1. Can GPS Wayfinding Technology with Narrative Descriptions Assist in Destination Management? By Trudy Bowden-Callahan & Robert Sweetman

2. A Pilot Project Funded Through Ethel Louise Armstrong Foundation Grant Completed at California State University Northridge TSENG College 2011

3. Overview of the Project  The challenges for those people who are blind or visually impaired in locating their destinations  Addressing these challenges  What is GPS ? & how GPS works.  Our purpose: to apply GPS technology in addressing navigation issues.  Narrative descriptions & the Point of Interest (POI) description Process

4.  Project collaboration & benefits of location literacy  Research Process & Procedure  O & M Considerations  Findings ~ what we learned  Supporting regulatory guidelines  Future considerations

5. The Challenges It is often difficult for students with visual impairments to locate important points of interest since they cannot detect landmarks, see street signs, or read the signs on buildings at a distance..

6. Improve the ability of persons who are blind or visually impaired to navigate the college campus through implementation of GPS with narrative descriptions. Addressing these Challenges

7.  GPS is classified as an electronic orientation aid (EOA).  A GPS system allows a person to determine his or her position on the surface of the earth so they can pinpoint their location within several meters. What is GPS?

8. How GPS Works  The GPS system is comprised of a receiver that tracks satellites that are stationed in geosynchronous orbit.  A GPS device must track a minimum of four satellites; thus, GPS is effective only outdoors.  Objects and weather can interfere with its accuracy.

9. Purpose Apply GPS Technology to assist persons who are blind or visually Impaired in finding their way around campus and knowing what is around.

10. Our idea was that narrative descriptions of locations would assist blind students in learning the campus and knowing their environment.

11. The ability of people to navigate independently depends on their O & M skills and the tools that they have to work with. It has a direct influence on their social interaction and their quality of life.

12. Our exploratory research examined GPS technology combined with narrative descriptions to both describe points of interest and orient students to the campus.

13. Shown here is a point of interest being marked at the Deaf & Hard of Hearing Center. We recorded 107 points and described them in both text and audio formats.,

14. Point of Interest (POI) Description Process Narrated and text-based descriptions were used for outdoor destination management and development of accessible destination experiences.

15.  A compass was used to ensure that directional information would be correct.  The points were then scripted and recorded in a controlled environment for consistency of sound quality.  The descriptions were geocoded so that they will trigger when a point of interest is reached. Points of Interest Recording Process

16. Collaboration  We brought in an Orientation and Mobility Specialist to provide hands-on consultation to aid in development of orientation-based descriptions.  We also had discussions with visually impaired GPS users during the project design and implementation process.  This was important so that descriptive information would be relevant and useful to the end user.

17. Prep. & Org. of Information All points of interest marked, and descriptive data completed and 2 campus routes were developed Survey potential participants & choose participants Observation of task & interviews Completion of Research & Research Paper Research Process

18. Research Procedure  We selected 5 individuals with a diverse social, ethnic and cultural background.  A survey process was used to select people with some knowledge of the equipment we were using.  We worked with each participant for four hours.  First we used a computer map simulation for a general overview of the campus.  We showed them how to use the GPS on the BrailleNote Apex.  We observed them as they followed 2 pre-set routes on campus and played audio descriptions of POIs as they came to them.

19. Use of Environmental Cues is important. Environmental cues are used to locate the final destination.

20. Orientation and Mobility Considerations  Include safety tips in narrative descriptions for issues encounter such as in the crossing shown here.  It is Important to bring in an O&M specialist to advise.  Factors such as reliable equipment and use of mobility aids such as a dog guide or long cane are imperative to success in independent navigation and locating of points of interest.

21. Benefits of Location Literacy Increased efficiency locating points of interest by using GPS descriptive information. Reduced stress and anxiety when traveling on campus because students know where they are, what is around and the location and description of their destination. Increased location literacy when traveling or working on campus for persons who rely on GPS and descriptive point of interest data. Increased satisfaction from knowing more about the campus after the wayfinding exercise All participants felt they gained helpful information from the audio descriptions

22. Results  This exploratory research demonstrated positive feedback indicating that addition of descriptive data improved orientation to the campus.  The results of this project can serve as a pilot study for future research.

23. Supporting Regulatory Guidelines Title IITitle II of the ADA requires that State and local governmental entities operate their services, programs, and activities so that, when viewed in their entirety, they're readily accessible to and usable by individuals with disabilities. (28 Code of Federal Regulations (CFR) § 35)28 Code of Federal Regulations (CFR) § 35 Rehabilitation Act of 1973 Section 504 which applies to post secondary education programs or activities, that receive Federal financial assistance and to recipients that operate, or that receive Federal financial assistance for the operation of such programs or activities. (Non-discrimination) House Bill, HR 5433, Technology Bill of Rights for the Blind Act of 2010, (Open Congress 2010), aims to make mainstream technology accessible for those with vision problems.

24. Retention issues with GPS  Reliable equipment is important.  Mobility aids (dog guide or long cane) = success in independent navigation in locating points of interest.  Past technologies were often abandoned because they were not designed with perceptual & functional considerations in mind.  User input into the process helps to increase the demand for better products and services, and reduces user abandonment.

25. Future Research Future research may involve a more comprehensive study working with Students who are unfamiliar with the campus and/or GPS wayfinding methods. Exploring the possibilities of data sharing among a variety of platforms such as Smart phone technology Radio Frequency Identification (RFID) tags.

26. The National Federation of the Blind (NFB) 2011 study found ~ Only 6% of high school graduates who are blind graduate from college, as compared to 26% for sighted individuals.

27. Implementing a GPS based way-finding system for the blind can address regulatory requirements & improve the college experience for students who are blind or visually impaired, perhaps having a positive impact on graduation rates! Benefits

28. GPS technology, combined with narrative descriptions, can enhance way finding when you cannot see the signs.

29. Thank you for coming! & at this point we can answer your questions!