MOCA provides a beautiful space that brings in diverse visitors but could better accommodate those with disabilities. It gets the wide entryway right but movies are loud and distracting, lighting is intense, and there are many crowded displays. The virtual tour highlights areas to improve like making movies less overwhelming, reducing clutter, and ensuring clear signage and text for all visitors.
Presentation given by Richard Burkert, Julie Adcock, Ron Punako, and Dave Luciew at the Pennsylvania Museum 2016 Conference demonstrating transformative augmented, virtual and mixed reality concepts for extending the museum story and exhibition experience.
De komst van nieuwe devices, zoals de Microsoft HoloLens en de HTC Vive, zorgen voor nieuwe gebruikerervaringen. Het is mogelijk om jezelf te transporteren naar een hele andere wereld, of de huidige wereld te zien door een andere bril. Wat zijn virtual, augmented en mixed reality nou eigenlijk? Hoe zorg je voor de optimale ervaring voor je gebruikers met deze nieuwe technieken?
Nico van Driel en Rob Bakkers geven je een doorkijk naar deze nieuwe virtuele werelden. Ze laten zien wat er nu en in de toekomst allemaal mogelijk is met deze nieuwe devices zoals de HTC Vive en de Microsoft HoloLens.
Bekijk de presentatie over Mixes Reality met de Microsoft HoloLens hier: http://www.slideshare.net/Avanade-Nederland/mixed-reality-met-microsoft-hololens
Presentation given by Richard Burkert, Julie Adcock, Ron Punako, and Dave Luciew at the Pennsylvania Museum 2016 Conference demonstrating transformative augmented, virtual and mixed reality concepts for extending the museum story and exhibition experience.
De komst van nieuwe devices, zoals de Microsoft HoloLens en de HTC Vive, zorgen voor nieuwe gebruikerervaringen. Het is mogelijk om jezelf te transporteren naar een hele andere wereld, of de huidige wereld te zien door een andere bril. Wat zijn virtual, augmented en mixed reality nou eigenlijk? Hoe zorg je voor de optimale ervaring voor je gebruikers met deze nieuwe technieken?
Nico van Driel en Rob Bakkers geven je een doorkijk naar deze nieuwe virtuele werelden. Ze laten zien wat er nu en in de toekomst allemaal mogelijk is met deze nieuwe devices zoals de HTC Vive en de Microsoft HoloLens.
Bekijk de presentatie over Mixes Reality met de Microsoft HoloLens hier: http://www.slideshare.net/Avanade-Nederland/mixed-reality-met-microsoft-hololens
Short tutorial given by Mark Billinghurst on April 14th 2016 on how to build low cost VR experiences using the Google Cardboard VR viewer. The slides show how to use Unity and the Cardboard SDK to build VR applications.
Discussion of museum studies and exhibition design techniques that can help VR designers develop educational VR experiences (presentation given at the VR in Education meetup in NYC on February 23, 2017)
Virtual Reality, a simulated environment in three dimensions, is not new but emerging technologies and companies like Facebook and Microsoft have recently pushed it back into the spotlight. There is a huge future in VR and meaningful experiences are being developed for it. In this webinar,
~ Discover what Virtual Reality is and gain a brief historical summary of it
~ Understand how VR will change everything ranging from gaming to education
~ Learn about the various products coming out in 2015
~ See how libraries and makerspaces are making use of VR
“What is real? How do you define 'real'? If you're talking about what you can feel, what you can smell, what you can taste and see, then 'real' is simply electrical signals interpreted by your brain.” ~ Morpheus
Extending the Virtual World Framework for Mobile TrainingRonald Punako, Jr.
Presents technical approaches for delivering immersive world content within the Virtual World Framework (VWF) to mobile platforms for Joint Knowledge Online (JKO).
HTC Vive, FOVE, Playstation VR and more - Presentation Meetup 20 Feb 2016Richard Hoffmann
A Meetup presentation of VR projects I worked on the past years.
