diff --git a/README.md b/README.md
index e3d3d5609c70dcd3a345434cc56c40073ffd77c5..d011ca86ed2da93fbb295fbbf92445bc0acf3258 100644
--- a/README.md
+++ b/README.md
@@ -31,7 +31,7 @@ To use this website, the following steps are necessary:
# Basic use:
-rvm use ruby 2.6 # on M1 install with rvm install 2.6.6 --with-gcc=clang
+rvm use ruby 2.7 # on M1 install with rvm install 2.7
bundle install # if needed
diff --git a/_data/navigation.yml b/_data/navigation.yml
index d10e637d3a7ab3e420a58e70b5e94c3851c1e463..fe0b25f088abcc62534fd1d4328b240df2f2d376 100644
--- a/_data/navigation.yml
+++ b/_data/navigation.yml
@@ -12,5 +12,7 @@ nav_list:
url: discussion
- title: COVID-19
url: /docs/covid/index.html
+- title: Accessibility
+ url: /docs/accessibility.html
- title: Academic Conduct
url: /academic-conduct.html
\ No newline at end of file
diff --git a/_includes/header.html b/_includes/header.html
index e341f4a43af5865fcf66e9fe2bfc4559fa9722c1..89f48b47e56af74f4ae51f507291a03b1bd42cb9 100644
--- a/_includes/header.html
+++ b/_includes/header.html
@@ -1,8 +1,8 @@
<header class="page-header" role="banner">
{% include navigation.html %}
<br> <br> <br> <br>
- <h1 class="project-name">{{ site.title | default: site.github.repository_name }}</h1>
- <h2 class="project-tagline">{{ site.description | default: site.github.project_tagline }}</h2>
+ <h1 class="project-name">{{ page.title | default: site.title }}</h1>
+ <h2 class="project-tagline">{{ page.description | default: site.description }}</h2>
<script type="text/javascript">
var menubar = new Menubar(document.getElementById('menubar1'));
diff --git a/academic-conduct.md b/academic-conduct.md
index cd197eb82b0d55bc4a8153ccc6d17d3c300b1962..28360019678c9cafd339fd3fba02fa53b7012bfc 100644
--- a/academic-conduct.md
+++ b/academic-conduct.md
@@ -1,5 +1,7 @@
---
layout: default
+title: Academic Conduct
+description: Expectations regarding plagiarism, LLM use and so on
(no)warning: old
---
@@ -38,7 +40,7 @@ essential that we take the utmost care that the ideas (and the
expressions of those ideas) of others always be handled appropriately,
and, where necessary, cited. This is an issue of [Citational
Justice](nature.com/articles/d41586-022-00793-1), and a core value of
-this course.
+this course. It is also in line with the disability justice values of the course.
When ideas or materials of others are
used (particularly in your creative projects), they must be cited. The
diff --git a/assets/css/style.scss b/assets/css/style.scss
index 2434329d792e6fdcbce1b0d6a34ba74691078ab6..845e441e0a9df78b2a7725136fb63bde27a2ac3c 100644
--- a/assets/css/style.scss
+++ b/assets/css/style.scss
@@ -334,3 +334,49 @@ img.page-picture {
.font-14pt {
font-size: 12pt;
}
+
+
+blockquote{
+ background:#f9f9f9;
+ border-left:1em solid #eee;
+ margin:1.5em 1em;
+ padding:.5em 1em;
+ quotes:"\201C""\201D";
+}
+blockquote:before{
+ color:#808080;
+ content:open-quote;
+ font-size:4em;
+ line-height:.1em;
+ margin-right:.25em;
+ vertical-align:-.4em;
+}
+blockquote p {
+ display: inline;
+}
+
+.quote{
+ background:#f9f9f9;
+ border-left:1em solid #eee;
+ margin: .5em 0 .5em;
+ padding: 0 1em 0 .5em;
+ position:relative;
+}
+.quote:before{
+ content: "\201C";
+ font-size:4em;
+ line-height:.1em;
+ margin-right:.05em;
+ vertical-align:-.4em;
+}
+.quote:after{
+ font-size: 5em;
+ position:absolute;
+ right:3px;
+ bottom: 0em;
+ line-height: 0.1em;
+}
+.quote p {
+ display: inline;
+}
+
diff --git a/assignments/arduino.pdf b/assignments/arduino.pdf
new file mode 100644
index 0000000000000000000000000000000000000000..5d3a63d8e7d79d1cd5f85f7499e2a4cc0a73432b
Binary files /dev/null and b/assignments/arduino.pdf differ
diff --git a/assignments/button.md b/assignments/button.md
index 814af8767c8d3a5bf09bc0991c7ab8cbe80a3fb1..e3b1ddd7d0611c1f0e7522daf1953514fed1e3ae 100644
--- a/assignments/button.md
+++ b/assignments/button.md
