Synthesis and design workshop: Designing STEM learning environments for individuals with disabilities

该研讨会是通过“亲爱的同事信：数字科学，技术，工程和数学（STEM）学习环境的设计原则（NSF 18-017）”资助的。“本次研讨会由华盛顿大学的DO-IT（残疾、机会、互联网和技术）中心领导，将通过解决与残疾人相关的问题，为STEM的下一代数字学习环境的设计提供信息。该项目将推进与提高残疾人在数字学习环境中的成功相关的知识，并促进参与者之间的协同和持久关系，从而实现更具包容性的数字学习的系统性变革。这些努力将有助于通过改善基于残疾人独特专业知识和观点的学习环境设计来扩大STEM的参与，使在线机会更受欢迎和更容易为每个人所用。研讨会基于四个研究问题：（一）不同类型残疾的学习者在使用当前和新兴的数字学习工具和参与在线学习时面临哪些挑战活动？(2)当前的数字学习研究和实践如何促进残疾人的边缘化？(3)需要在数字学习设计方面取得哪些进展，以支持残疾学生完全无障碍和可用的多模式学习和参与？(4)数字学习研究人员、资助机构、教育工作者和其他利益相关者可以采取哪些具体行动来系统地解决残疾问题？ 为了解决这些问题，一个跨学科小组将创建一个在线实践社区和一个综合与设计研讨会，以综合和整合与各种残疾学生数字学习无障碍性有关的现有研究。研讨会的成果包括一份白色文件，该文件有助于开发前瞻性、高度适应性、分布式、协作性的数字环境，可以为包括残疾人在内的不同学习者提供个性化学习，这些学习者可能应用于多个不同的（a）知识领域，（B）学习环境，以及（c）时间跨度。该项目还将为研究人员如何解决残疾/无障碍相关问题制定指导方针，这些问题涉及（a）设计和测试新技术，（B）分析和报告结果，以及（c）设计项目活动和资源，该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。

This workshop is funded through the "Dear Colleague Letter: Principles for the Design of Digital Science, Technology, Engineering, and Mathematics (STEM) Learning Environments (NSF 18-017)." This workshop is led by the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center at the University of Washington and will inform the design of the next generation of digital learning environments for STEM through addressing issues relevant for individuals with disabilities. This project will advance knowledge relevant to improving the success of individuals with disabilities in digital learning environments and foster synergistic and lasting relationships among participants that will result in systemic changes toward more inclusive digital learning. These efforts will serve to broaden participation in STEM by improving learning environment design based on the unique expertise and perspectives of individuals with disabilities, making online opportunities more welcoming and accessible to everyone.The workshop is grounded on four research questions: (1) What challenges do learners with different types of disabilities face in using current and emerging digital learning tools and engaging in online learning activities? (2) How do current digital learning research and practices contribute to the marginalization of individuals with disabilities? (3) What advances in digital learning design are required to support multi-modal learning and engagement that is fully accessible to and usable by students with disabilities? (4) What specific actions can digital learning researchers, funding agencies, educators, and other stakeholders take to systematically address issues with respect to disabilities? To address these questions, an interdisciplinary team will create an online community of practice and a synthesis and design workshop to synthesize and integrate existing research related to the accessibility of digital learning to students with a variety of disabilities. Outcomes of the workshop include a white paper that contributes to the development of forward-looking, highly adaptable, distributed, collaborative digital environments that can personalize learning for diverse learners that include individuals with disabilities with potential applications across multiple and varying (a) domains of knowledge, (b) learning contexts, and (c) time spans. The project will also develop guidelines for how researchers can address disability/accessibility-related issues with respect to (a) designing and testing new technologies, (b) analyzing and reporting outcomes, and (c) designing project activities and resources.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.