Making the maker movement more inclusive: Lessons learned from a course on accessibility in making

Bar-El, David; Worsley, Marcelo

doi:10.1016/j.ijcci.2021.100285

Cited by 8 publications

(3 citation statements)

References 22 publications

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“…The concept of inclusive education in the INBOTS framework is clearly distinct from accessibility for children with disabilities 3 . In this paper, inclusiveness relates to the broader social uptake of robotics 4 and refers to an education that will make the multiple benefits coming from robotics education accessible for all the children, demystify robots and promote the future adoption of robots in their careers and everyday life.…”

Section: Introduction: a New Paradigm In Educational Roboticsmentioning

confidence: 99%

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Technologies for an inclusive robotics education

Alimisis¹

2021

Open Res Europe

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The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.

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Section: Introduction: a New Paradigm In Educational Roboticsmentioning

confidence: 99%

“…This is distinct to more orthodox uses that tie inclusivity to accessibility for children with disabilities, e.g., Bar-El et al . (2021) 1 . An explicit definition of inclusive, or clarification of this distinction for readers might avoid some potential misreadings of the motivation of the project.…”

mentioning

confidence: 99%

Technologies for an inclusive robotics education

Alimisis¹

2021

Open Res Europe

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“…However, while the "Maker Movement" is credited with the democratization of design [6], critics point to a significant lack of racial and gender diversity within maker communities [7]. For example, Bar-El et al found that 85% of the cover art for Make Magazine featured men or boys [8].…”

Section: Introductionmentioning

confidence: 99%