The poster will run in a continuous 90-minute cycle, centered on practical interaction and the demonstration of haptic technology.
1. Haptic Introduction (15 min/cycle): Attendees begin with direct, sensory interaction, touching the 3D MDF reliefs while activating the smart audio system (QR/button) to experience art through touch. The challenge of art accessibility is presented.
2. Design Methodology (25 min): Practical demonstration of the CAD/CAM process: we explain how the 2D painting is researched and mapped onto different laser-cut depth layers to achieve the 3D tactile effect.
3. Technology Integration (35 min): We encourage peer-to-peer interaction by discussing how to replicate the low-cost audio system and haptic design for other subjects (e.g., history, science). The adaptive assistive technology components are analyzed.
4. Closing and Replication (15 min): The session concludes with the distribution of key resources and a detailed Action Plan for educators to implement their own "Inclusive Mini-Museum" in their school Makerspace.
Design a workflow for converting 2D artwork into 3D tactile reliefs using digital design tools (CAD/CAM) to accommodate varied learner needs.
Integrate a low-cost smart audio system (QR code or button-activated) into a physical teaching artifact to enhance accessibility and independent learning.
Formulate an action plan for implementing a Makerspace project focused on creating adaptive assistance technology and building an inclusive mini-museum.
CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Steele, K., Cakmak, M., & Blaser, B. (2018). Accessible Making: Designing a Makerspace for Accessibility. In Proceedings of the 2018 Design of Educational Technology Workshop at the 2018 Conference on Human Factors in Computing Systems (CHI'18).
DO-IT (Disabilities, Opportunities, Internetworking, and Technology). (n.d.). Making a Makerspace? Guidelines for Accessibility and Universal Design. University of Washington. Retrieved from https://www.washington.edu/doit/making-makerspace-guidelines-accessibility-and-universal-design
Horna-Saldaña, C., & Canaleta, X. (2024). Application of Universal Design for Learning and Digital Fabrication in the Creation of a Tool for Inclusive Teaching of the Ordering of Chemical Elements. Journal of Chemical Education, 101(12), 5261–5271.
National Endowment for the Arts (NEA). (2015). Touch and See: Exploring Art Through Touch. NEA Arts Magazine.
Makers Making Change. (n.d.). Assistive Devices Catalog. Retrieved from https://www.makersmakingchange.com/assistive-devices
Sánchez, M., Lledó, A., & Pérez-Martínez, M. A. (2021). Accessible Visual Artworks for Blind and Visually Impaired People: Comparing a Multimodal Approach with Tactile Graphics. Electronics, 10(3), 297.
Coleman, M. B., & Cramer, S. E. (2015). Multisensory Adaptations: Creating Art with Students Who Are Blind and Low Vision. Journal of Art for Life, 14(1).
American Foundation for the Blind (AFB). (n.d.). Teaching Art to Students with Visual Impairments.
DIYAbility. (2016, February 16). Shop Class and Makers with Disabilities. Retrieved from https://www.diyability.org/2016/02/shop-class-and-makers-with-disabilities/
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