AccessCyberlearning

Via a Colleague Letter (DCL), the National Science Foundation's (NSF) Directorates for Education and Human Resources (EHR) and Computer and Information Science and Engineering (CISE) funded nine projects to produce plans for developing forward-looking, highly adaptable, distributed digital environments that can personalize learning for individual, diverse learners in collaborative settings with potential applications across multiple and varying: (a) domains of knowledge, (b) learning contexts (including formal and informal education), and (c) time spans.

The AccessCyberlearning 2.0 Synthesis and Design Workshop, a project funded by the National Science Foundation’s (NSF) Cyberlearning and Future Learning Technologies program of the Division of Information and Intelligent Systems (#1824450), aims to inform the design of the next generation of digital learning environments for science, technology, engineering, and mathematics (STEM) content.

Many different curricula are used to teach Advanced Placement (AP) Computer Science Principles (CSP). Most of these curricula are not fully accessible to students with disabilities, largely because the programming tools that they utilize are not accessible to students who are blind or visually impaired and typically use screen readers to access content presented on the screen. Screen readers can read text aloud to users but cannot interpret content presented in images.

The Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology was published by the Center for Innovative Research in Cyberlearning (CIRCL) in 2017.

“Cyberlearning” is the term used by the National Science Foundation (NSF) in its Cyberlearning Program. The Center for Innovative Research in Cyberlearning (CIRCL) works with projects in the NSF Cyberlearning Program and cyberlearning-themed projects across NSF to support, synergize, and amplify their efforts. CIRCL defines cyberlearning as follows,