Inclusive Making: designing tools and experiences to promote accessibility and redefine making

Worsley, Marcelo; Bar-El, David

doi:10.1080/08993408.2020.1863705

Cited by 11 publications

(2 citation statements)

References 56 publications

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“…While family and friends can partner in making, the need for cheap or free labor and technical skills means that educational institutions, especially universities, are sought out as partners. Students may be asked to collaborate with occupational therapists to design one-off assistive devices (De Couvreur and Gossens 2011), develop interactive prototypes as part of class projects (Brulé and Bailly 2021) or explore how to make makerspaces accessible (Worsley and Bar-El 2020) to teach technical or creative skills and accessibility through an authentic task. Some making initiatives, like E-Fabrik, also establish themselves as vocational training programs, thereby ensuring the involvement of students until completion of the project.…”

Section: The People In Makingmentioning

confidence: 99%

Making Equity: How the Disability Community Met the Maker Movement

BRULÉ¹

2023

After Universal Design

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I first read about the Open Hand Project and e-NABLE initiatives in 2013. Both were filling the mainstream news with heart-warming accounts, all centered around the exciting potential of anyone planning to 3D-print customizable upper limb prosthesis. A father made a "special" prosthetic hand for his own son. A teen produced mechanical fingers for a neighborhood kid born without any. Both groups were sharing their designs, inspiring a movement that seemingly revolutionized what could be made and by whom. As I am writing in 2022, these initiatives have taken separate paths. The Open Hand Project has become the Open Bionics company. It still produces myoelectric prosthesis using 3D-printing for affordability, but no longer uses hobbyist printers and has not shared the blueprints of their latest product, the Hero Arm. 1 The Hero Arm has been clinically tested, approved and is offered through clinics; whereas e-NABLE has refined a small number of designs, to be used at one's own risks and printed by volunteers.But in 2013, these two projects were still a promise: that computer-controlled fabrication tools such as 3D printers could enable anyone, including disabled people, to become "makers" and design and manufacture anything at any time at will, locally and for a low(er) cost (Gershenfeld 2005). What if any person might design and produce their own technologies? Might this new form of

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Section: The People In Makingmentioning

confidence: 99%

Making Equity: How the Disability Community Met the Maker Movement

BRULÉ¹

2023

After Universal Design

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“…One signature event was a panel on 'The Bidirectional Relationship between Diversity, Equity, and Inclusion (DEI) and Artificial Intelligence (AI).' The panel was co-chaired by Dr. Shima Salehi (Salehi et al, 2020) and myself, and featured panelists Dr. Nia Dowell (Dowell et al, 2021), Dr. Chris Piech (Piech et al 2020), Dr. Rose Luckin (Luckin & Cukurova, 2019), and Dr. Marcelo Worsley (Worsley & Bar-El, 2020). DEI perspectives contribute valuable…”

Section: International Society Of the Learning Sciencesmentioning

confidence: 99%

Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM

Roscoe

2022

Discourse Processes

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Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, 'How do we improve representation in STEM?' by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, 'underrepresentation' is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change 'the system' by making inclusion and equity the focus of our work, applying these principles as a lens for framing research questions and interpreting findings, and adopting methods and practices that are inclusive and equitable.

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Design thinking and artificial intelligence: A systematic literature review exploring synergies

Sreenivasan,

Suresh

2024

International Journal of Innovation Studies

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Inclusive Making: designing tools and experiences to promote accessibility and redefine making

Cited by 11 publications

References 56 publications

Making Equity: How the Disability Community Met the Maker Movement

Making Equity: How the Disability Community Met the Maker Movement

Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM

Design thinking and artificial intelligence: A systematic literature review exploring synergies

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