@@ -3,7 +3,7 @@ layout: assignment
published: true
title: Build a Better Button
-code: ex3
+code: hw6
assigned: Date
due:
diff --git a/assignments/disabilityjustice.md b/assignments/disabilityjustice.md
index a0825c53bf190b9ffe33781e20e120d3719a37f0..d3dbd52d0f7f323231bb026446573f59bd8265da 100644
--- a/assignments/disabilityjustice.md
+++ b/assignments/disabilityjustice.md
@@ -3,6 +3,7 @@ layout: assignment
published: true
title: Disability Justice Analysis
+description: Analyze an article using a disability justice framework
code: hw1
assigned: Jan 3, 2023
@@ -10,19 +11,38 @@ due:
- Jan 9, 2023 5PM Pacific
- Two day grace period, Jan 11, 2023
-revised: Nov 22, 2022
+revised: April 12, 2023
---
* TOC
{:toc}
-# Learning Goals
-The goal of this homework is to apply a disability justice framework to analyzing a technology or service currently in use in the world. You will need to:
+# Overview
-0. Read about [plain language writing for accessibility](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=4afd8af77935) and [plain language best practices](https://www.plainlanguage.gov/guidelines/)
-1. Read an article on the topic you have selected. You may use one of the articles we have provided (see below) or find one of your own (requires instructor approval)
-2. Select at least 3 of the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), and reflect on the ways in which this technology or service addresses, or fails to address, those principals.
+The goal of this homework is to apply a disability justice framework to analyzing a technology or service currently in use in the world.
+
+## Learning Goals / Competencies
+This homework may contribute to
+- Your competency grade on understanding how to apply a disability justice framing
+- Your competency grade on following [best practices for plain language writing](https://www.plainlanguage.gov/guidelines/) in your post
+- Your participation grade, as a percentage of completeness (are all the required parts present)
+
+## Length & Difficulty
+Students in the past have reported that this assignment takes an median of 4 hours (mode=3). However, in our experience many students have to make multiple attempts to fully meet the competency for disability justice. It is recommended to carefully read about the 10 principals and ask questions if you are having trouble understanding which one might apply.
+Some things students have told us about this assignment:
+- "Writing well in Plain language is harder than I thought."
+- it is sometimes hard to identify a remedy. Again, reach out if you need help here.
+
+# Details
+
+To complete this assignment, you will need to do the following
+
+## 0. Learn about plain language
+Read about [plain language writing for accessibility](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=4afd8af77935) and [plain language guidelines](https://www.med.unc.edu/healthsciences/clds/wp-content/uploads/sites/859/2021/06/Minimized-Text-Complexity-Guidelines-version-2.03.2021.pdf)
+
+## 1. Read and summarize article on the topic you have selected.
+You may use one of the articles we have provided (see below) or find one of your own (requires instructor approval). Your summary should be about a paragraph long (250 words).
{% details Possible readings %}
- [masking and disability justice](https://www.thecrimson.com/article/2022/4/21/mask-mandate-disability-justice/) "The most frustrating part that I've had conversations about with people who don’t want the mask mandate has just been me being like, 'I have this condition. I would basically die if I got COVID,'" Shang says. “And then people are like, ‘Yeah, but that’s your issue, not ours.'"
@@ -37,21 +57,18 @@ The goal of this homework is to apply a disability justice framework to analyzin
- [access versus cures](https://www.youtube.com/watch?v=7LHNwzLa-88) "is medicine about quality of life or is it about social control?"