HTC Vive, FOVE, PSVR (former Project Morpheus), Razor Hydra, Leap Motion & Trinus VR. Including Oculus DK1 and DK2 obviously as well as Gear VR and Cardboard.
This presentation highlights the difference between 360 and 180 degree VR devices and experiences, as well as the benefits of Eye Tracking for VR.
Technological innovations, such as smart devices and immersive and wearable technology, and their fast adoption, are impacting the way people seek entertainment, shop, behave and learn. Learn how Tata Interactive Systems uses 3D Virtual Worlds, Augmented Reality, Oculus Rift, Google Cardboard, Holograms, Digital Walls, Interactive Tables and Beacons to enhance user engagement and improve learning effectiveness using games and simulations.
Speaker: Manisha Mohan and Kshitij Nerurkar, Tata Interactive Systems
Qbit’s VR training environments are virtual spaces which allow users to be trained through learning-by-doing experiences from a first or third person view.
Qbit’s VR e-Commerce environments are designed to bring the online shopping experience to the next level by taking the users into fully interactive 3D online stores.
Using Common Senses: Programmatic Accessibility for ExhibitsWest Muse
You are probably familiar with the requirements of Americans with Disabilities Act (ADA) and the Architectural Barriers Act (ABA) for physical accessibility in your institution. But how do you bring exhibits alive to create inclusive experiences that meet the needs of visitors with a wide range of cognitive and sensory differences? In a lively, interactive format, this panel of exhibit designers present the philosophy, strategies, and specific techniques of audio description, tactiles, and electronic media to create displays that make exhibit content accessible to the broadest audience possible.
Moderator: Jill Rullkoetter, Senior Deputy Director, Frye Art Museum
Presenters: Charles Davis, AIA, Principal, EDX Exhibits
Lyn Henley, President, Henley Company Design and Production
Daniel Quan, Owner, Daniel Quan Design
Libraries, museums and archives – so-called memory institutions – are undergoing intense technological transformations in the way they catalog, preserve and publish cultural heritage information. The timeline, scope, and outcome of this technological advancement seem to be very different in these fields, due to the different mission and structure of these institutions.
However, some of the underlying tools, specific goals, methodologies and data models seem to be shared among most of the cultural institutions who are invested in technological advancement.
In this informal, open discussion and Q/A among the panelists and with the audience, the participants will engage in an exchange of use cases in their own specific fields, trying to find a common ground where cultural heritage institutions can collaborate to establish standards that are valid for all cultural expressions.
Accessing Smartphones: Mobile for All in Museums (American Alliance of Museum...Sofie Andersen
Conference presentation on the research study of Antenna International/Antenna Lab together with Art Beyond Sight looking at the use of mobile in museums for individuals with disabilities. Contributing panelists were; Sofie Andersen, Annie Leist, Christine Murray, Danielle Linzer, Tasia Endo and Matt Kaplowitz.
Aanijalki, Opening Dialogue for Visually Impaired Inclusion in MuseumsMariana Salgado
This paper was published in the proceedings of the International Workshop of Re-thinking technology in museums. In Limerick (2005). University of Limerick
The purpose of museums is to enable all visitors to enjoy its collections and to learn. Although programs for visitors with visual impairment have appeared in developed countries, it does not seem that much has been done to integrate this group into the museum audience. Museum staff had to consider the different learning needs of visitors and consult with members of the community to gain a better understanding of what needs to be changed in order to make their museum accessible to visitors with different abilities. However, it has also been suggested that inclusive practices can be achieved through the use of Universal Design. According to McGinnis (2007), Universal Design means that exhibitions and programs would have to be designed so that everyone was able to use them. This article aims to analyze the accessibility of museums in Skopje to visitors with visual impairments, with a particular focus on how they can become more inclusive.
Short tutorial given by Mark Billinghurst on April 14th 2016 on how to build low cost VR experiences using the Google Cardboard VR viewer. The slides show how to use Unity and the Cardboard SDK to build VR applications.
