星期六, 7月 11, 2020

無障礙科技教學

What and How to Teach about Accessibility

Speaker(s):
  • Moderator: Richard Ladner, University of Washington
  • Panelists:
    • Anat Caspi, University of Washington
    • Leah Findlater, University of Washington
    • Paula Gabbert, Furman University
    • Amy J. Ko, University of Washington
    • Daniel E. Krutz, Rochester Institute of Technology
Date: Jun 16, 2020


星期四, 6月 11, 2020

設計思維



Design thinking 是我們常用這種方法,不過 Design thinking + Action Research 會更加強大

Action Research 在科技輔具研發的應用,可以參考下列研究

  1. Ya-Shu Kang,  Li-Yu Chen, Shaou-Gang Miaou, Yao-Jen Chang* , "A community-based participatory approach to developing game technology to provide greater accessibility for children with intellectual disabilities", 2020 , Systemic Practice and Action Research  (SSCI) (* corresponding author)
  2. Ya-Shu Kang, Yao-Jen Chang* , “Sharing the voice and experience of our community members with significant disabilities in the development of rehabilitation games” , 2019 , Systemic Practice and Action Research , Volume 32, Issue 1, pp 1–12. (SSCI) (* corresponding author) https://doi.org/10.1007/s11213-018-9449-8
  3. *Yao-Jen Chang, Yan-Ru Chen, Tsen-Yung Wang, Shu-Fang Chen,  and Rhi-Hua Liao, Enriching service learning by its diversity: Combining university service learning and corporate social responsibility to help the NGOs adapt technology to their needsSystemic Practice and Action Research Volume 27, Issue 2 (2014), Page 185-193 (SSCI)
  4. *Yao-Jen Chang, Tsen-Yung Wang, Shu-Fang Chen, Ming-Yang Lee and Ya-Shu Kang, When Social Workers Meet Special Education Teachers: Action Research to Implement Curricular Changes in Taiwanese Special Education SystemsSystemic Practice and Action Research, Volume 25, Issue 3 (2012), Page 273-280 (SSCI)
  5. *Yao-Jen Chang, Tsen-Yung Wang, Shu-Fang Chen, Rhi-Hua Liao, Student Engineers as Agents of Change: Combining Social Inclusion in the Professional Development of Electrical and Computer Engineering StudentsSystemic Practice and Action Research, Vol. 24, No. 3, 2011. 237-245 (SSCI)
  6. *Yao-Jen Chang, Rhi-Hua Liao, Tsen-Yung Wang, Yao-Sheng Chang Action research as a bridge between two worlds: Helping the NGOs and humanitarian agencies adapt technology to their needsSystemic Practice and Action Research, Vol. 23, No. 3, June 2010. 191-202. (SSCI)

AI 演算法的倫理議題

星期一, 5月 25, 2020

6/17/2020 健康照護科技專題成果分享

運用3D動作分析,遊戲科技,擴增實境(AR) 完成作品雛形,原來照護科技可以如此精彩。

成果口頭分享,12:20~1:10 p.m 每組同學五分鐘的上台分享,建議使用投影片,如果有圖片請先放在雲端上或是自備隨身碟。歡迎使用手繪,微電影等任何創作方式表達。 

地點 篤信156 請自備午餐

星期二, 4月 07, 2020

網路時代的研究社群 vs. 單打獨鬥

今天讀到政大王增勇教授和一群社工教授與研究生在2012年以後組成一個讀書會,形成一個共學社群的經驗,非常有意思。他們閱讀的是民族誌在社工田野的應用,重點在於這是一個台灣社工學者較為陌生的研究法,所以他們才決定用團體共學的方式來閱讀經典,分派章節或論文下去,輪流報告,多年來終於開花結果。 

每一個老師或研究生能觸及的層面有限,要有效率必須打團體戰,形成一個有效的知識傳播網路,每個人守住自己的位置,讓彼此可以相互依靠,才有作戰力和成果。 

我們的計畫飛一會臉書群組每周共學一次,有沒有幫助每一個成員提升研究能量?有沒有打群戰的樣子?希望大家在裡面都有收穫。因為如果每個人只是關起來自學,應該沒有辦法像這樣已經學會很多身心障礙科技,或是單一個案研究法,甚至行動研究。 我個人在這裡學到很多,很感謝每位用心同學的認真分享,這是可以累積的實力,真的很感恩能有這樣學習的團體。

星期四, 3月 26, 2020

健康照護科技研究報導 No. 15 (行人安全特輯)

回顧教導身心障礙者交通安全
Lindsay, S., & Lamptey, D. L. (2019). Pedestrian navigation and public transit training interventions for youth with disabilities: a systematic reviewDisability and rehabilitation41(22), 2607-2621.

