During an introductory workshop on eye tracking, I provided MSc students with insights into the practical aspects and technical challenges associated with implementing AI. Some of the hurdles they face include managing project completion time, becoming familiar with the eye tracker, and the limitation that the eye tracker can only be utilized within the premises of UAL, rather than outside the building. A pair of students are planning to visit the digital laboratory to enhance their proficiency in integrating the eye tracker into their projects if possible. I hope that creative computing courses in AI will integrate eye tracking for PhD projects. This will be a discursive space to encapsulate inclusive pedagogy. It may also enhance the space of learning not only for students of fixed ability but also for every student –maybe a chance for the ‘disabled’ or any marginalised group -to be taken into consideration.
The process of inclusion begins with a basic recognition of the multi and complex challenges faced by individuals with disabilities. Subsequently, there arises a need for additional classroom support to facilitate their learning as Moray House School suggests (2016).
References
Moray (2016). Moray House School of Education Election Briefings Education from early years to 18 Research and Practice Contributing to Policy. Inclusive Pedagogy. The University of Edinburgh, Moray House School of Education. Available at www.ed.ac.uk/education (Accessed 7th May 2024).