I'm in Tales MOOC on Tangible User Interfaces and the UDL Model: A Case Study Design.

This paper presents the design and implementation of a Massive Open Online Course (MOOC) developed on Universal Design for Learning (UDL) principles within the I'm in Tales Erasmus Project, focused on Tangible User Interfaces (TUIs) and their potential in enhancing storytelling for inclusive education. The MOOC aims to equip educators with the knowledge and skills necessary to design and implement TUIs in educational settings, promoting their understanding of TUIs as tools for creating accessible and engaging storytelling experiences for all learners. The course follows a self-paced and independent learning approach, incorporating active, contextual, social, and reflective learning methods. Preliminary evaluation results are discussed, and further evaluation methods are planned to assess the MOOC's impact on educators' understanding of TUIs and their potential for inclusive education. The use case presented illustrates the practical application of TUIs in universally designed learning experiences. The study concludes that the MOOC provides a valuable resource for educators and learners interested in TUIs and their role in enhancing inclusive education.

The Design and Implementation of Technology-Based Inclusive Classroom Activities in Inclusive Early Childhood Education and Care: A Pilot Study in Four European Countries.

Access to inclusive and qualitative education on an equal basis is a clear right of every child, even from the very beginning in Early Childhood Education and Care (ECEC). However, inclusive education is often not possible without access to appropriate (assistive) technologies. Notwithstanding the opportunities of technology to enhance inclusion of all children, it is still limitedly integrated by educators and teachers into their curriculum. Therefore, the SKATE project aims in gearing innovative technology as resource for inclusive education. This study describes and evaluates the preparation, the design, the implementation, and the effects of technology-based classroom activities in inclusive ECEC. The classroom activities are developed and implemented by school teams of 14 preschools spread over four European (EU) countries. A total of 50 school team members participated in a SKATE Learning Programme. This resulted in more than 20 technology-based inclusive class activities, created by school teams together with technology experts. Across the four countries, approximately 330 pre-schoolers, with and without special educational needs (SEN), participated. At this moment, 13 school team members from four EU countries and 45 parents from two EU countries evaluated the technology-based inclusive classroom activities. Nearly all teachers agreed that the activity promoted the inclusion of all children. Teachers reported that most of the children enjoyed the activity. This was confirmed in the evaluation by the parents. Most parents had the impression that the activity was meaningful, joyful and inclusive for all children.

'Touching' Stories: Towards the Development of Tangible User Interfaces Story-Building Authoring Tool for Inclusive Education.

Tangible User Interfaces (hereafter, TUIs) are novel forms of human-computer interactions based on the physical manipulation of any kind of object/artifact. A great potential of TUIs technologies is the possibility to personalize objects and interaction between the user and the system. The high level of platform flexibility allows, for example, a multisensory approach, that is crucial for children that have sensory limitations and disabilities. This contribution aims at presenting and discussing the development of an authoring tool for creating TUI-supported activities for inclusive digital storytelling. The authoring tool is a product of collaboration and consultation with researchers and teachers involved in the ERASMUS+ project I'M IN TALES. A preliminary usability validation study using a mixed-method approach has been conducted involving 50 educators and assistive technology professionals. The results indicate an overall acceptance of the system. The feedback provided by the participants involved will be used for the future refinement of the tool.