Discussion of museum studies and exhibition design techniques that can help VR designers develop educational VR experiences (presentation given at the VR in Education meetup in NYC on February 23, 2017)
Virtual Reality, a simulated environment in three dimensions, is not new but emerging technologies and companies like Facebook and Microsoft have recently pushed it back into the spotlight. There is a huge future in VR and meaningful experiences are being developed for it. In this webinar,
~ Discover what Virtual Reality is and gain a brief historical summary of it
~ Understand how VR will change everything ranging from gaming to education
~ Learn about the various products coming out in 2015
~ See how libraries and makerspaces are making use of VR
“What is real? How do you define 'real'? If you're talking about what you can feel, what you can smell, what you can taste and see, then 'real' is simply electrical signals interpreted by your brain.” ~ Morpheus
Extending the Virtual World Framework for Mobile TrainingRonald Punako, Jr.
Presents technical approaches for delivering immersive world content within the Virtual World Framework (VWF) to mobile platforms for Joint Knowledge Online (JKO).
HTC Vive, FOVE, Playstation VR and more - Presentation Meetup 20 Feb 2016Richard Hoffmann
A Meetup presentation of VR projects I worked on the past years.
HTC Vive, FOVE, PSVR (former Project Morpheus), Razor Hydra, Leap Motion & Trinus VR. Including Oculus DK1 and DK2 obviously as well as Gear VR and Cardboard.
This presentation highlights the difference between 360 and 180 degree VR devices and experiences, as well as the benefits of Eye Tracking for VR.
Technological innovations, such as smart devices and immersive and wearable technology, and their fast adoption, are impacting the way people seek entertainment, shop, behave and learn. Learn how Tata Interactive Systems uses 3D Virtual Worlds, Augmented Reality, Oculus Rift, Google Cardboard, Holograms, Digital Walls, Interactive Tables and Beacons to enhance user engagement and improve learning effectiveness using games and simulations.
Speaker: Manisha Mohan and Kshitij Nerurkar, Tata Interactive Systems
Qbit’s VR training environments are virtual spaces which allow users to be trained through learning-by-doing experiences from a first or third person view.
Qbit’s VR e-Commerce environments are designed to bring the online shopping experience to the next level by taking the users into fully interactive 3D online stores.
Using Common Senses: Programmatic Accessibility for ExhibitsWest Muse
You are probably familiar with the requirements of Americans with Disabilities Act (ADA) and the Architectural Barriers Act (ABA) for physical accessibility in your institution. But how do you bring exhibits alive to create inclusive experiences that meet the needs of visitors with a wide range of cognitive and sensory differences? In a lively, interactive format, this panel of exhibit designers present the philosophy, strategies, and specific techniques of audio description, tactiles, and electronic media to create displays that make exhibit content accessible to the broadest audience possible.
Moderator: Jill Rullkoetter, Senior Deputy Director, Frye Art Museum
Presenters: Charles Davis, AIA, Principal, EDX Exhibits
Lyn Henley, President, Henley Company Design and Production
Daniel Quan, Owner, Daniel Quan Design
Libraries, museums and archives – so-called memory institutions – are undergoing intense technological transformations in the way they catalog, preserve and publish cultural heritage information. The timeline, scope, and outcome of this technological advancement seem to be very different in these fields, due to the different mission and structure of these institutions.
However, some of the underlying tools, specific goals, methodologies and data models seem to be shared among most of the cultural institutions who are invested in technological advancement.
In this informal, open discussion and Q/A among the panelists and with the audience, the participants will engage in an exchange of use cases in their own specific fields, trying to find a common ground where cultural heritage institutions can collaborate to establish standards that are valid for all cultural expressions.
Accessing Smartphones: Mobile for All in Museums (American Alliance of Museum...Sofie Andersen
Conference presentation on the research study of Antenna International/Antenna Lab together with Art Beyond Sight looking at the use of mobile in museums for individuals with disabilities. Contributing panelists were; Sofie Andersen, Annie Leist, Christine Murray, Danielle Linzer, Tasia Endo and Matt Kaplowitz.