- [intimacy](https://leavingevidence.wordpress.com/2017/08/06/forced-intimacy-an-ableist-norm/) "Forced Intimacy†is a term I have been using for years to refer to the common, daily experience of disabled people being expected to share personal parts of ourselves to survive in an ableist world. This often takes the form of being expected to share (very) personal information with able bodied people to get basic access, but it also includes forced physical intimacy, especially for those of us who need physical help that often requires touching of our bodies."
- [accessibe](https://www.vice.com/en/article/m7az74/people-with-disabilities-say-this-ai-tool-is-making-the-web-worse-for-them) "They’re actively marketing ‘Hey, don’t worry about it, don’t worry about learning about accessibility—use our automated tool. And not only does the automated tool not fix things, but it gives companies a reason not to educate their coders,†Chancey Fleet, president of the National Federation of the Blind’s assistive technology trainers division, told Motherboard. (Optional [related article](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/))
+{% enddetails %}
+## 3. Select and write about 3 Disability Justice Principles
+Select at least 3 of the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), and reflect on the ways in which this technology or service addresses, or fails to address, those principals.
-{% enddetails %}
+Please note that the principals of disability justice are political in nature -- that is an important reason we let you select among them. Wthether you agree with them or not, we are asking you to demonstrate your understanding what the disability community has put forth in defining these principals.
-# Turnin
-You will need to submit this assignment to the [EdStem discussion board](https://edstem.org/us/courses/31170/discussion/new/) before next class. The category should be "Assignments", the subcategory should be "Disability Justice" Your discussion post should conform to principles of plain language writing, and should include
-- a paragraph summarizing the overall technology or service you selected
-- at least one paragraph per disability justice issue you selected
-- a paragraph summarizing your thoughts on what remedy, if any, could improve the justice of this technology or service
+For each principle, write 1-2 paragraphs (250-500 words). In your writing, you should name it, briefly define it, and explain how it relates to the article. In addition, explain what remedy could improve the justice of this technology or service (or explain why you believe no remedy is needed).
-# Competencies
-This homework will contribute to
-- Your competency grade on understanding how to apply a disability justice framing
-- Your competency grade on following [best practices for plain language writing](https://www.plainlanguage.gov/guidelines/) in your post
-- Your participation grade, as a percentage of completeness (are all the required parts present)
+# Turnin
+You will need to submit your writeup to the class [discussion board]({{site.discussion}}) before next class. The category should be "Assignments", the subcategory should be "Disability Justice"
+
diff --git a/assignments/finding-accessibility.md b/assignments/finding-accessibility.md
index c8d7c2e53751ab4b155110a36f6b791826a48306..fc5b8fbb5fff757686f0bc0c984f0d9c259efec3 100644
--- a/assignments/finding-accessibility.md
+++ b/assignments/finding-accessibility.md
@@ -3,29 +3,53 @@ layout: assignment
published: true
title: AT Around Us
+description: Find and learn about how people with disabilities use a variety of accessibility technologies
code: hw3
assigned: Jan 24, 2023
due:
- - Jan 31, 2023, 5pm Pacific (no grace period this week because you present in class)
-
-revised: Jan 3, 2023
+ - Jan 31, 2023, 5pm (no grace period this week because you present in class)
+
+revised: April 12, 2023
---
+<!-- make due at least 24 hours ahead of presentation as a best practice in accessible presenting -->
+
* TOC
{:toc}
-# Learning Goals
+# Overview
-This assignment will expose the class to a range of in-use accessibility technologies, and give you experience with seeking out first-person accounts of disability experiences with technology. It will also give you experience with presenting accessibly.
+The goal of this assignment is give you experience with seeking out first-person accounts of disability experiences with technology. It will also give you experience with presenting accessibly and expose you to a wide range of accessibility technologies.
