Exhibit – AUDITE
Luke Pereira
Exhibit – AUDITE
[Audite = latin for “listen”]
Welcome to my Exhibit. I have great admiration and respect for those educators in the disability field. For over 20 years, my love for astronomy and science has led me to intertwining my recent courses in education technology with inclusive design, my two master’s programs. In my current work in academia, I am hoping to bring some tangible change in STEM enrolments for visually impaired kids, with my focus being in the field of astronomy. In my research proposal, I looked at the idea of activation/motivation/intervention that would elicit change perceptions for visually impaired kids who might or might not have had interest in STEM, especially in astronomy. I have developed a prototype concept which I envisioned as project AstroVision – Toolkit for the blind – to help with my research in addition to other factors, and hope to assist and foster growth for these visually impaired kids into space science and more!
THE BIG IDEA
Why do kids get interested in science? to be a doctor, astronomer or even mathematician perhaps! There are lots of opportunities and visuals all around to spur interest. All it takes is motivation and a push. Now, what about visually blind kids? what motivation and push would they afford to have the same opportunity as their peers?
Let’s follow this path and see where this leads us.
Problem 1
Lack of mentors for blind students
Lack of internship opportunities
Lack of opportunities for visually impaired to get into sciences in schools and post-secondary (Bell & Silverman, 2018)
Problem 2
Attitudinal barriers by educators
Creates a perceived barrier for space science opportunities for the blind, deterring careers in sciences (Prema & Dhand, 2019).
Problem 3
Lack of enforced disability legislation
Educators find challenges in developing techniques for teaching blind students with current methodology and practices (Miyauchi, 2020).
These are just some of the many barriers that definitely prevent visually impaired kids from being better informed of their chances of success in STEM sciences.
But is it fixable? Before we tackle education reform in post-secondary for all disability groups STEM and question low enrolments, we have to listen and understand to the deeper intrinsic and extrinsic factors of the visually impaired in their personal barriers and lack of opportunities early on.
THE VISION
Purpose
The research will look at providing physical 3d objects and materials for visually impaired students to elicit emotion, interest, in sciences focusing mostly in astronomy. While similar tools do exist for the sighted in STEM toys, we are looking to inspire, educate and generate discourse and interest by packaging an experience of space to the blind of all ages allowing them to see the benefit of science careers and resolve in action.
Identifying outcomes
The research outcomes hope to identify motivations/enablers through interventions that activate a change in perception for visually impaired kids interest in STEM sciences and in our focus, astronomy. By looking at different internal and external responses when engaging in our tools, or in mentoring, or a combination of both, we hope to come to an understanding on what additional motivation would allow a change in perception for these kids to enrol into STEM.
Listening to Universe
Since listening skills will be a major source of information for a student who is blind or visually impaired, it is important to develop good listening skills when the child is young. It is also important to continue to build on those skills as the student progresses through grade school (Willings, n.d.).
Technically, we cannot see the night sky beyond the brightness of the stars. However, radio waves and infrared can allow us not only to see, but listen and that is what enables the field of STEM of to allow students to use all their senses. However, I am not saying to close your eyes and solve physics or math, but just being aware that technology and smart ideas can allow different forms of learning.
Lets try! Close your eyes and listen to the pitches of highs and lows when a musical scan of the galaxy spectrum is done. Pay attention to location of where the sound is coming from. (please note your headphones are working fine)
Astrum. (2020, November 9). A New Way To Experience Space [Video]. YouTube. https://www.youtube.com/watch?v=Fl5YDriOkmw used under CC BY / Spliced 48s from original
What about Data Graphs!
The SAS Graphics Accelerator transforms graphs and charts into sound, enabling students and adults with visual impairments and blindness to quickly glean information from charts and graphs.
The Y value represent the pitch. The lower values sound deep while higher sounds high.
The X axis are mapped to your left and right speakers as you move across the bottom of the axis.
Listen below! ( please turn your headphones down as it may get loud)
SAS Software. (2017, March 17). SAS Graphics Accelerator: Audio Mappings for Sonification [Video]. YouTube. https://www.youtube.com/watch?v=JKXXTsogFqg used under CC BY / Spliced 23s from original
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STEM is an acronym for the fields of science, technology, engineering and math.
Statistical Analysis System (SAS) is an integrated system of software products provided by SAS Institute Inc., which enables programmers to perform: Information retrieval and data management. Statistical analysis, econometrics and data mining. Business planning, forecasting, and decision support.