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.

提升STEM的可访问性：为不同学习者设计的包容性物理教育技术（PhET）模拟发现研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前学生和教师对科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供理论和经验依据。该项目将汇集模拟设计和可访问性方面的领导者，为不同的中学生（包括感官，行动或学习障碍的学生）开发和研究交互式科学模拟。由此产生的模拟和研究结果将有助于解决残疾学生和非残疾学生在科学成就方面存在的重大差距。物理教育技术（PhET）互动模拟项目（科罗拉多大学博尔德分校）将开发和研究互动科学和数学模拟，供世界各地的教师和学生使用。包容性设计研究中心（OCAD大学，多伦多，安大略）是包容性设计技术的国际领导者，其目标是为包括残疾人和非残疾人在内的全方位人类多样性进行设计。项目团队将共同参与一个迭代设计过程，以开发创新的解决方案，使教育模拟的高度互动环境同时直观，可访问，并支持科学探索和发现实践。开发工作将集中在三个包容性的模拟和优化的设计和实现几个包容性的模拟功能，包括键盘导航，屏幕阅读器的听觉描述，使用非语音声音提供反馈（发音），并能够控制与辅助技术（AT）设备的模拟。对于每个模拟，将为教师编写专业发展材料，包括课堂活动和用户指南，以支持教师在课堂上有效使用包容性设计的模拟。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参与科学实践，2）残疾和非残疾学生如何利用包容性模拟学习STEM内容，以及3）学生如何参与残疾和非残疾学生之间的协作学习-通过包容性模拟。研究人员将通过对不同学生的个别访谈来仔细研究这些问题。由此产生的资源、模型和工具将为包容性设计的互动课程、教育游戏和评估工具提供范例和重要的构建模块。由此产生的模拟，研究结果，设计指南和范例将通过项目团队和顾问合作伙伴网络，教育资源网站和教育工作者专业组织传播。

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.