TaTaBooks - Talking Tactile Books for Visually Impaired Children

Motivated by the overwhelmingly positive feedback on achievements in previous projects, such as providing blind and visually impaired individuals with access to museums or architectural experiences using 3D technology, we embarked on the 'TaTaBook' project. Preliminary discussions with teachers from four countries highlighted the urgent need for suitable teaching tools and a shared desire to benefit from transnational collaboration. This project was designed to address the specific needs of blind and visually impaired students and their teachers by developing customized 3D-based teaching tools complemented with audio and online learning content. The collaborative process involved schools from four countries and engaged professionals across various fields, including 3D design, IT, didactics, and natural sciences. Importantly, teachers and students actively participated in the development, testing, and providing feedback on intermediate prototypes. Furthermore, participating teachers not only received innovative learning materials and methods but also acquired competencies in 3D printing. The project also facilitated interconnectivity among teachers fostering ongoing collaboration and information sharing.

Multiple objectives were pursued with our project. The primary goal was to introduce innovative, tailor-made learning materials specifically designed for blind and visually impaired children and their teachers, engaging all senses and incorporating digital learning experiences. This encompassed the creation of captivating learning materials intended not only to facilitate learning but also to infuse joy into the educational experience for these children. Concurrently, we aimed to empower teachers by equipping them with essential tools and enhancing their digital competencies. Establishing a robust international network among schools facing similar challenges was another crucial focus, aiming to facilitate a seamless exchange of knowledge and experiences. Our overarching objective was to significantly contribute to the advancement of inclusive education, laying the groundwork for future collaborations and expansions through the platform we established. Ultimately, our aspiration was to enhance the teaching and learning experiences for visually impaired children, nurturing and showcasing their exceptional tactile abilities, pivotal not only in their educational journey but also in their future endeavours.

Our project involved a series of diverse activities to achieve our goals. This icluds five Transnational Project Meetings (TNPMs), the first being held online due to Covid precautions, followed by in- person meetings in Brno, Vienna, Budapest and Vienna. The transnational meeting were an important platform to discuss topics of intrest for every partner (technical, content , organisational). Additionally, five workshops (Learning, Teaching and Training Activities, LTTA) were successfully executed as planned.The inaugural workshop, held jointly with the TNPM in Brno, centered around 3D printing, where experts from Trnka provided an introductory session. This gave all partners – especially – the schools important and necessary insights on what is possible with 3D- printing but also highlighted the complexity of the technology. The subsequent four workshops took place in each of the participating schools with Trnka, Arno, Economica, RSA FR and the respective school as participating organisations. This allowed to focus on the needs of each and every school separatly. During these LTTAs, discussions revolved around curriculum content, the selection of objects for printing and putting on the plates, and collaborative testing of initial prototypes with the students. This direct engagement with students and teachers provided invaluable feedback. The results of each LTTA was shared with all partners. A significant milestone was the Multiplier Event held in Vienna in early October 2023. During this event, we presented the project and its achievements to an international audience. During the morning session, the project was presented to the audience, while the afternoon session showcased all the project stages (from the idea to the finished TaTaBooks) through interactive stations. We had both on-site and online attendees, including dignitaries like the Ambassador of the Slovak Republic, representatives from other embassies, politicians, educators, students and media representatives. Additionally, there were several informal activities, such as project partners attending cultural events together and schools having internal workshops. These activities fostered a sense of camaraderie and collaboration among project members, further enriching our collective experience. Furthermore, our TaTaBooks received additional exposure through unforseen yet valuable opportunities. We presented the TaTaBooks at an OeAD event in Vienna, reaching an audience of 140 educators from across Austria. There was a dedicated presentation session arranged for a member of the National Council, highlighting our project's significance. Further, the book was presented at the Czech embassy in Vienna in the course of the Czech National day celebrations. Moreover, our project was selected as a 'Best Practice Example' and invited to present at an Erasmus Seminar in Zagreb. The multiplier and dissemination activities extend beyond the project's formal timeline. In mid-January, a separate media session took place at the school in Vienna, further highlighting our achievements. Another session is scheduled for mid-February in Budapest, continuing our efforts to disseminate the project's outcomes and impact.

Our project yielded several concrete outputs and impactful results across five distinct categories: 1) Technical result: We created four TaTaBooks for our partner schools, with additional exemplars for Economica and Trnka for representation purposes. The TaTaBooks of the schools include the plates to all four topics (seven plates per topic), totaling 126 plates. While 27 plates are identical, the 28th plate (Orientation & Mobility plate No. 7) was uniquely tailored to each school's local environment. Also, the printing plans (digital format) are available as separate result for each plate. 2) Contents of the TaTaBooks: First of all, the learning content in text form. For every plate for every topic learning content and the description of the plate was elaborated and further translated (Czech, German, Hungarian, English, Slovak). The content is available as written text. A few plates have combined descriptions and teaching content, resulting in 230 texts in partner languages and English. The text later was recorded such that it can be listened to it (on the web-platform and on the book itself). Each TaTaBook includes audio functions like play, pause, rewind, language selection, and toggling between 'plate description' and 'teaching content.' Most plates offer dual-dimensional audio descriptions. 3) RSA FG established a Social Microlearning Platform ('https://soml.economica.eu/') for reinforcing learning through short questions and access to materials (texts, audio, 3D files). This platform is also used to give access to all additional materials like access to th 3D printing files (which are also uploaded on Thingiverse and Prusa ('https://www.printables.com/de/@tatabooks_1155457'). Further, the teaching content in text and audio format is available on the platform. 4) A detailed report compiled insights from partner school teacher surveys and findings from all project partners. It offers a comprehensive overview of the project's journey and diverse stakeholder perspectives. 5) The project notably improved education for blind and visually impaired children, supporting social inclusion and self-esteem. It enhanced teaching competencies, integrating digital opportunities into curricula. It also fostered a more connected international community, aiding blind and visually impaired individuals through collaborative efforts.