Accessibility

Textured Tactile 3D Prints of Astronomical Data for the Career Exploration Lab and Other Applications

Carol Christian — Thu, 25 Apr 2024 16:24:08 +0000

Textured Tactile 3D Prints of Astronomical Data for the Career Exploration Lab and Other Applications

Carol Christian Thu, 04/25/2024 - 12:24

Textured Tactile 3D Prints of Astronomical Data for the Career Exploration Lab and Other Applications

Description

Astronomy has been a fascinating subject for the public for centuries and can stimulate deep questions not only on our own origin but subtly the richness of science and mathematics. It also is a science that is associated with engineering and technology to probe the universe.Typically, astronomical data is translated into visual representations for analysis and general public communication. Unfortunately, this practice is problematic for individuals with blindness or visual impairment (B/VI). In response, we transformed astronomical research data and models into textured 3D prints for tactile exploration of imagery. These materials were thoroughly tested, step by step throughout development, over many years, utilizing standard usability testing commonly used in industry and elsewhere. We further pilot tested the 3D prints in a variety of forums, workshops, conferences, and STEM camps for students with B/VI.

These materials are used in the Career Exploration Lab, funded by ITEST, as well as other environments. The 3D prints are available through a custom website, with descriptions of the testing, print techniques, and documentation. These prints are also available through the NASA 3D website, under Contributions - via a search for either Christian or Madura. One of many outcomes of our projects is that 3D printing has been quite useful in showcasing scientific data (largely from Hubble Space Telescope and James Webb Telescope) to the general public for understanding and appreciation of science. Holding a galaxy, a star cluster, or a model of the Sun resonates well with even the most casual interest in astronomy.

Resources submitted by ITEST projects may be hosted on third-party sites or require a fee or membership for access. Permission to use these materials must be obtained from the publisher or the author listed on each resource.

Project Curricula Details

Topic(s)

Accessibility

Informal Learning and Afterschool

STEM Career Opportunities and Workforce Development

Youth Motivation and Interests in STEM

Website

3D Astronomy

Target Setting(s)

Middle school (6-8)

High school (9-12)

Other

Discipline(s)

Physics and astronomy

STELAR Webinar: Creating Inclusive STEM Opportunities for Students with Disabilities: Informal Settings

Kissy Canela — Thu, 14 Apr 2022 19:50:26 +0000

STELAR Webinar: Creating Inclusive STEM Opportunities for Students with Disabilities: Informal Settings

Kissy Canela Thu, 04/14/2022 - 15:50

STELAR Webinar: Creating Inclusive STEM Opportunities for Students with Disabilities: Informal Settings

Description

On April 13, STELAR hosted part two of a webinar series showcasing three ITEST projects’ work on designing inclusive STEM learning environments and opportunities for students with disabilities in both formal and informal settings.

Each learning environment has different goals and challenges, yet both formal and informal learning environments demand dedicated teachers to design curriculum for students with disabilities and autism that can help address the exclusion that these students have traditionally experienced in the workforce. Building STEM skills early on is essential to bridging these gaps by harnessing students’ skills and interests in STEM careers at a young age and offering transition supports.

ITEST project staff presenting include:

IDEAS: Inventing, Designing, and Engineering on the Autism Spectrum

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Topic(s)

Accessibility

STELAR Webinar: Creating Inclusive STEM Opportunities for Students with Disabilities: Formal Settings - part 1

Kissy Canela — Thu, 14 Apr 2022 19:30:33 +0000

STELAR Webinar: Creating Inclusive STEM Opportunities for Students with Disabilities: Formal Settings - part 1

Kissy Canela Thu, 04/14/2022 - 15:30

STELAR Webinar: Creating Inclusive STEM Opportunities for Students with Disabilities: Formal Settings - part 1

Description

On April 11, STELAR hosted part 1 of a two-part webinar series showcasing six ITEST projects work on designing inclusive STEM learning environments and opportunities for students with disabilities in both formal and informal settings.

ITEST project staff presenting included:

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Topic(s)

Accessibility

STEM Content and Standards

Teaching for Robust Understanding (TRU)

Anonymous — Thu, 26 Jul 2018 02:19:47 +0000

Teaching for Robust Understanding (TRU)

Anonymous (not verified) Wed, 07/25/2018 - 22:19

Teaching for Robust Understanding (TRU)

Description

Part of the Math Assessment Project has involved research into how the materials are used in classrooms, their effect on teaching practices, and how Professional Development can be used to support the goals of the Mathematics Assessment Project materials. A major strand of this has been a joint effort with the Algebra Teaching Study at UC Berkeley and Michigan State to develop the Teaching for Robust Understanding of Mathematics (TRU Math) suite of tools for Professional Development and research. During development of TRU Math, it became clear that the concepts could be generalized into a framework that was applicable across subjects.