VR 在行人交通安全的運用
Jiang, Y., O'Neal, E. E., Rahimian, P., Yon, J. P., Plumert, J. M., & Kearney, J. K. (2018). Joint action in a virtual environment: Crossing roads with risky vs. safe human and agent partnersIEEE transactions on visualization and computer graphics25(10), 2886-2895.

VR 科技用來教導自閉症兒童行人安全
Dixon, D. R., Miyake, C. J., Nohelty, K., Novack, M. N., & Granpeesheh, D. (2019). Evaluation of an Immersive Virtual Reality Safety Training Used to Teach Pedestrian Skills to Children With Autism Spectrum DisorderBehavior Analysis in Practice, 1-10.

父母路上教導自閉症兒童行人安全技能
Harriage, B., Blair, K. S. C., & Miltenberger, R. (2016). An evaluation of a parent implemented in situ pedestrian safety skills intervention for individuals with autismJournal of autism and developmental disorders46(6), 2017-2027.

應用Kinect 培養特殊小孩交通安全技能,使用紅綠燈,過馬路應該注意事項,以及不遵守交通規則的駕駛者
Chang, Y. J., Kang, Y. S., Chang, Y. S., Liu, H. H., Chiu, Y. L., & Kao, C. C. (2016, October). Designing a Kinect2Scratch game to help teachers train children with intellectual disabilities for pedestrian safety. In Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 269-270). ACM.


回顧教導發展障礙者交通安全
Dixon, D. R., Bergstrom, R., Smith, M. N., & Tarbox, J. (2010). A review of research on procedures for teaching safety skills to persons with developmental disabilitiesResearch in developmental disabilities31(5), 985-994.

星期四, 3月 19, 2020

健康照護科技研究報導 No. 14

使用Kinect 發展腦麻上肢復健遊戲,並且使用單一個案研究法邀請參與者驗證輔具

Chang, Y. J., Han, W. Y., & Tsai, Y. C. (2013). A Kinect-based upper limb rehabilitation system to assist people with cerebral palsyResearch in developmental disabilities34(11), 3654-3659.

Hung, J. W., Chang, Y. J., & Han, W. Y. (2017). Game technology to increase range of motion for adolescents with cerebral palsy: a feasibility studyInternational Journal on Disability and Human Development16(3), 267-274.

健康照護科技的需求(依使用對象分類)


2. 智能障礙
    3. 腦麻
    4. 中風
    5. 銀髮
 6. 帕金森症

7. 盲人

星期五, 3月 13, 2020

來玩AI

AI很難嗎?不會寫程式怎麼辦? 那就來玩AI啊!對AI有興趣但不知如何入門,推薦來玩Google 的 AI 實驗室,AI輕輕鬆鬆上手!

AI Experiments

健康照護科技研究報導 No. 13

Brain Power 公司運用Google智慧型眼鏡開發出自閉症兒童的輔助科技,不僅可以辨識對方的情緒,甚至當媽媽叫小孩的時候,如果小孩不去看媽媽的臉,程式會把媽媽的臉畫成喜愛的卡通人物(例如比卡丘),吸引小孩子的目光,當小孩子把臉對準媽媽時,媽媽的臉就會重現,用這種誘導的方式訓練小孩子表現出正向的社會行為,用遊戲的方式協助兒童融入社會。

Sahin, N. T., Abdus-Sabur, R., Keshav, N. U., Liu, R., Salisbury, J. P., & Vahabzadeh, A. (2018, September). Case Study of a Digital Augmented Reality Intervention for Autism in School Classrooms: Associated With Improved Social Communication, Cognition, and Motivation via Educator and Parent Assessment. In Frontiers in Education (Vol. 3, p. 57). Frontiers.

這篇文章介紹了2013~2018 總計16個使用單一個案研究法的擴增實境(AR)特教科技研究
Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2019). Augmented reality in special education: a meta-analysis of single-subject design studiesEuropean Journal of Special Needs Education, 1-16.

使用AR教導智能障礙與自閉症青年學習科學字彙
McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education48(1), 38-56.

運用AR協助自閉小孩學習字母與數字,使用統計方法檢驗前後測是否有統計上的顯著性差異,因為是醫學背景的作者,他們用的是統計檢測方法而不是單一個案研究法

Antão, J. Y. F. D. L., Abreu, L. C. D., Barbosa, R. T. D. A., Crocetta, T. B., Guarnieri, R., Massetti, T., ... & Monteiro, C. B. D. M. (2020). Use of Augmented Reality with a Motion-Controlled Game Utilizing Alphabet Letters and Numbers to Improve Performance and Reaction Time Skills for People with Autism Spectrum DisorderCyberpsychology, Behavior, and Social Networking23(1), 16-22.

比較AR與Google Maps 導航
McMahon, D., Cihak, D. F., & Wright, R. (2015). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with intellectual disabilities and autismJournal of Research on Technology in Education47(3), 157-172.