This book chapter, which describes emotional accessibility in digital learning experiences and its relation to Universal Design, was included in the book "Inclusive Digital Interactives: Best Practices + Research" published by the Smithsonian. This chapter includes a description of the Productive Struggle project, data highlights, and information on how attending to emotions can broaden our concepts of accessibility.
Science communication is proliferating in the developing world, however, with respect to science centres, as a whole Africa is being left behind. Here 15 participants in a capacity building program are investigated using traditional needs-based and contemporary asset-based development conceptualisations. These development theories parallel deficit and participatory approaches, respectively, within science communication and demonstrate synergies between the fields. Data showed staffing, funding, governments, host institutions, and audiences are prominent needs and assets, networks are a major
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TEAM MEMBERS:
Graham WalkerLeapotswe BantsiSiphesihle BukhosiniKnowledge ChikundiAkash DusrathMartin KafeeroBhamini Kamudu ApplasawmyKenneth Monjero IgadwaKabelo MoswetsiSandile RikhotsoMarthinus J. SchwartzPuleng Tsie
Reframing engineering activities to emphasize the needs of others has the potential to strengthen engineering practices like problem scoping, while also providing more inclusive and socially relevant entry points into engineering problems. In a three-year design-based research project, we developed novel strategies for adding narratives to engineering activities to deepen girls’ engagement in engineering practices by evoking empathy for the users of their designs. In this article, we describe a set of hands-on engineering activities developed through iterative development and testing with 190
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
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TEAM MEMBERS:
Beth MalandainSunewan PanetoKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
DATE:
TEAM MEMBERS:
Sunewan PanetoBeth MalandainKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
This is the summative evaluation report from the Move2Learn Project, a collaboration between researchers and museum practitioners in the US and UK to study embodied learning in the context of early childhood informal learning. This summative report covers the effectiveness of the collaboration and documents best practices for large interdisicplinary teams.
Pull up a chair to learn about Middle Ground, a facilitated exhibition project that stands at the intersection of social science, social justice, place-making and research on informal learning. We’ll describe the exhibition’s content of bias and stereotyping, facilitation by formerly incarcerated community members, and research results on the impact of facilitation. Presentation made by Hsin-Yi Chien, Robert Dixon, Josh Gutwill and Louie Hammonds, Sr.
The nature of the learning that occurs with real versus replicated objects and environments is an important topic for museums and science centers. Our comparative, exploratory study addressed this area through an investigation of family visits to two different settings: an operating permafrost research tunnel, and a replica of this permafrost tunnel at a science center. We conducted and analyzed family interviews, grounding our work in the Contextual Model of Learning and ideas about sensory components of learning. We found significant differences between the real and replicated environments
Science learning occurs throughout people's lives, inside and outside of school, in formal, informal, and nonformal settings. While museums have long played a role in science education, learning in this and other informal settings has not been studied nor understood as deeply as in formal settings (i.e., schools and classrooms). This position paper, written by learning researchers in a science museum engaged in equity and access work, notes that while the researchers consider the ethics of their work regularly and deeply, little formal guidance exists for the ethical challenges they routinely
The AZA Social Science Research Agenda 2020 is intended to be a compass to guide social science social science research by and about zoos and aquariums in the AZA community. It reflects the priorities,trends, and emerging issues that social scientists and practitioners in the AZA community have identified as the most relevant to address to help them meet their missions. While the primary audience for the agenda is the AZA community, its applicability extends beyond the AZA membership to other zoos and aquariums. The key research questions and accompanying sub-questions also hold relevance for
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TEAM MEMBERS:
Joy KubarekJackie OgdenShelly GrowAmy Rutherford