Aanijalki, Opening Dialogue for Visually Impaired Inclusion in MuseumsMariana Salgado
This paper was published in the proceedings of the International Workshop of Re-thinking technology in museums. In Limerick (2005). University of Limerick
The purpose of museums is to enable all visitors to enjoy its collections and to learn. Although programs for visitors with visual impairment have appeared in developed countries, it does not seem that much has been done to integrate this group into the museum audience. Museum staff had to consider the different learning needs of visitors and consult with members of the community to gain a better understanding of what needs to be changed in order to make their museum accessible to visitors with different abilities. However, it has also been suggested that inclusive practices can be achieved through the use of Universal Design. According to McGinnis (2007), Universal Design means that exhibitions and programs would have to be designed so that everyone was able to use them. This article aims to analyze the accessibility of museums in Skopje to visitors with visual impairments, with a particular focus on how they can become more inclusive.
Podcasting, Museums & Info EvolutionElena Lagoudi
A short history of podcasting in the National Gallery and some new trends in information management, a presentation created for internal consumption and communications.
Open Art – designing a multimedia guide app for people with and without senso...University of Warsaw
While many museums cater for the needs of their visually impaired patrons by providing them with a special audio descriptive guide, containing detailed visual descriptions of works of art, the goal of the Open Art project is to develop a multimedia guide app, based on design for all principles, aimed at all types of visitors, with and without sensory impairments. We believe it is possible to create one description that would serve all museum visitors – regardless of whether they are blind or sighted, hearing or deaf. Each description of a work of art will include a short introduction to the work of art, its visual description, context and interpretation.
A special library is a term for library that is neither an academic nor school library, nor a public library. Special libraries include law libraries, news libraries, government libraries, corporate libraries, museum libraries, and medical libraries and are not usually open to the public for use. Special libraries are also sometimes known as information centers. They are generally staffed by librarians.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Introduction Museum exhibitions need to cater to a wide audience. What happens when they struggle to meet the demands of Universal Design? Visitors with Disabilities feel unwelcome Educators feel uncomfortable bringing their students to the museum Museums unintentionally exclude segments of the population
3. Principles of Universal Design http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/udprinciplestext.htm The design is useful and interesting to people of differing abilities The design accommodates a wide range of personal abilities and preferences Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities The design minimizes hazards and the adverse consequences of accidental or unintended actions The design can be used efficiently and comfortably and with a minimum of fatigue Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility
4. Disabilities to Consider Attention Deficit/Hyperactivity Disorder (AD/HD) Sensory Processing Disorder (SPD) Visual Impairments Mobility Impairments Hearing Impairments Dyslexia
5. Disabilities: Attention Deficit/Hyperactivity Disorder People with AD/HD may: Be easily distracted, miss details, frequently switch from one activity to another Have difficulty focusing on one thing Become bored with a task after a few minutes Have difficulty processing information quickly and accurately Dash around, touching and playing with everything in sight Have difficulty doing quiet tasks Be constantly in motion
6. Disabilities: Sensory Processing Disorder Symptoms of SPD might include: Over-sensitivity to stimulation such as sounds, lights, touch, taste, and odors Using an inappropriate amount of force when handling objects or writing Difficulty focusing or unable to shift attention to a new task Clumsiness Can become disoriented on stairs, elevators, or escalators Difficulty following directions, especially on sequencing of events Impulsive, always on the go
7. Disabilities: Visual Impairment In those with low vision, vision may fluctuate or may be influenced by inappropriate lighting, light glare, or fatigue, so colored lights, small fonts, or many things to read on one wall might be challenging People with low vision are text readers, but they might require adaptations, special equipment or materials People with visual impairments may have trouble with environmental obstacles, such as the hanging object cases in room one or the movie screens in small alcoves overlooking stairs Interactives should have clear signage or should appear obvious to visitors since those with low vision might have a better museum experience with the added tactile exploration offered by interactives
