10.6084/m9.figshare.8485091.v1
Cecily Morrison
Cecily
Morrison
Nicolas Villar
Nicolas
Villar
Alex Hadwen-Bennett
Alex
Hadwen-Bennett
Tim Regan
Tim
Regan
Daniel Cletheroe
Daniel
Cletheroe
Anja Thieme
Anja
Thieme
Sue Sentance
Sue
Sentance
Physical Programming for Blind and Low Vision Children at Scale
Taylor & Francis Group
2019
support inclusive education
novel educational technologies
key design constructs
teaching computational learning
teach computational learning
physical programming language
accessibility </ p
mixed visual abilities
scale .</ p
low vision children
computational learning
physical programming
produce learning
liveness </
cognitive abilities
young learners
wide evaluation
three months
supported non
successfully learn
specialist teachers
reflective guidance
parameter dials
disabilities continues
different ages
create music
create code
audio stories
appropriate tools
75 children
30 teachers
2019-07-03 09:23:48
Dataset
https://tandf.figshare.com/articles/dataset/Physical_Programming_for_Blind_and_Low_Vision_Children_at_Scale/8485091
<p>There is a dearth of appropriate tools for young learners with mixed visual abilities to engage with computational learning. Addressing this gap, Torino is a physical programming language for teaching computational learning to children ages 7–11 regardless of level of vision. To create code, children connect physical instruction pods and tune their parameter dials to create music, audio stories, or poetry. Currently, the uptake of novel educational technologies to support inclusive education of children with disabilities continues to be limited at scale. We consider how the Torino Learning Environment supports non-specialist teachers to teach computational learning to children with mixed visual abilities in a UK-wide evaluation with 75 children and 30 teachers over a period of three months. We demonstrate how children can successfully learn with a novel physical programming language. We articulate how key design constructs such as <i>persistent program overview</i> and <i>liveness</i> supported non-specialist teachers to co-produce learning for children of different ages, visual and cognitive abilities. We conclude with reflective guidance on evaluating inclusive educational technologies at scale.</p> <p>CCS CONCEPTS</p> <p>Human-centered computing → Accessibility → Empirical studies in accessibility</p>