+
+
+## Learning Goals/ Competencies
+This homework may contribute to your competency grade on
+- Image description
+- Accessible presentation creation
+- Presenting accessibly to an audience with mixed disabilities
+- Finding first person accounts by and for people with disabilities
+- Familiarity with a range of accessibility technologies (requires being present and engaged with student presentations)
+- Your participation grade, as a percentage of completeness (are all the required parts present)
+
+## Length and Difficulty
+Students in the past have reported that this assignment takes an median of 4 hours (mode=3). However, in our experience many students have to make multiple attempts to fully meet the competency for finding first person accounts. We recommend you carefully read the requirements for that below, and check in if you have a question. Many students also found presenting accessibly difficult, particularly with respect to how to describe images on their slides. We recommend that you practice this ahead of time.
+Some things students have told us about this assignment:
+- "I like the requirement of looking at real world tools or tech, expanding beyond the computer."
+- "I enjoy doing this because I watched a few videos and learned a lot of accessibility technology tools [and why we have them]."
+- "It was surprisingly difficult to find first-person accounts for the tech I chose."
+
+# Details
+
+To complete this assignment you will need to do the following:
## 0. Learn about how to present accessibly
Watch [a video about presenting
accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle
-Rector. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text.
+Rector. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text. Finally, make sure you don't use [abelist language](https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654).
Optional reading [Its complicated: Negotiating Accessibility and
(Mis)Representation in Image Descriptions of Race, Gender and
@@ -34,21 +58,41 @@ Disability](https://guoanhong.com/papers/CHI21-ImageDescriptions.pdf)
## 1. Select two examples of an accessibility technology or disability hack
-Select two examples of accessibility technology, or disability hack, that you will be presenting about. Roughly speaking, one technology should improve computer access and one should improve access to "the world" at large. Try not to pick the same thing as someone else in the class.
+Select two examples of accessibility technology, or disability hack, that you will be presenting about. An accessibility technology is something that is used by a person with a disability to increase accessibility. It can be something that is included in the infrastructure (such as a [curb cut](https://en.wikipedia.org/wiki/Curb_cut)) or something that is used by an individual (such as [Proloque2Go](https://www.talktometechnologies.com/pages/proloquo2go), a symbol-based communication system), or something that was not designed for accessibility bit is useful (such as these [5 disability life hacks](https://www.spinalcord.com/blog/5-inexpensive-disability-life-wheelchair-hacks))
-An accessibility technology is something that is used by a person with a disability to increase accessibility. It can be something that is included in the infrastructure (such as a [curb cut](https://en.wikipedia.org/wiki/Curb_cut)) or something that is used by an individual (such as [Proloque2Go](https://www.talktometechnologies.com/pages/proloquo2go), a symbol-based communication system), or something that was not designed for accessibility bit is useful (such as these [5 disability life hacks](https://www.spinalcord.com/blog/5-inexpensive-disability-life-wheelchair-hacks))
+When you pick, consider **these requirments**
+- One technology should improve computer access (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys).
+- One should improve access to "the world" at large (such as Microsoft's [Seeing AI](https://www.microsoft.com/en-us/ai/seeing-ai)).
+- At least one should involve computers in some way (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys).
+- Try not to pick the same thing as someone else in the class.
+- Do not choose really really common things (like elevators and glasses).
+- Do not pick a [*Disability Dongle*](https://blog.castac.org/2022/04/disability-dongle/)
+- At least one of your chosen technologies is something you can try yourself
-Look for diversity in the technologies you pick. For example, one of your two technologies might improve access to the world (such as Microsoft's [Seeing AI](https://www.microsoft.com/en-us/ai/seeing-ai)); the other could improve access to the computer (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys)) or a screen reader. Or One of your two technologies should improve access using an infrastructure approach; the other can use an individual approach.
+In addition, you should pick something that *expands your knowledge of accessibility technology.* You should include two different technologies that you are not already familiar with. Other ideas to consider when searching for technology:
+- Does it address infrastructure (like curb cuts) or is it more individual (like a screen magnifier)?
+- Was it designed for the disability community (like a screen reader) or is it a mainstream technology being used to address accessibility needs (like [voice assisstants have](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033)).
## 2. Find and Generate First Person Experiences
-Find first person accounts *by a person with a disability* that is *not an advertisement* describing each technology and how they use it. For example, here is a [personal perspective on audio crosswalks](https://www.youtube.com/watch?v=xPlsYhU1HBU) and here is an interview with two black AAC users about their experiences using AAC technology (start at 00:16:00)
+Find first person accounts *by a person with a disability* that is *not an advertisement* describing each technology and how they use it. A first person account is written or presented by someone who
+- Uses this technology themselves on a regular basis
+- has a disability
+
+A first person account that meets the requirements of this assignment is not
+- a teaching video/presentation
+- an advertisement.