8. Disabilities: Mobility Impairment The term mobility impairment refers to an expansive range of disabilities which vary in severity from stamina limitations to complete paralysis and include, but are not limited to, disorders of the skeletal, respiratory, neuromuscular, cardiovascular, and pulmonary systems (http://www.accesselearning.net/mod1/1_07.php) Mobility disorders include: cerebral palsy, spinal cord injury, arthritis, muscular dystrophy, temporary orthopedic injuries, Multiple Sclerosis, spina bifida, et. al. People with mobility impairment sometimes require mobility aides or assistive technology
9. Disabilities: Hearing Impairments Hearing loss can be partial or complete. There are several types of hearing loss: Conductive hearing loss—sound levels seem lower Sensorineural hearing loss—interferes with clarity of sound, understanding speech, and interpretation of sounds Mixed hearing loss—have both conductive and sensorineural hearing loss Background noise can make it even more difficult for those with hearing impairments to hear what is being said About 28 million Americans (almost 1 in 10) are hearing impaired or completely deaf
10. Disabilities: Dyslexia This wall, and others like it in MOCA, are difficult for visitors with dyslexia to read According to LD.org, some people with dyslexia can have trouble with reading and spelling, while others struggle to write, or to tell left from right. Some children show few signs of difficulty with early reading and writing. But later on, they may have trouble with complex language skills, such as grammar, reading comprehension, and more in-depth writing.
11. Beyond Disabilities: Comfort and the Average Visitor Surveys of walk-in visitors showed that the average visitor asked for changes to the Core Exhibition that would help disabled visitors as well, including: Larger font size Fewer objects on the wall More quiet spaces Clear signage on interactives
12. Some facts about MOCA MOCA used to be in an old public schoolon Mulberry Street. Its new building (opened in 2009) at 215 Centre Street was designed by architect Maya Lin. Founded as the New York Chinatown History Project in 1980, the Museum of Chinese in America (MOCA) began as a community-based organization. MOCA describes itself as a dialogic museum, meaning that they want to have a dialogue with the audience. MOCA’s collection includes artifacts, personal histories, and personal objects from businesses and residents of Chinatown in Manhattan, but it also has objects from Chinese-Americans around the country. MOCA’s audience is diverse and includes people of all backgrounds and ages. They want everyone to relate to the Chinese experience in America.
13. Using a Virtual Tour of MOCA The Museum of Chinese in America (MOCA) is a great space with an engaging approach and a unique collection. However, it makes some mistakes that lead to potential discomfort or confusion for visitors with disabilities. This virtual tour is a way to highlight some of what MOCA does right and some of what they get wrong.
14. Maya Lin and MOCA Maya Lin describes her design of MOCA: http://www.youtube.com/watch?v=976o62w45zg
15. What MOCA gets right MOCA is a beautiful, welcoming space
16. What MOCA gets right MOCA is a beautiful, welcoming space It has an easy-to-use, wide entryway for people with mobility impairment
17. What MOCA gets right MOCA is a beautiful, welcoming space It has an easy, wide entryway for people with mobility impairment The museum brings in visitors of every background and age group
18. What MOCA gets right MOCA is a beautiful, welcoming space It has an easy, wide entryway for people with mobility impairment The museum brings in visitors of every background and age group MOCA educates people about sensitive topics such as racism and immigration
19. What MOCA gets right MOCA is a beautiful, welcoming space It has an easy, wide entryway for people with mobility impairment The museum brings in visitors of every background and age group MOCA educates people about sensitive topics like racism and immigration MOCA’s interactives give visitors hands-on experiences
20. MOCA’s Core Exhibition With a Single Step: Stories in the Making of America “The exhibit is an exploration of the Chinese American experience—from the first steps of early Chinese immigrants on the American frontier, to the dramatic story of a people caught between the power and politics of two nations, to the continuing journey to understand what it means to be Chinese American, and ultimately, America’s own journey as a nation.” (MOCA’s informational brochure)
21. In the Entryway At My Eye level, about 5’3” up from the floor
22. In the Entryway The same screen, as seen from below (Children, shorter people, and visitors in wheelchairs get this view) At My Eye level, about 5’3” up from the floor
24. Room 1: Immigration Photos in frames hanging from high above Movie Screen, Movie on repeat, Volume on high Light Boxes with biographies, brightly lit Strings from floor to ceiling with Plexiglas boxes holding objects
25. Room 1: Immigration The wall has many objects and labels on it Labels scroll across the bottom of the wall, organized chronologically from right to left
26. Room 1: Immigration The room is filled with objects from floor to ceiling. The lighting is from above, the side, and from the light boxes and screens. Lighting is green and white The number of objects, the lighting and the loud movie might be difficult for visitors with Attention Deficit/ Hyperactivity Disorder (AD/HD) and Sensory Processing Disorder (SPD)
27. Movies in MOCA Movies are loud, set on repeat, and are constant background noise Movie are projected on a window overlooking the central staircase
28.
