Abstract
Academic makerspaces have been shown to foster creativity and innovation, as they provide conditions for novel thinking to challenging problems. The capability to foster rich discussions, robust ideas, and unique cross-discipline collaborations and approaches stems directly from the diversity of people, their backgrounds and perspectives, as well as their interests, which become lively in the makerspace. This project leverages the creativity and communities of two makerspaces located in two major higher education institutions, to address the need for educational tools and materials for STEM education of students with visual disabilities. Higher education students who participated in this challenge formed multidisciplinary teams to create novel accessible, affordable devices containing inclusive technology to foster inclusive learning environments. This work is an example of how educational innovation and engineering can merge in a project mediated by makerspaces, culminating not only in the generation of the products expected, but also in valuable outcomes for higher education students who participated in this challenge-based experience.
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Acknowledgments
This project was supported by CITRIS-ITESM funds granted to the authors. We thank the advice of Alejandra Díaz de León, from Tecnologico de Monterrey, during early stages of the project.We thank Writing Labs, TecLabs, from Tecnologico de Monterrey for their financial support to present this work at the conference.
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Reynaga-Peña, C.G., Myers, C., Fernández-Cárdenas, J.M., Cortés-Capetillo, A.J., Glasserman-Morales, L.D., Paulos, E. (2020). Makerspaces for Inclusive Education. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. Applications and Practice. HCII 2020. Lecture Notes in Computer Science(), vol 12189. Springer, Cham. https://doi.org/10.1007/978-3-030-49108-6_18
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