+- based on your personal experience
+
+For example, here is a [personal perspective on audio crosswalks](https://www.youtube.com/watch?v=xPlsYhU1HBU) and here is an interview with two black AAC users about their experiences using AAC technology (start at 00:16:00)
<iframe width="560" height="315" src="https://www.youtube.com/embed/iTSAK4yRf5A" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe>
-Alternatively, you should find a blog or review written by a personal with a disability who would benefit from the AT that you are trying to learn about. This may influence your choice of technologies, it is OK to iterate.
+Ideally, you will find a video account showing the technology in use. Try searching for "howto" or try searching first for vloggers who have a disability, and then looking in their channels for technology reviews. Also ask for help on our [discussion site]({{site.discussion}}) if you are having trouble. If you cannot find a video, you can look for a written account, such as a blog or review. In this case, it still needs to be written by a personal with a disability who would benefit from the AT that you are trying to learn about. This may influence your choice of technologies, it is OK to iterate.
-In addition, *try it yourself*. While some technologies may be expensive or hard to get, many accessibility technologies are easily available and some are even re-purposed everyday items. To meet the requirements for this assignment, you'll also need to make sure that at least one of your chosen technologies is something you can try yourself
+## 3. Try it yourself
+
+While some technologies may be expensive or hard to get, many accessibility technologies are easily available and some are even re-purposed everyday items. Try at least one of the technologies you find yourself.
## 3. Reflect on What you Learned
@@ -59,37 +103,32 @@ What is the AT?
- What does the AT do?
- What is the access gap that the AT is attempting to address?
- Why was it developed?
+- What are it's strengths and/or weaknesses?
-How well does it suit users?
-- What is its audience? Think outside the box (e.g. did you know that screen readers are used by BLV people, people with dyslexia, and people with other reading disabilities?)
-- What are its strengths and/or weaknesses?
-- What are the benefits that were not encompassed by the original intent?
-- Do the intended users like it?
-- What do the intended users find frustrating about using it?
-<!-- If you were to work on a project to address a user-faced frustration or limitation of this AT: -->
-<!-- - How would you improve this AT? -->
-<!-- - How can you say that the improvement you make can address the user-level frustration or deficiency of this AT? -->
-- If you have a chance to interview users of this technology, what would be one question you would ask, that was not answered in your search for information?
+How did your experience using it differ from the first person account you saw?
-# Turnin
+Which disabilities does this technology support? Think broadly about
+this, and try to find evidence for your ideas. For example, audio
+books and screen readers are used by people who are blind or low vision, as well as people who
+are dyslexic, or cannot look at a screen without experiencing chronic
+illness symptoms.
+
+If you have a chance to interview users of this technology, what would be one question you would ask, that was not answered in your search for information?
+
+## 4. Create two slides, one for each technology you found
-1. You will create one accessible slides (per AT) in a shared slide deck posted in the [Class Discussion]({{site.piazza}}) and on [Canvas]({{site.canvas}}). Your slide should include
+You will create one accessible slides (per AT) in a shared slide deck posted in the [Class Discussion]({{site.discussion}}) and on [Canvas]({{site.canvas}}). Your slide should include
- A summary of the AT you researched
-- Information about its audience
+- Information about its audience (range of disabilities that use it)
- A picture of it
- A link to the first person account you found
- Something you learned from the video and/or by trying it about its strengths and weaknesse
-2. You will present at least one of those slides in class. You should be prepared to
-- Stay on time (3-4 minutes + 1-2 minutes of questions). This will require you to pick and choose what to focus on when you design your slide, and to practice ahead of class.
-- Be accessible (you may want to revisit [presenting accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle Rector)
+Make sure the slides are accessible.