29. Movies at MOCA might be distracting for those with AD/HD, Sensory Processing Disorder, or Visual Impairments
30. The location and orientation of the movies—with the stairs and downstairs activities visible below—might lead to anxiety for visitors with SPD
31. The movies are loud and clash with conversations and other audio interactives, which might be difficult for those with hearing impairment, SPD, or AD/HD
32.
33. Room 2: Entering the USA Text scrolls from floor to ceiling. Red text is hard to read on the paneling This video is directly across from another movie Wow! Look at all these objects
34. Room 2: Entering the USA This is an interesting interactive that makes you think about the arrival process at Angel Island (the West Coast’s Ellis Island). However, it is hard to follow since it is a low-pitched voice barking at you in a low volume in a room with another loud movie. This interactive only works if you can sit in the chair and stay there!
35. Room 2: Entering the USA Low, green light a reflection from the movie across from the wall Letters start down at the floor and go up to the ceiling, more than 8 feet up Font size is very small on the letters These letters and pictures make the experiences of the new Chinese immigrants relatable and interesting
36. Room 3: The Laundry Unfortunately, the dim red lighting on the side of the room makes reading challenging This table is at a good height for children and people in wheelchairs The interactives in this room are great for every visitor. The heavy iron is a fantastic teaching tool.
37. Signs in MOCA Interesting stories and poems appear all over the museum on boards like these—with text superimposed on photographs. Distracting and hard to read for everyone! Very hard for those with AD/HD, SPD, autism, and visual impairments.
38. Room 4: Movies and Chinese Food The lighting in this room is red-hued and creates a glare that can be challenging to visitors This case is at a great height for children and those in wheelchairs
39. Room 4: Movies and Chinese Food Again, a sign that is hard to read because of background pictures This radio plays low-pitched voices doing commercials. It is not very loud. Two other movies are going on in the room. Push this button to hear this radio
40. Room 5: Festivals 3 chairs, the lion and some quiet music make this room a great place to rest and think about the Chinese-American experience
41. Room 5: Festivals Use this handle to turn this scroll This scroll is very close to the wall and might be hard for visitors in wheelchairs or with other mobility impairments to turn Black font on red with a red case is very hard to read
42. Room 6: Post Office and Store Lots to see, hear, and touch. How do you know what NOT to touch?
43. Room 6: Post Office and Store This room is great for experiential learning, but it can be hard for children with impulse control problems to avoid the loose objects on shelves and in alcoves. There are few DO NOT TOUCH signs.
44. Room 6: Post Office and Store Both of these buttons play audio segments that are very interesting, but also hard to hear and understand for those with hearing impairments. Accented speech further complicates understanding. This is a recurring problem in MOCA, especially in the other, louder rooms.
45. Rooms 7 and 8: WWII and Today The last two rooms have multiple interactives. They provide great ways to enter into mid-twentieth century and contemporary Chinese-American culture
46. Rooms 7 and 8: WWII and Today The last two rooms have many videos, lots of text, lots of audio and multiple distractions
47. Rooms 7 and 8: WWII and Today What a great solution for blocking out background noise for the hearing impaired, those with SPD, AD/HD, or auditory processing disorder! If only the screen was visible from below
53. The lighting at MOCA might make it difficult for those with visual impairments to see the objects or read the labels
54. Color choices for fonts and for displays might make reading challenging for people with visual impairments
55. Those with AD/HD, SPD, autism, or even people who require reading glasses might find it difficult to read with all of the light, font, and color choices in the museum
56.
