusive simulations can support students with disabilities to engage in science practices, 2) how students with and without disabilities utilize inclusive simulations for learning STEM content, and 3) how students can engage in collaborative learning between students with and without disabilities - with an inclusive simulation. Researchers will use individual interviews with diverse students to closely examine these questions. The resulting resources, models, and tools will provide exemplars and important building blocks for an inclusively designed interactive curriculum, educational games, and assessment tools. Resulting simulations, research findings, design guidelines, and exemplars will be disseminated through the project team and advisor partner networks, education resource websites, and educator professional organizations.

在STEM中提高可及性：针对多样化学习者的包含设计的物理教育技术（PHET）模拟The Discovery Research K-12计划（DRK-12）试图通过创新资源，模型和工具（RMT）的研究和开发来显着增强PreK-12学生和老师的PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该项目将使模拟设计和可访问性的领导者聚集在一起，以开发和研究互动科学仿真，以针对包括感官，移动性或学习障碍的那些中学学生开发和研究互动性科学模拟。由此产生的模拟和研究结果将有助于解决残疾学生和没有残疾的科学成就之间存在的巨大差异。物理教育技术（PHET）交互式模拟项目（科罗拉多大学博尔德大学）将开发和研究全球教师和学生使用的互动科学和数学模拟。包容性设计研究中心（OCAD大学，多伦多，安大略省）是包括包容性技术的国际领导者，目的是为包括和没有残疾的人（包括有残疾人的人）设计各种人类多样性。项目团队将共同进行迭代设计过程，以开发创新的解决方案，以使教育模拟的高度交互环境同时直观，易于访问，并支持科学探索和发现实践。开发工作将集中于三个包容性模拟，并优化了几种包容性仿真功能的设计和实施，包括键盘导航，屏幕读取器的听觉描述，使用非语音声音提供反馈（SONIFIENCE）以及使用辅助技术（AT）设备控制模拟的能力。对于每个模拟，将开发用于教师的专业开发材料，包括课堂活动和用户指南，以使用教室中的包含设计的模拟有效地支持教师。通过新的研究，该项目将寻求了解：1）包容性模拟如何支持残疾学生从事科学实践，2）有和没有残疾的学生如何利用包容性的模拟来学习STEM内容，3）学生如何在有和没有残疾的学生之间进行协作学习 - 与包容性模拟。研究人员将使用与不同学生的个人访谈来密切研究这些问题。由此产生的资源，模型和工具将为包含在内的互动课程，教育游戏和评估工具提供示例和重要的构件。由项目团队和顾问合作伙伴网络，教育资源网站和教育专业组织将传播产生的模拟，研究结果，设计指南和示例。

项目成果

Design and evaluation of a multimodal physics simulation

多模态物理模拟的设计和评估

• 发表时间: 2019
• 期刊: Journal on technology and persons with disabilities
• 作者: Tomlinson, Brianna;Kaini, Prakrit;Harden, E. Lynn;Walker, Bruce;Moore, Emily B.
• 通讯作者: Moore, Emily B.

Storytelling to Sensemaking: A Systematic Framework for Designing Auditory Description Display for Interactives

从讲故事到意义建构：设计交互式听觉描述显示的系统框架

• DOI: 10.1145/3313831.3376460
• 发表时间: 2020
• 期刊: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems
• 作者: Smith, Taliesin L.;Moore, Emily B.
• 通讯作者: Moore, Emily B.