TRU is a framework for characterizing powerful learning environments in crisp and actionable ways. It provides a straightforward and accessible language for discussing what happens (and should happen) in classrooms, in professional preparation and professional Development (PD). TRU is consistent with what we know to be good practice; and it focuses classroom and administrative attention on what counts in learning. What that means in particular is that high quality instruction and PD will be consistent with TRU – and that if we adopt this framework and language, parallels in instruction across disciplines will be clear.

INSTRUMENT DETAILS

Topic(s)

Accessibility

Informal Learning and Afterschool

STEM Career Opportunities and Workforce Development

Youth Motivation and Interests in STEM

Author

Mathematics Assessment Resource Service

Target Gradespan(s)

Elementary school (K-5)

Additional Disciplines

Mathematics - general

Relevant Website(s)

Instrument with Documentation

Preparing Responsive Educators using Place-based Authentic Research in Earth Systems (PREPARES)

Anonymous — Thu, 26 Jul 2018 01:47:31 +0000

Preparing Responsive Educators using Place-based Authentic Research in Earth Systems (PREPARES)

Anonymous (not verified) Wed, 07/25/2018 - 21:47

Preparing Responsive Educators using Place-based Authentic Research in Earth Systems (PREPARES)

Description

Preparing Responsive Educators using Place-based Authentic Research in Earth Systems (PREPARES) seeks to expand, implement, and conduct research on a framework for providing indigenous students with the skills and knowledge needed for science, technology, engineering, and math (STEM) careers. PREPARES includes culturally-relevant climate science instruction for Yup’ik and Native Hawaiian middle-school students and teachers.

Students analyze and share climate data unique to their locations, model baseline climate scenarios, and develop management plans for adapting to forecasted impacts.

Project Curricula Details

Topic(s)

Accessibility

Computational Thinking

Informal Learning and Afterschool

Sustainability and Scale-Up

Youth Motivation and Interests in STEM

Website

http://prepareseducators.org

Target Setting(s)

Middle school (6-8)

Additional Disciplines

Environmental Science - general

Environmental Science - climate modeling

Environmental Science - ecological research and analysis

Environmental Science - GIS/GPS

Environmental Science - remote sensing technology

Massachusetts K–12 Computer Science Curriculum Guide

Anonymous — Wed, 25 Jul 2018 19:28:53 +0000

Massachusetts K–12 Computer Science Curriculum Guide

Anonymous (not verified) Wed, 07/25/2018 - 15:28

Massachusetts K–12 Computer Science Curriculum Guide

Description

This guide helps school districts choose the computer science (CS) curricula that best suit their communities’ needs. The guide was developed as part of an initiative for school districts to accelerate the creation of classroom opportunities for learning CS that are standards based, high quality, career relevant, and accessible to all students at all grade levels.

Project Curricula Details

Topic(s)

Accessibility

Evaluation

STEM Content and Standards

Teacher Professional Development and Pedagogy

File Attachment(s)

Massachusetts K-12 Computer Science Curriculum Guide.pdf

Target Setting(s)

Elementary school (K-5)

Middle school (6-8)

High school (9-12)

Post-secondary

Additional Disciplines

Computer Science - general

Computer Science - computer hardware

Computer Science - gaming and simulations

Computer Science - general skills and mathematics

Computer Science - multimedia - audio, video and animation

Computer Science - programming

Computer Science - web development

Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing

Anonymous — Wed, 25 Jul 2018 17:20:43 +0000

Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing

Anonymous (not verified) Wed, 07/25/2018 - 13:20

Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing

Description

Drawing from our two‐year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in‐depth and up‐close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.

PUBLICATION DETAILS

Type

Article

Author

Catherine Ashcraft

Elizabeth K. Eger

Kimberly A. Scott

Publisher

American Anthropological Association

Publication Website URL

https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/aeq.12197

Topic(s)

Accessibility

Computational Thinking

Informal Learning and Afterschool

STEM Career Opportunities and Workforce Development

Teacher Professional Development and Pedagogy

Youth Motivation and Interests in STEM

Publication Year

2017

Additional Disciplines

Computer Science - general

Computer Science - computer hardware

Computer Science - gaming and simulations

Computer Science - general skills and mathematics

Computer Science - multimedia - audio, video and animation

Computer Science - programming

Computer Science - web development

Engineering - general

The Synergies Research–Practice Partnership Project: A 2020 Vision Case Study

Anonymous — Thu, 12 Jul 2018 11:54:25 +0000

The Synergies Research–Practice Partnership Project: A 2020 Vision Case Study

Anonymous (not verified) Thu, 07/12/2018 - 07:54

The Synergies Research–Practice Partnership Project: A 2020 Vision Case Study

Description

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is worth learning; (3) to examine learning as a cultural process, involving varied repertoires of practice across learners' everyday lives; (4) to directly involve practitioners (and learners) in the research process; (5) to document how existing and emerging technologies and new media are, and will continue, to shape and redefine the content and practice of STEM learning research; and, (6) to take into account the broader socio-cultural-political contexts of the needs and concerns of the larger global society.

