Access All Areas: Designing a Hands-On Robotics Course for Visually Impaired High School Students

Valerie Stehling (), Katharina Schuster, Anja Richert and Sabina Jeschke
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Valerie Stehling: IMA/ZLW & IfU, RWTH Aachen University
Katharina Schuster: IMA/ZLW & IfU, RWTH Aachen University
Anja Richert: IMA/ZLW & IfU, RWTH Aachen University
Sabina Jeschke: IMA/ZLW & IfU, RWTH Aachen University

A chapter in Automation, Communication and Cybernetics in Science and Engineering 2015/2016, 2016, pp 455-461 from Springer

Abstract: Abstract In recent years, student laboratories have been established as effective extracurricular learning areas for the promotion of educational processes in STEM fields. They provide various stimuli and potentials for enhancements and supplements in secondary school education (Reuter Sebastian et al.: Robotic Education in the DLR_SCHOOL_LAB RWTH AACHEN. Proceedings of the International Technology, Education and Development Conference INTED 2015, in Process (2015)). Most courses, however, do not offer full accessibility to all students. Those who e.g. suffer from visual impairment or even sightlessness find themselves not being able to participate in all tasks of the courses. On this account, the Center for Learning and Knowledge Management and Institute of Information Management in Mechanical Engineering at RWTH Aachen University have redesigned one of their robotics laboratory courses as a first step towards accessibility. This paper presents the work in progress of developing a barrier-free course design for visually impaired students. First feedback discussions with the training staff shows that even little changes can sometimes have a huge impact.

Keywords: School Laboratories; Barrier Free; LEGO MindStorms; Visual Impairment; High-School Students (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-319-42620-4_36

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DOI: 10.1007/978-3-319-42620-4_36

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