What is BreakThru?
Funded by a grant from the National Science Foundation Research in
Disabilities Education Number 1027655. BreakThru is a collaboration
between Georgia Institute of Technology and the University of Georgia.
www.georgiabreakthru.org
What is BreakThru?
• Unique online learning community
• Connects students and mentors virtually
• Promotes accessibility achievement in
Science, Technology, Engineering, and Math
(STEM) courses
www.georgiabreakthru.org
www.georgiabreakthru.org
What is BreakThru?
www.georgiabreakthru.org
Tools
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Electronic mentoring (e-mentoring)
virtual training
social networking
video analysis
and personalized virtual learning communities are
integrated as ways to enhance accessibility of
adolescents and adults interested in pursuing
science, technology, engineering, and mathematics
(STEM) careers.
www.georgiabreakthru.org
Changing Focus
• Further emphasis on virtual mentoring.
• Increased focus on contact time with mentors
over retention in majors.
• Wider range of communications technologies.
www.georgiabreakthru.org
What Else is BreakThru?
• [Pics of text message, IM chat, phone call]
www.georgiabreakthru.org
Original Goals
1. Increase the number of secondary students with disabilities
enrolling in STEM postsecondary classes and majors
2. Increase the retention and graduation of postsecondary
students with disabilities in STEM majors
3. Increase the successful entry of postsecondary students with
disabilities into graduate programs or the workforce enrolling
in STEM postsecondary classes and majors
www.georgiabreakthru.org
BreakThru Foci
1. Access Through Social Networking and
Virtual Environments
2. Persistence Incentives
3. Electronic Mentoring (E-mentoring)
4. Universal Design Principles
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In Brief: Benefits of Virtual Worlds
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Mediated consequences
Individualization
Creative Solutions
Immersion
Collaborative & Constructivist Learning
Access to Mentors
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BreakThru Mentor Islands
• A primary tool for the project – virtual world of Second Life
• Mentors and students meet virtually on BreakThru “islands”
to seek assistance, share knowledge and assist each other to
overcome barriers
www.georgiabreakthru.org
Two Mentor Islands
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Mentoring Challenges
Guidance on mentoring process, for both
mentors and students. What does each need
to know? How to get started?
– Learning modules to help mentors and students
communicate and share meaningfully
– Address topics important
– Mentors: http://georgiabreakthru.org/mentors
– Students: http://georgiabreakthru.org/students
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Account and Login Challenges
Creation of Second Life accounts and initial login
procedures can be confusing to any new user,
regardless of disability or lack thereof.
BreakThru created a Registration API that allow
us to create and monitor all user accounts.
www.georgiabreakthru.org
Accessibility Challenges
Universal Design for Learning is a set of principles for curriculum
development that give all individuals equal
opportunities to learn.
Crucial principles - http://www.cast.org/udl/
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Accessibility Challenges
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Vision
Hearing
Mobility
Dexterity
Learning Disability
Autism Spectrum and Asperger Syndrome
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Some Vision Approaches
• Provision of Metadata for each object in-world
• For example “bicycle,” “chair,” “round café
table”
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Some Vision Approaches
Alternate browsers, paired with voice-output screen
readers
• TextSL with JAWS
• Metabolt with JAWS
• Radegast with speech plugin or NVDA (non-visual desktop
access) reader
• Virtual Guidedog with Max Voice Plus
(www.virtualguidedog.com/)
• IBM AbilityLab Virtual Worlds Accessible User Interface
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Low Vision
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Low Vision - Text
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Low Vision - UI
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Deaf and Hard of Hearing
• In general, Second Life has been relatively
useful to students with deafness/hard of
hearing because of frequent use of text chat
• Microphones add potential problems
– No access to voice-only interactions
– Need to self-identify as deaf
– Second Life built-in voice recording can be
problem for events
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Deaf and Hard of Hearing
• Those who use sign language as a first language may
face barriers to access similar to those with difficulty
reading caused by slower written language skills.
• In effect, these individuals are forced to use a
“second language” to communicate since American
Sign Language is not supported by Second Life.
• These users often report a “lag” in textual
communication, but few claim it is an
insurmountable barrier.
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Mobility
• Many Second Life users who have mobility
limitations have expressed relative satisfaction with
Second Life, as well.
• For some, they report the platform opens doors for
those with limited mobility to feel free from their
limitations. In Second Life, they can walk or even fly
with ease.
• Some users present themselves in Second Life as
using a wheelchair, while some do not.
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Avatars with Disabilities
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Dexterity
• It is often difficult for users with severe
dexterity limitations to maneuver their
avatars.
• Simple avatar functions such as walking or
flying can be difficult.
• The viewer controls for camera and avatar
motion in Second Life require precise, small
click targets.
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Dexterity
• Using voice to text or alternative pointing devices, most
users are able to participate to a certain degree in most
functions of the world, and some are even able to
participate in advanced functions like building or
scripting. Second Life suggests many alternative input
devices such as 3Dconnexion alternative mice, Frogpad,
Wacom tablet, Kensington Expert Mouse.
• http://www.3dconnexion.com/products/what-is-a-3dmouse.html
• http://www.frogpad.com/
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Learning Disability
• LD barriers are typically a result of software complexity
and difficulty learning virtual world skills.
• The learning curve for Second Life is already significant
for users without cognitive disabilities, creating an even
larger barrier for those with cognitive disabilities.
• But experience has shown that these users can and do
compensate for these issues, and given time they can
become proficient.
• In-world tutorials can assist LD users
www.georgiabreakthru.org
Summary
• Mentoring in Second Life and other virtual
worlds holds great promise
• Careful development of environment with
disability-related tools is essential
• Concentrate on Universal Design of VW spaces
• Supplement with additional communication
methods
www.georgiabreakthru.org
Recruitment and Retention
• Imperative that students and mentors form a
lasting mentoring relationship.
• Retention starts early by choosing the right
participants.
www.georgiabreakthru.org
Recruitment
• Targeted recruitment materials for each of our
audiences.
– Mentors
– Secondary SwD
– Postsecondary SwD
www.georgiabreakthru.org
Recruitment
• Emphasize what makes us unique
– Virtual world
– Long-distance mentoring
• Attract secondary audiences who encourage
participation of primary audience members.
– Parents
– Teachers
– Friends
www.georgiabreakthru.org
Dealing with Churn
• Prepare a plan for the inevitable
• Maintain contact with prior applicants
• Make material as public as possible
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So Far, So Good
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Revised Primary Goal
Support high school and undergraduate
students with disabilities (SwD) in attaining
STEM certificates and degrees.
www.georgiabreakthru.org
Mentoring Subgoals
• Retain participants in BreakThru Virtual
Mentoring and STEM Majors at a year-to-year
persistence rate of 50% or more.
• Enroll 105 high school SwD, 65 two-year SwD,
and 55 four-year SwD
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Questions?
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BreakThru Project Directors
University of Georgia
Noel Gregg ([email protected])
Gerri Wolfe ([email protected])
Georgia Institute of Technology
Robert Todd ([email protected])
Chris Langston ([email protected])
Nathan Moon ([email protected])
www.georgiabreakthru.org
BreakThru Contacts
Virtual World Builders for BreakThru
The Vesuvius Group LLC –
www.thevesuviusgroup.com/
The Vesuvius Group, LLC is an international
collaborative of creatives specializing in developing
online environments for community-building
www.georgiabreakthru.org
Why Second Life?
• Well-documented, active support community
• Extremely rapid prototyping
• Significant third-party development
– TextSL
– Radegast, Metabolt, etc.
• Extensive user customization
• Marketplace
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