Co-Designing Audio-Tactile graphics with School Teachers
Summary of Project
Why co-design workshop?
Transcribers, Teachers of Students with Visual Impairments (TVIs), Access-Tech Specialists, Tactile-Graphic Artists.
Intermediate School District Offices in S-E Michigan where the participants typically designed tactile graphics.
Participants were provided with a prompt discussing the onset of hurricane Ian, and how the classroom teacher planned to go over the details of events. For this lesson, they would be creating an audio-tactie graphic of the path map based on the provided prompt, for a fictional blind high-school student - James, who has over 6 years experience reading tactile graphics.
Photos in the prompt for co-design workshop were based on the NOAA maps depicting hurricane Ian.
Insights on how the job roles of educators would be different when designing audio-tactile graphics in schools, in comparison to their current job roles.
TVIs saw audio-tactile graphics would improve accuracy interpreting graphic among students when reading graphics independently, and allow educators to include elaborate labels when embedded as audio-labels instead of braille labels.
We identified teaching scenarios where using audio-tactile graphics can support educators in teaching blind and visually impaired students more effectively.
"can we add a question to quiz them on what they’ve just read?...that would be a good form of reinforcement.”
TVIs imagined reusing one tactile overlay with different audio-label configurations as a good reinforcement for students. We encourage designers of audio-tactile access technologies design means to support reusing overlays with different audio label configurations.
"the starting announcement would be just to familiarize the reader ... in the way that they can relate that to what they already know"
Authors of audio-tactile graphics should consider ways in which the audio labels can complement tactile information such that it promotes easy interpretation, supports study and quiz version of the same graphic and similar classroom tasks.
“the conversation in class could change… they could be talking about different details on the spot”.
Participants saw audio-tactiles as an opportunity to involve classroom teachers in the design of graphics to produce graphics that complement classroom teaching strategy.