57. Summary MOCA is a beautifully-designed museum that teaches visitors about the experiences of the Chinese in America The museum imparts a lot of valuable information in interesting and exciting ways For visitors with AD/HD, SPD, visual impairments, mobility impairments, hearing impairments, or dyslexia, there may be some challenges in the space Sometimes the museum’s designs are very welcoming to those with disabilities (interactive elements, accessible display cases). Sometimes they are not (small font size, dim lighting, screens that are not visible from below, too many objects on the wall) MOCA might want to think about the principles of universal design in core exhibition so that people of all backgrounds have comfortable, enjoyable, educational experiences in the museum
58. Some Suggestions for MOCA Place fewer objects and labels on wall to limit distractions Make movies have on/off modes with buttons for visitors to push Increase font size Include more earphones for audio features and then turn up the volume Provide a handheld guide in large print Check that screens are visible for everyone of all heights, in wheelchairs or walking Take some objects that are at ceiling or floor level and reproduce them in a handheld booklet available to all visitors Make buttons and interactives more obvious with clearer signage Include fewer written passages superimposed on photos and increase the amount of text on simple backgrounds
59. Some Suggestions for Visitors to MOCA with Disabilities For those with AD/HD or SPD, think about bringing ear plugs or headphones to block out unwanted noises. MOCA is a dialogic museum that prides itself on having personnel available to visitors much of the day—ask for a helper or guide to lead you through the museum. Plan to look at only one level of information on the walls or think about only looking at pictures or only white labels or only movies, etc. Return later to see more of the museum. Use MOCA’s interactive website to do some learning in advance so the visit can be entirely experience-based.
60. More Suggestions for Visitors to MOCA with Disabilities For those who are hard of hearing, ask if there is a printed transcript of movies and audio interactives For those who are visually impaired, ask if there are large font print-outs of labels or other textual components Teachers with students with AD/HD should make sure to talk to the children in advance about not touching unless told to touch an object. The teacher should also try to find places for the student to focus closely on a topic or object rather than seeing the overwhelming whole.
61. Sources Abraham, S., E. Fisher, and L. Master-Huth. (2010, December 20). MOCA Research Report. Report for EDUC 616. CATEA/Access E-Learning: http://www.accesselearning.net/mod1/1_07.php CDC/Autism Spectrum Disorders: http://www.cdc.gov/ncbddd/autism/facts.html The Center for Universal Design—Universal Design Principles: http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/udprinciplestext.htm Guidance on the 2010 ADA Standards for Accessible Design: http://www.ada.gov/regs2010/2010ADAStandards/Guidance2010ADAstandards.htm :
62. Sources MOCA’s Informational Brochure MOCA’s website: http://www.mocanyc.org/ Museum of Science/Exhibition Development Resource (Universal Design): http://www.mos.org/exhibitdevelopment/access/consider.html National Center for Learning Disabilities/What is Dyslexia?: http://www.ncld.org/ld-basics/ld-aamp-language/reading/dyslexia National Institute of Mental Health/What are the symptoms of ADHD in children?:http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/what-are-the-symptoms-of-adhd-in-children.shtml National Resource Center for ADHD/What is ADHD?: http://www.help4adhd.org/en/about/what
63. Sources “Sensing Trouble” (2010, March 1). The Boston Globe.: http://www.boston.com/news/health/articles/2010/03/01/symptoms_of_sensory_processing_disorder/ Sensory Processing Disorder Foundation/red flags: http://www.spdfoundation.net/redflags.html Strategies for Teaching Students with Visual Impairments: vu.edu/~scidis/vision.html#sect2 TeensHealth/Hearing Impairment: http://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.html# YouTube tour with Maya Lin: http://www.youtube.com/watch?v=976o62w45zg