+# Turnin
-# Competencies
-This homework will contribute to your competency grade on
-- Image description
-- Accessible presentation creation
-- Presenting accessibly to an audience with mixed disabilities
-- Finding first person accounts by and for people with disabilities
-- Familiarity with a range of accessibility technologies (requires being present and engaged with student presentations)
-- Your participation grade, as a percentage of completeness (are all the required parts present)
+1. You will turn the slide in by adding it to the shared slide deck
+2. You will also present at least one of those slides in class. You should be prepared to
+- Stay on time (3-4 minutes + 1-2 minutes of questions). This will require you to pick and choose what to focus on when you design your slide, and to practice ahead of class.
+- Present accessibly (you may want to revisit [presenting accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle Rector)
diff --git a/assignments/index.md b/assignments/index.md
index 4dc63f009602c8b626dce317240a09d98c6ec132..d3a7434b8952c9fc54d0c568a3a1e9e2ea1c05e2 100644
--- a/assignments/index.md
+++ b/assignments/index.md
@@ -1,5 +1,7 @@
---
layout: default
+title: Assignments
+description: Course assignments
warning: draft
---
@@ -12,23 +14,30 @@ Reminder, our class discussion happens using the class [discussion board]({{site
questions or run into issue, please contact the course staff.
-# Major Assignments
+# Assignments
| Link to Assignment | Turn in Link | Due Date |
|--------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|----------|
| HW1: [Disability Justice]({{site.baseurl}}/assignments/disabilityjustice.html) | [EdStem discussion post](https://edstem.org/us/courses/31170/discussion/new/) | 1/9 |
-| HW2: [Web/App Access Assessment]({{site.baseurl}}/assignments/website.html) | [Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7840155) | 1/23 |
+| HW2a: [Web/App Access UARS]({{site.baseurl}}/assignments/website.html) | [Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7840155) | 1/17 |
+| HW2b: [Web/App Access Report]({{site.baseurl}}/assignments/website-report.html) | [Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7840155) | 1/23 |
| HW3: [Finding AT around us]({{site.baseurl}}/assignments/finding-accessibility.html) | [Canvas Link](https://canvas.uw.edu/courses/1628215/assignments/8008424) | 1/31 |
-| HW4: [2nd Wave Accessibility Writeup]({{site.baseurl}}/assignments/technology-review.html) | [Canvas Link](https://canvas.uw.edu/courses/1628215/assignments/8081613) | 2/7 |
-| HW5: [Final Project]({{site.baseurl}}/assignments/project.html) | TBD | Multiple |
+| HW4: [Technology Review (Post GUI)]({{site.baseurl}}/assignments/technology-review.html) | [Canvas Link](https://canvas.uw.edu/courses/1628215/assignments/8081613) | 2/7 |
+| HW7a: [Final Project Proposal]({{site.baseurl}}/assignments/project-proposal.html) | TBD | TBD |
+| HW7b: [Final Project Checkpoint]({{site.baseurl}}/assignments/project-checkpoint.html) | TBD | TBD |
+| HW7c: [Final Project Presentation]({{site.baseurl}}/assignments/project-final.html) | TBD | TBD |
+
+# Regrades
+Regrades are done per competency, not per assignment. All regrade requests must be submitted at least a week ahead of the last class of the quarter. Please check with your TA about what exactly is required for a regrade for any given competency.
# Competencies
-Assignment greading will be broken into two parts, as described in the [syllabus]({{site.baseurl}}/index.html). The first part will be completeness, which is 10% of your grade. The second part will be borken into competencies. Some of these are assessed only once, some multiple times. Your We have broken these into categories as described below.
+Assignment greading will be broken into two parts, as described in the [syllabus]({{site.baseurl}}/index.html). The first part will be participation, which adds up to 10% of your grade. The second part will be borken into competencies. Some of these are assessed only once, some multiple times. Your We have broken these into categories as described below.
-Your grade in the class will be based on whether you achieve competency in each of these topics, meaning that by the last time you are assessed, you are above the cutoff for competency. In addition, you must complete at least
-2/3 of the competencies in a category to pass the class.
+Your grade in the class will be based on whether you achieve *non
+competent*, *competent* or *excellent* in each of these topics,
+averaged over all the times that you are assessed.
