The purpose of this paper is to explore results from a qualitative study of how high school aged BLV youth used spatial language during a virtual engineering experience administered by the National Federation of the Blind (NFB). Findings from this study can provide recommendations to enhance language in curricula that better reflects BLV students' content and may ultimately encourage more BLV students to pursue careers in STEM fields.
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TEAM MEMBERS:
Gary TimkoNatalie ShaheenWade GoodridgeTheresa GreenDaniel Kane
The purpose of this research paper is to explore advantages and disadvantages of conducting an engineering experience for blind and low vision (BLV) participants in a virtual/online environment. This experience was designed to expose BLV high school students to engineering content and enhance their spatial ability. Spatial ability is an intelligence generally defined as the ability to generate, retain, retrieve, and transform well-structured visual images and is particularly important to fields of science, technology, engineering, and math (STEM). A variety of spatial ability constructs have
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TEAM MEMBERS:
Gary TimkoNatalie ShaheenWade GoodridgeTheresa GreenDaniel Kane
resourceresearchMuseum and Science Center Exhibits
The impetus behind this effort was to create a platform for initial support to TEE professionals who may have a blind and low-vision (BLV) student in their courses. Specific examples, instructions, and applications for many of the commonly-used tools and techniques are included here as part of this overall effort to teach TEE concepts through socially relevant contexts by adapting older methods to facilitate new opportunities in our school systems for BLV youth.
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TEAM MEMBERS:
Scott Bartholomew Wade GoodridgeNatalie ShaheenAnne Cunningham
This project aims to (1) advance understanding of sociotechnical ecosystems involving AI to support diasporic urban farming; (2) collaboratively develop AI-based technologies that better integrates and sustains technological gains with diasporic knowledge, and (3) systematically assess the impact of AI-based farming technologies on diasporic communities and industrial partners.
Structural inequities contribute to the disproportionate incarceration of Black and African American women, as well as women from the working class. This project will work toward redressing these inequities through developing and researching an ecosystem designed to support formerly incarcerated women's transition into careers that require technology-based skills or computational thinking.
This is a compilation of front-end, formative, and a partial summative evaluations, and an exploratory study using the xMacroscope, a data visualization technology developed for generating data from an exhibit using data captured from visitor actions.
The Lawrence Hall of Science at the University of California, Berkeley, will launch the Learning Technology Studio project to improve the ability of its staff to create digital technology tools and experiences that help youth, families, and adults learn about STEM topics. The museum will design and implement a professional learning program for staff from multiple departments to build their understanding of best and innovative practices for using digital technology to support STEM learning. The program will empower a subset of staff will to collaboratively design, test, and revise technology experiences using simulations, digital media, and AR that can elevate visitor engagement and enhance learning. The museum will create an institution-wide Learning Technology Framework that captures the findings and resources developed through the project to guide long-term professional learning and collaboration in digital technology design and integration.
A practical guide containing descriptions of 11 Tinkering activities for adult learners. It can be used by community development and informal learning practitioners working with adult groups. Some of the activities were newly developed while others were adjusted from already existing and tested activities. Special focus is given to activities suitable for adults from different backgrounds, taking into account different needs, interests and motivations. This publication is a product of Tinkering EU: Addressing the Adults, funded with support from the Erasmus+ Programme of the European Union.
Researchers and practitioners have identified numerous outcomes of place-based environmental action (PBEA) programs at both individual and community levels (e.g., promoting positive youth development, fostering science identity, building social capital, and contributing to environmental quality improvement). In many cases, the primary audience of PBEA programs are youth, with less attention given to lifelong learners or intergenerational (e.g., youth and adult) partnerships. However, there is a need for PBEA programs for lifelong learners as local conservation decisions in the United States
This document is aimed primarily at Informal Learning (IFL) educators working with adult learners from disadvantaged and underserved communities, who wish to:
exploit the inclusive nature of Tinkering to create engaging and relevant STEM learning experiences for adult learners and their families
better understand how and why collaboration and co-design with community organisations can help develop more inclusive programming in STEM learning for adults.
It can also serve as a useful reference for community leaders and adult educators wishing to collaborate with the IFL sector