Virtual Access to Informal STEM Learning

Also available with Audio Description: https://youtu.be/am23iFGUFOM.
Informal STEM learning (ISL) is lifelong learning in science, technology, engineering, and math (STEM) that takes place outside of the traditional classroom. This video presentation shares student perspectives from the NSF-funded Access to Informal STEM Learning (AccessISL) project, which is creating promising practices and resources that can lead to making ISL activities and resources more welcoming and accessible to individuals with disabilities nationwide.

[MUSIC PLAYING]

SPEAKER: Virtual Access
to Informal STEM Learning.

CLARA 1: Informal
learning, the practice

of learning outside
traditional academic settings,

has often been restricted
to in-person experiences

at institutions, like museums
and community centers.

In the last decade, informal
learning institutions

have greatly expanded
their programming

to include virtual content.

Virtual programming
has many benefits,

including increasing access for
individuals with disabilities.

In this video, interns
from the NSF-funded Access

to Informal STEM Learning
or AccessISL project

explore how virtual
programming can

be used in informal
STEM learning programs

and institutions.

CLARA 2: Due to the
current pandemic,

virtual programming has
become widespread by necessity

as many people are working
and learning from home.

Virtual spaces
present and create

opportunities for engaging
with different modes

of communication
and interaction,

which can accommodate people
of different access needs.

Informal STEM
programs would benefit

from taking a wide
range of needs

into account, starting from the
very beginning of the program

design process.

MALIKAI: Virtual
spaces avoid some

of the infrastructural
and societal barriers

that hamper
traditional programs,

such as transportation
as people can participate

from their own home.

Individuals who are experiencing
severe immune challenges

can also participate with less
fear as contact with others

is reduced.

Finally, individuals
who may not be

able to access the program in
the limited social confines

of traditional hosting
spaces can instead

participate from
comfortable environments

with a variety of tools,
supports, and regulation

strategies available.

DILLYN: When creating
virtual programming,

it is important to
consider how participants

will be able to access the
program asynchronously.

Recording the programming
and hosting it

on your website
or YouTube channel

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

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

Most virtual meet-up programs
have a record function,

including Zoom, making it easy
to upload program content.

ROCHELLE: Virtual offerings
provide great opportunities

for accessibility tools, like
alternative communication,

note-taking, and captions.

For example, integrated
chat features

allows non-speaking
participants more equitable

access to communication.

And applications, such
as Zoom and Google Meets,

are increasingly offering
automated live captions.

ELLIE: While the recommendations
described in this video

provide a starting point for
building accessible virtual

programming, meaningful
accessibility is more than

the sum of its parts.

ISL practitioners must consider
the accessibility of their work

at all levels of
program design in order

to build meaningful experiences.

SPEAKER: To learn more about
accessible and inclusive

informal STEM learning,
visit the AccessISL website,

at
uw.edu/doit/programs/accessisl

AccessISL is funded by the
National Science Foundation,

grant number DRL-1906147.

Any questions findings and
conclusions or recommendations

expressed in this material
are those of the authors

and do not necessarily
reflect the views

of the federal government.

Copyright 2022.

Permission is granted
to copy these materials

for educational
non-commercial purposes

provided the source
is acknowledged.

[MUSIC FADING]

Subtitles created on the Amara.org platform.