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SPEAKER: Virtual Access
to Informal STEM Learning.
CLARA 1: Informal
learning, the practice
of learning outside
traditional academic settings,
has often been restricted
to in-person experiences
at institutions, like museums
and community centers.
In the last decade, informal
learning institutions
have greatly expanded
their programming
to include virtual content.
Virtual programming
has many benefits,
including increasing access for
individuals with disabilities.
In this video, interns
from the NSF-funded Access
to Informal STEM Learning
or AccessISL project
explore how virtual
programming can
be used in informal
STEM learning programs
and institutions.
CLARA 2: Due to the
current pandemic,
virtual programming has
become widespread by necessity
as many people are working
and learning from home.
Virtual spaces
present and create
opportunities for engaging
with different modes
of communication
and interaction,
which can accommodate people
of different access needs.
Informal STEM
programs would benefit
from taking a wide
range of needs
into account, starting from the
very beginning of the program
design process.
MALIKAI: Virtual
spaces avoid some
of the infrastructural
and societal barriers
that hamper
traditional programs,
such as transportation
as people can participate
from their own home.
Individuals who are experiencing
severe immune challenges
can also participate with less
fear as contact with others
is reduced.
Finally, individuals
who may not be
able to access the program in
the limited social confines
of traditional hosting
spaces can instead
participate from
comfortable environments
with a variety of tools,
supports, and regulation
strategies available.
DILLYN: When creating
virtual programming,
it is important to
consider how participants
will be able to access the
program asynchronously.
Recording the programming
and hosting it
on your website
or YouTube channel
enables more people to engage in
the program at their own pace,
in their own time zone, or
when it is convenient for them.
Most virtual meet-up programs
have a record function,
including Zoom, making it easy
to upload program content.
ROCHELLE: Virtual offerings
provide great opportunities
for accessibility tools, like
alternative communication,
note-taking, and captions.
For example, integrated
chat features
allows non-speaking
participants more equitable
access to communication.
And applications, such
as Zoom and Google Meets,
are increasingly offering
automated live captions.
ELLIE: While the recommendations
described in this video
provide a starting point for
building accessible virtual
programming, meaningful
accessibility is more than
the sum of its parts.
ISL practitioners must consider
the accessibility of their work
at all levels of
program design in order
to build meaningful experiences.
SPEAKER: To learn more about
accessible and inclusive
informal STEM learning,
visit the AccessISL website,
at
uw.edu/doit/programs/accessisl
AccessISL is funded by the
National Science Foundation,
grant number DRL-1906147.
Any questions findings and
conclusions or recommendations
expressed in this material
are those of the authors
and do not necessarily
reflect the views
of the federal government.
Copyright 2022.
Permission is granted
to copy these materials
for educational
non-commercial purposes
provided the source
is acknowledged.
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