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SPEAKER: Virtual Access
to Informal STEM Learning.

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CLARA 1: Informal
learning, the practice

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of learning outside
traditional academic settings,

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has often been restricted
to in-person experiences

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at institutions, like museums
and community centers.

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In the last decade, informal
learning institutions

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have greatly expanded
their programming

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to include virtual content.

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Virtual programming
has many benefits,

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including increasing access for
individuals with disabilities.

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In this video, interns
from the NSF-funded Access

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to Informal STEM Learning
or AccessISL project

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explore how virtual
programming can

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be used in informal
STEM learning programs

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and institutions.

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CLARA 2: Due to the
current pandemic,

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virtual programming has
become widespread by necessity

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as many people are working
and learning from home.

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Virtual spaces
present and create

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opportunities for engaging
with different modes

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of communication
and interaction,

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which can accommodate people
of different access needs.

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Informal STEM
programs would benefit

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from taking a wide
range of needs

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into account, starting from the
very beginning of the program

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design process.

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MALIKAI: Virtual
spaces avoid some

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of the infrastructural
and societal barriers

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that hamper
traditional programs,

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such as transportation
as people can participate

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from their own home.

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Individuals who are experiencing
severe immune challenges

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can also participate with less
fear as contact with others

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is reduced.

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Finally, individuals
who may not be

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able to access the program in
the limited social confines

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of traditional hosting
spaces can instead

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participate from
comfortable environments

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with a variety of tools,
supports, and regulation

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strategies available.

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DILLYN: When creating
virtual programming,

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it is important to
consider how participants

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will be able to access the
program asynchronously.

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Recording the programming
and hosting it

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on your website
or YouTube channel

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

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

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Most virtual meet-up programs
have a record function,

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including Zoom, making it easy
to upload program content.

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ROCHELLE: Virtual offerings
provide great opportunities

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for accessibility tools, like
alternative communication,

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note-taking, and captions.

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For example, integrated
chat features

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allows non-speaking
participants more equitable

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access to communication.

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And applications, such
as Zoom and Google Meets,

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are increasingly offering
automated live captions.

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ELLIE: While the recommendations
described in this video

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provide a starting point for
building accessible virtual

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programming, meaningful
accessibility is more than

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the sum of its parts.

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ISL practitioners must consider
the accessibility of their work

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at all levels of
program design in order

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to build meaningful experiences.

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SPEAKER: To learn more about
accessible and inclusive

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informal STEM learning,
visit the AccessISL website,

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at
uw.edu/doit/programs/accessisl

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AccessISL is funded by the
National Science Foundation,

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grant number DRL-1906147.

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Any questions findings and
conclusions or recommendations

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expressed in this material
are those of the authors

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and do not necessarily
reflect the views

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of the federal government.

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Copyright 2022.

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Permission is granted
to copy these materials

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for educational
non-commercial purposes

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provided the source
is acknowledged.

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