Who What Where Why and How Craig L Phillips MS Ed COMS Kansas City Locations 2 Berthold Lowenfeld Blindness imposes the following limitations In the range and variety of experiences ID: 603450
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Global Positioning Systems and the Traveler with a Visual Impairment:"Who?" "What?" "Where?" "Why?" and "How?"
Craig L. Phillips
MS Ed. COMSSlide2
Kansas City Locations
2Slide3
Berthold Lowenfeld
Blindness imposes the following limitations:
In the range and variety of experiences
In the ability to get about
In the control of the environment and the self in relation to it. (1948)
3Slide4
Ehresman’s Theory of Relativity
“You are only as
independent
as your relatives
Allowyou to be.” Paul Ehresman
4Slide5
The LawEducating Blind and Visually Impaired Students
Federal Register: June 8, 2000
.
Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With
DisabilitiesFederal Register: August 14, 2006. 5Slide6
Data > Opinion
6Slide7
Preparation for GPS
Positional concepts
Compass orientation
Landmarks
Context CluesVisual Maps
Tactile mapsWheatleyTactile Town
Swell paperCollage/Braillon
7Slide8
First GPS satellite was launched in 1978
Built to last about 10 years
Weigh approximately 2,000 pounds
17 feet across with solar panels
8Global
Positioning System 101Slide9
Satellites orbit 12,000 miles above Earth24 satellites constantly moving
Two complete orbits in less than 24 hours
Travelling at speeds of roughly 7,000 miles an hour
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G
lobal P
ositioning System 101Slide10
G
lobal
P
ositioning
System
10110Slide11
Accuracy resolution +/- 50 feet
Any weather conditions
Anywhere in the world
No subscription fees or setup charges to access GPS
24 hours a day
11
Global Positioning System 101Slide12
Signals travel by line of sight
Can go through clouds, glass, and plastic
Cannot
go through most solid objects such as buildings and mountains
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G
lobal Positioning System 101Slide13
Three (3) satellites to calculate a 2D position (latitude and longitude)and track movement
Four (4) or more satellites to calculate
a 3D position (latitude, longitude, and altitude)
and track movement
13TriangulationSlide14
Triangulation
14Slide15
Student ConsiderationsInterest
Perceived utility
Maturity > Age
Cognitive ability
DexterityRoute conceptStamina
15Techiness is
useful, but not essentialSlide16
Ten Essential FeaturesTurn by turn, block by block route directions
Announces position in space and direction of travel before and after each route segment
Upcoming intersection type and roundabouts automatically announced
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Ten Essential FeaturesPedestrian routes created for distance
Motorized routes created for time
Built in pedometer
Off route detection and route correction within a city block
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Ten Essential FeaturesWhat’s Around
*near < 500 feet *far > 500 feet
Automatically announces POIs, landmarks, and POIs in pedestrian mode
Automatically announces landmarks and waypoints in motorized mode
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Device Considerations
“The difficulty or simplicity of learning how to use a system must work for the student first and the teacher second.” Mike May
It’s not about you… It’s not about you…
It’s not about you…
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DevicesBrailleNote
Apex
Sendero
Trekker BreezeSeeing Eye GPS™ App Garmin Oregon 45020Slide21
BrailleNote
Apex/
Sendero
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BrailleNote Apex/Sendero
Primary and secondary voice
Refreshable Braille
display
Bluetooth receiver Tom Tom mapsHumanware/Sendero$5495 + 599.00
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DISCONTINUED
Trekker Maestro
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Trekker Breeze
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Trekker Breeze
Large, distinctive buttons
Built-in GPS receiver and
speaker
Secondary external speakerNavteq-Here mapsSix hours of
rechargeable battery lifeHumanware$699
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Seeing Eye GPS™ App26Slide27
Seeing Eye GPS™ App Buttons for POIs, location, and routes on lower portion of every screen
Two choices for map data
Foursquare
Tom
Tom27Slide28
Seeing Eye GPS™ AppSearches surrounding near area by pointing phone
Sendero
Thirty Day Subscription $9.99
Three Year Subscription $129.99
One Year Subscription $69.99
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Garmin Oregon 450
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Garmin Oregon 450
Color 3 inch diagonal touch screen
WAAS-enabled receiver
-
10-20 feet resolutionElectronic compassNavteq - Here mapsMicroSD™ card slot for additional maps
Amazon-REI-Ebay$200-300
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Four Stages of Learning
Unconsciously Incompetent
Consciously Incompetent
Consciously Competent
Unconsciously Competent31Slide32
Begin at the Beginning…Start with the component parts
Assemble/Disassemble
Orient to the device
Use the key describer mode
Talk About GPS limits/parametersMovement versus static position32Slide33
Begin at the Beginning…
Start with the familiar
Then walk, listen, and reference
Learn the language
Repeat the messageWhat is the information?Where is it provided?33Slide34
I Say Tomato…What it is…
Minnesota
Olathe
Lenexa
BelleviewPaneraChipotleRosehillBelinderPflumm
What it sounds like…MinneysotaaAhlithLeneexaah
Believeyou Pannerra ChipitilRossahill BeelinedeerP F L U M M
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Open Area
Street
Mapping
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Ordered Grid
Circular
Numerical
referents
East - WestNorth - SouthOdds - Evens
Ascending - DescendingPOIs, Landmarks, and Waypoints
Street
Mapping36Slide37
Open Area
Amorphous
+/- 50 feet from the street
Directions by
clockface
“as the crow flies…”Parks, parking lots, playgrounds, beaches, campgrounds, college campusesLandmarks and waypoints
Mapping37Slide38
*Cannot connect unless a route has been created between the two areas.
