A Digital Escape Rooms for Learning General Physics in HEIs

There is a growing trend in the use of educational escape rooms (EER) in the classroom and therefore in the demand for case studies by teachers. This chapter shares the experience of designing, creating, implementing, and evaluating a digital escape room (DER) carried out in the context of the European research project Unlock. Practical advice will be given for the creation of escape rooms based on the literature review and the results of the evaluation of this work. In addition, there will be a discussion on the particularities of gamifying in the discipline of physics and other scientific disciplines.

A reflection on participatory research methodologies in the light of the COVID-19 – lessons learnt from the European Research Project TRIPS

The coronavirus disease (COVID-19) outbreak has had considerable impacts on research projects, particularly those adopting participatory approaches. This paper reflects on the methodological adaptations employed by the European research project TRIPS to facilitate co-design and open innovation practices towards the development of accessible mobility solutions. The article reports how the methods were adapted to facilitate participatory research with almost no physical meetings. In doing so, the paper presents the alternative ‘distanced-based’ participatory approaches employed to engage users with disabilities and institutional stakeholders in the transport ecosystem, like online workshops, social media content analysis, online surveys and peer-to-peer telephone interviews. Lessons learnt and practical guidelines for distance-based participatory research are presented and discussed with the aim of increasing resilience in the light of future changes.

Quality Assessment in Audio Description

Audio description (AD) is one of the younger modes of translation. It shares many similarities with interpreting, although AD users have specific needs because they are blind or partially sighted. As quality is of concern in both fields, this chapter explores the overlaps to see what can be learned for AD from research already carried out in interpreting. Macro and micro criteria suggested for each discipline are compared, and describer competencies are discussed in the context of AdlabPRO, a European research project that seeks to define the professional profile of an audio describer and develop training materials and courses. The chapter concludes that assessment protocols and rating scales developed for interpreting might be adopted for AD, after appropriate adaptation to accommodate areas where the fit is incomplete. These include synchrony and the need for the AD to be considered, not in isolation, but in relation to the existing audio elements of the source text (ST).