PUBLICATION DETAILS

Type

Article

Author

J. Falk

L. Dierking

N. Staus

J. Wyld

D. Bailey

W. Penuel

Publisher

Springer Science and Business Media

Publication Website URL

http://eds.a.ebscohost.com/abstract?site=eds&scope=site&jrnl=18711502&AN=113205…

Topic(s)

Accessibility

Informal Learning and Afterschool

Partnerships and Collaboration

STEM Career Opportunities and Workforce Development

STEM Content and Standards

Youth Motivation and Interests in STEM

File Attachment(s)

Falk et al (2016).doc

Publication Year

2016

Additional Disciplines

Bioscience - general

Computer Science - general

Engineering - general

Environmental Science - general

Mathematics - general

Rating of Mother-Child Interactions

Anonymous — Wed, 11 Jul 2018 17:43:49 +0000

Rating of Mother-Child Interactions

Anonymous (not verified) Wed, 07/11/2018 - 13:43

Rating of Mother-Child Interactions

Description

This study examined relations between ratings of mother-child interactions in a problem-solving situation at school entry and academic achievement in grades 2, 3, and 4. Data on the child's cognitive and fine-motor ability and mother's education were also collected at school entry. Academic achievement was assessed with the Iowa Test of Basic Skills (ITBS). A factor score reflecting mother-child competence in the interaction situation correlated approximately .40 with ITBS total and subtest scores in grades 2, 3, and 4. In regression analyses with the mother-child measures entered first, mother's education, child cognitive and fine-motor ability added significantly to the prediction of ITBS scores and did not appreciably reduce the predictive relation of the mother-child competence factor. When the mother-child competence factor was entered last in regression, the majority of the variance was accounted for by the ability and demographic measures. The partial correlations of mother-child competence and the three ITBS total scores were significant when controlling for cognitive ability. An interaction term representing the combination of cognitive ability and mother-child competence accounted for a small, but significant increment in variance for the second and third grade ITBS. Implications for professional practice are discussed.

INSTRUMENT DETAILS

Topic(s)

Accessibility

Informal Learning and Afterschool

Youth Motivation and Interests in STEM

Author

Elsevier

Target Gradespan(s)

Elementary school (K-5)

Additional Disciplines

Bioscience - general

Computer Science - general

Engineering - general

Environmental Science - general

Mathematics - general

Relevant Website(s)

Instrument Documentation

A Framework for Aligning Needs, Abilities and Affordances to Inform Design and Practice of Educational Technologies

Anonymous — Wed, 11 Jul 2018 14:04:04 +0000

A Framework for Aligning Needs, Abilities and Affordances to Inform Design and Practice of Educational Technologies

Anonymous (not verified) Wed, 07/11/2018 - 10:04

A Framework for Aligning Needs, Abilities and Affordances to Inform Design and Practice of Educational Technologies

Description

This paper addresses the need for enhancing our awareness of user‐centered design in educational technology through a more explicit and systematic alignment between the needs of educational technology users (learners and educators) and the affordances provided by the technology. First, we define the term “affordance” and discuss it from the perspectives of cognitive psychology and user interaction design. Next, we propose a taxonomy of functional affordances that builds on prior research and reflects the current trends in the design of educational technologies. The paper is concluded with an illustration of how explicit alignment of needs, abilities, and affordances can inform the evaluation of an educational technology designed to support dyslexic readers. The four‐step framework applied in this analysis helps (a) define user needs, (b) identify a potentially appropriate technology, (c) understand the abilities the technology affords and (d) align technological affordances with the specific needs of the target users. This framework is a step toward increased recognition of the importance of user‐centered design of educational technologies; it provides the needed guidance and structure for aligning needs, abilities, and affordances during the design, implementation, and evaluation of technologies for learning and teaching.

PUBLICATION DETAILS

Type

Article

Author

Pavlo D. Antonenko

Kara Dawson

Shilpa Sahay

Publisher

British Journal of Educational Technology

Publication Website URL

https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12466

Topic(s)

Accessibility

Computational Thinking

Informal Learning and Afterschool

STEM Career Opportunities and Workforce Development

Publication Year

2016

Additional Disciplines

Bioscience - general

Computer Science - general

Engineering - general

Environmental Science - general

Mathematics - general