## Disability Awareness and Justice
@@ -37,31 +46,33 @@ Your grade in the class will be based on whether you achieve competency in each
| Disability Justice | HW1, Final Project |
| Familiarity with a Range of Accessibility Technologies | HW2, HW3 |
| Finding First Person Accounts of Disability Technology | HW2, Final Project |
+| Plain Language Writing | HW1, HW4 |
## Accessibility Compliance
-(incomplete list)
-| Competency | Asesssed in Which Assignment? |
-|-------------------------------------------------------|-------------------------------|
-| Accessibility Problem Fixes | HW3, Final Project |
-| Accessibility Technology Based Accessibility Checking | HW3, Final Project |
-| Automated Accessibility Checking | HW3, Final Project |
-| Comfortable Applying Web/App Accessibility Rules | HW3, Final Project |
+| Competency | Asesssed in Which Assignment? |
+|-------------------------------------------------------|--------------------------------|
+| Accessibility Problem Fixes | HW3, Final Project (by choice) |
+| Accessibility Technology Based Accessibility Checking | HW3, Final Project (required) |
+| Automated Accessibility Checking | HW3, Final Project (by choice) |
+| Comfortable Applying Web/App Accessibility Rules | HW3, Final Project (by choice) |
## Accessible Media
-(incomplete list)
-| Competency | Asesssed in Which Assignment? |
-|-------------------------------------------------------|-------------------------------|
-| Accessible Document Creation | HW1, HW3, HW4, Final Project |
-| Acessible Presentation Creation | HW2, Final Project |
-| Image Description | HW2, HW3, Hw4, Final Project |
-| Plain Language Writing | HW1, HW4 |
-| Presenting Accessibly | HW2, Final Project |
+| Competency | Asesssed in Which Assignment? |
+|--------------------------------------|-------------------------------|
+| Accessible Document Creation | ALl |
+| Acessible Presentation Creation | HW2, Final Project |
+| Image Description | HW2, HW3, Hw4, Final Project |
+| Presenting Accessibly | HW2, Final Project |
+
+## Extra Credit
+
+| Competency | Asesssed in Which Assignment? |
+|---------------------------|-------------------------------|
+| Accessible Video Creation | HW4, Final Project |
-## TBD
-Other things will be assessed as assignments are finalized.
diff --git a/assignments/project-checkpoint.md b/assignments/project-checkpoint.md
new file mode 100644
index 0000000000000000000000000000000000000000..23aaaef6ede4a6cda82424ebb94bb0cfae932ad4
--- /dev/null
+++ b/assignments/project-checkpoint.md
@@ -0,0 +1,84 @@
+---
+layout: assignment
+published: true
+
+title: Final Project Checkpoint
+code: hw7b
+
+assigned: Feb 7, 2023
+due:
+ - <strong>Submit slides on Canvas and present your project in class</strong> Feb 14, 2023
+
+revised: April 12, 2023
+
+description: Present a complete plan for a project to make the world slightly more accessible
+
+---
+# Overview
+
+The goal of your final project is to build an accessibility technology or make an existing technology more accessible.
+
+{% details Final Project Examples %}
+Some examples of what people have done in the past include:
+- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
+- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
+- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
+- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
+- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
+- Developing a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
+- Improving [chart accessibiliy](https://accessiplot.readthedocs.io/en/latest/)
+- Improving the accessibility of a [VSCode plugin for code tours](https://github.com/cclaridad/codetour)
+- Creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
+- Making [markdown accessible](https://github.com/jaedong98/accessibility4md)
+- Addressing [open issues](https://github.com/odilia-app/odilia/pulls?q=is%3Apr+is%3Aclosed+author%3Asamtay) for a free and open source screen reader, [odilia](https://github.com/odilia-app/)
+{% enddetails %}
+
+In this phase of the final project, you will present a complete *final* proposal for your idea to the class.
+
+## Learning Goals / Competencies
+This homework may contribute to
+- Disability Awareness and Justice (including Disability Justice Framing; Finding First Person Accounts)
+- Accessible Media and Documents (including Accessible Presentation Deck; Accessible Presenting; Image Description).