Open Area
Street
Mapping
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Landmarks/Waypoints
User created
Multiple landmarks can be set at the same time/same spot.
Know where you are
Always set a landmark at the beginning of any journey. Always….
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Landmarks/WaypointsPair with
physical reference points
Label noun first, then adjective
“Smith High School, east door”
“Fraser Hall, front stairs”Address entry results
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Landmarks/WaypointsNurture environmental literacy.
Develop the gestalt of the area.
Set waypoints before and after hazards, headaches, and irritations.
Practice renaming, deleting, and unsetting as a destination.
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Point of I
nterest = POI
P
oint
of Interest = Common locations Preset on Maps
Use POI rich environments to begin instruction to demonstrate utility.
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Where is the “spot?”
P
oint
o
f
I
nterest = POI
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The Virtual O
pen
D
oorway
Incidental information results in incidental learningand control
Part to whole schemeEnvironmental literacy
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Routing ModesPedestrian
Distance parameters
Motorized
Time parameters
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Routing Reliability
Self-created routes
Landmarks and Waypoints
POIs
Address Entry46Slide47
Sources of GPS Error
Signal slows as it passes through the atmosphere
Number of satellites visible, terrain, electronic interference, or sometimes even dense foliage can block signal reception
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Sources of GPS ErrorSignal multipath occurs when the GPS signal is reflected off objects such as tall buildings or large rock surfaces before it reaches the receiver,
i
. e. “the Canyon Effect.”
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Problem SolvingAlways warm up the device.
Use the Resets
Position and Device
Routing Hiccups
“No GPS coverage”“Turn back”“Off route”
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Wisdom“I have found over the years that the teaching of
Orientation and Mobility is
an art of accepting approximations
.”
Dr. William Penrod50Slide51
Teaching ConsiderationsGPS usage
demands
solid fundamental
O & M skills for the final +/- 50 feet.
Everything is relative. Context clues/concepts must be practiced.Understand organizational parameters
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Teaching Considerations
Time and distance
Solicitation of aid
Don’t tell…question.
Preview routes for “blackholes.”Take a cheat sheet on lessons and use
it.52Slide53
Teaching ConsiderationsUse multiple SD cards.
Practice
with the settings menu
Earplugs and headphones are not
recommended when traveling.Learn to think without vision to effectively teach those without vision.53Slide54
Showing is far better than telling…
it’s all about doing.
Teaching Considerations
54Slide55
Teaching Considerations
Encourage borrowing.
Get lost on lessons.
Teach motorized guidance.
Have your student show you not tell you.In-service parents, relatives, teachers, and classmates.55Slide56
Monitor
glare
interference
Teaching Considerations
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Curricular Integration
Conceptual Development
Literacy
Physical Education
GeographyMathematicsSocial Competency
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Garrett’s Science Fair Project
Craig L. Phillips, MS Ed. COMS
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My community familiarity,
environmental
access, social interaction, GPS lesson…
she sets landmarks, creates and complete routes, enters addresses, and directs drivers.
Brooke - 2
nd grade
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The GPS Continuum
“Outer space.” Age 5
“Mommy, we need to turn here” Age 7
“Directing a cab driver to my destination gave me control.” Adult
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FYI…
“I feel like I'm "cheating" somehow, when I don't have to keep track of what street is what, where it's located, what direction I'm heading, etc... it frees my mind up to concentrate on other aspects of orientation...and then, listening to the GPS as I'm riding in a car, realizing the breadth of this world that is outside my car window I have heretofore never gotten to interact with…amazing,
simply amazing.”
KM Age 40
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Craig L. Phillips, MS Ed. COMS
Craig Phillips Vision Services, LLC
11179 Summit #1700
Lenexa, KS 66215
913.645.8262 cleep1700@att.net
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SourcesPhillips, C. L. (2011). Getting From Here to There and Knowing Where: Teaching GPS to Children who are Visually Impaired.
Journal of Visual Impairment and Blindness, 105,
675-680.
www.garmin.com
www.humanware.com www.sendero.com
Leader Dogs for the Blind Trekker GPS Training63