PyTales
Making barriers tangible – and planning inclusive lessons
Applications that let you experience visual impairments, a wheelchair or background noise for yourself, and a seminar in which they turn into low-barrier learning modules. Created in teaching in the module EW-SEGY-BW4 at TU Dresden.
An app for your pocket, a room for the VR headset and a learning environment for the seminar.
Uses the camera to simulate in real time how people with visual impairments perceive the world – as an Android app, in the browser and on the Meta Quest 3.
The inclusion teaching lab from other perspectives: in a wheelchair, with a visual impairment, with sensory overload or hearing loss – with stations, assistive aids and a room check in mixed reality.
The digital learning environment for the teacher-training seminar: 14 sessions as learning paths, six simulations and a portfolio in which students develop accessible learning modules based on Universal Design for Learning.
UDL looks for barriers in the learning environment, not in the learners. That is why it plans several paths from the start – for the why, the what and the how of learning. Choose a principle to see how the three projects put it into practice.
Welcoming interests · sustaining effort · emotional capacity
Perception · language and symbols · building knowledge
Interaction · expression and communication · strategy development
The three principles and their guidelines according to CAST, UDL Guidelines 3.0 (2024).
In the teacher-training seminar “Designing school and teaching for inclusion” at TU Dresden, students first experience barriers themselves – in six simulations, with SensAble Vision and in the Classroom VR. Then they design accessible learning modules based on UDL.