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[MUSIC PLAYING]

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SPEAKER: Virtual Access[br]to Informal STEM Learning.

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CLARA 1: Informal[br]learning, the practice

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of learning outside[br]traditional academic settings,

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has often been restricted[br]to in-person experiences

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at institutions, like museums[br]and community centers.

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In the last decade, informal[br]learning institutions

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have greatly expanded[br]their programming

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to include virtual content.

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Virtual programming[br]has many benefits,

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including increasing access for[br]individuals with disabilities.

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In this video, interns[br]from the NSF-funded Access

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to Informal STEM Learning[br]or AccessISL project

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explore how virtual[br]programming can

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be used in informal[br]STEM learning programs

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and institutions.

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CLARA 2: Due to the[br]current pandemic,

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virtual programming has[br]become widespread by necessity

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as many people are working[br]and learning from home.

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Virtual spaces[br]present and create

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opportunities for engaging[br]with different modes

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of communication[br]and interaction,

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which can accommodate people[br]of different access needs.

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Informal STEM[br]programs would benefit

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from taking a wide[br]range of needs

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into account, starting from the[br]very beginning of the program

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design process.

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MALIKAI: Virtual[br]spaces avoid some

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of the infrastructural[br]and societal barriers

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that hamper[br]traditional programs,

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such as transportation[br]as people can participate

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from their own home.

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Individuals who are experiencing[br]severe immune challenges

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can also participate with less[br]fear as contact with others

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is reduced.

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Finally, individuals[br]who may not be

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able to access the program in[br]the limited social confines

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of traditional hosting[br]spaces can instead

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participate from[br]comfortable environments

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with a variety of tools,[br]supports, and regulation

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strategies available.

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DILLYN: When creating[br]virtual programming,

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it is important to[br]consider how participants

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will be able to access the[br]program asynchronously.

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Recording the programming[br]and hosting it

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on your website[br]or YouTube channel

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enables more people to engage in[br]the program at their own pace,

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in their own time zone, or[br]when it is convenient for them.

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Most virtual meet-up programs[br]have a record function,

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including Zoom, making it easy[br]to upload program content.

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ROCHELLE: Virtual offerings[br]provide great opportunities

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for accessibility tools, like[br]alternative communication,

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note-taking, and captions.

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For example, integrated[br]chat features

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allows non-speaking[br]participants more equitable

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access to communication.

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And applications, such[br]as Zoom and Google Meets,

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are increasingly offering[br]automated live captions.

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ELLIE: While the recommendations[br]described in this video

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provide a starting point for[br]building accessible virtual

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programming, meaningful[br]accessibility is more than

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the sum of its parts.

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ISL practitioners must consider[br]the accessibility of their work

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at all levels of[br]program design in order

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to build meaningful experiences.

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SPEAKER: To learn more about[br]accessible and inclusive

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informal STEM learning,[br]visit the AccessISL website,

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at[br]uw.edu/doit/programs/accessisl

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AccessISL is funded by the[br]National Science Foundation,

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grant number DRL-1906147.

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Any questions findings and[br]conclusions or recommendations

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expressed in this material[br]are those of the authors

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and do not necessarily[br]reflect the views

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of the federal government.

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Copyright 2022.

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Permission is granted[br]to copy these materials

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for educational[br]non-commercial purposes

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provided the source[br]is acknowledged.

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[MUSIC FADING]