+- Your participation grade, as a percentage of completeness (all required parts are present)
+
+## Length & Difficulty
+We do not have details on how long this single piece of the final project usually takes students. However, overall students report a median of 7.5 hours per week plus meetings during the four weeks of the project. Some things students commented on regarding the project include:
+- "I appreciate the open-endedness of this project. It gives a good opportunity to apply what we have learned, combined with the knowledge we have brought to this course."
+- "I really enjoyed working with [disabled mentor]"
+- "I like how open ended the project is, and it made for a really interesting last session with a wide variety of presentations."
+- "Learned a lot through the project"
+
+# Details
+To complete this assignment you will need to do the following
+
+## 0. Group formation
+
+Your "group" should include 1-4 people. Many students prefer to work in groups, some prefer to work alone. Both are acceptible. If you join forces with other students in class, you will need to work together to finalize a joint vision for what you plan to do.
+
+## 1. Refine Project Definition
+
+You may need to update other aspects of your project because of group formation or feedback from the instructors. In addition, your project needs to have additional components it did not have before, and we will be breaking some things up to ask for more detail.
+
+1. *update* What will you do?
+2. *update* What is your evidence for why this is needed? Includes your first person evidence and your disability justice analysis.
+3. **new** Why don't we have this already? To answer this you will need to look at what we *do* have and explain why your idea isn't already solved
+4. **new** Provide technical details. How will you achieve your goals? What software/platforms will you use? What will you do yourself?
+4. *update* How will you validate your idea
+5. *update* Why is this feasible (timeline, etc)
+
+## 2. Write an Accessible Slide Deck and Present In Classs
+
+Include one slide for each of the points above. Also include a title slide with your team members on it (or yourself if you are working solo)
+
+You may want to decide who will take part in the presentation based on who needs to improve their accessible presentation competency.
+
+
+# Turnin
+Turn in is individual as competencies are assessed and submitted individually. Please include
+- Your group's slidse
+- The competencies you wish to be assessed on
+- A description of part of your handin should be used
+to assess this (slide content or presentation), and what your role was in producing that.
+
+Note that for each competency, you will need to meet the requirements
+of the rubric for that competency
diff --git a/assignments/project-final.md b/assignments/project-final.md
new file mode 100644
index 0000000000000000000000000000000000000000..6d656af715b87e95f9bf32fe5f5aee911ca6d144
--- /dev/null
+++ b/assignments/project-final.md
@@ -0,0 +1,112 @@
+---
+layout: assignment
+published: true
+
+title: Final Project Final Presentations
+code: hw7c
+
+assigned: Feb 7, 2023
+due:
+ - <strong>Final presentations and deliverables due</strong> Final Exam Timeslot, March 14, 6:30pm, 2023
+
+revised: February 5, 2023
+
+description: Present your final project description
+
+---
+# Overview
+
+The goal of your final project is to build an accessibility technology or make an existing technology more accessible.
+
+{% details Final Project Examples %}
+Some examples of what people have done in the past include:
+- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
+- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
+- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
+- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
+- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
+- Developing a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
+- Improving [chart accessibiliy](https://accessiplot.readthedocs.io/en/latest/)
+- Improving the accessibility of a [VSCode plugin for code tours](https://github.com/cclaridad/codetour)
+- Creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
+- Making [markdown accessible](https://github.com/jaedong98/accessibility4md)
+- Addressing [open issues](https://github.com/odilia-app/odilia/pulls?q=is%3Apr+is%3Aclosed+author%3Asamtay) for a free and open source screen reader, [odilia](https://github.com/odilia-app/)
+{% enddetails %}
+
+In this phase of the final project, you will present a complete *final* proposal for your idea to the class.
+
+## Learning Goals / Competencies
+This homework may contribute to
+- Disability Awareness and Justice (including Disability Justice Framing; Finding First Person Accounts)
+- Accessibility Compliance (including Accessibility Problem Fixes; Automated Checking (if you turn in relevant UARS); AT based Checking (if you turn in relevant UARS))
+- Accessible Media and Documents (including Accessible Document Creation; Accessible Presentation Deck; Accessible Presenting; Image Description).
+- Your participation grade, as a percentage of completeness (all required parts are present)
+
+## Length & Difficulty
+We do not have details on how long this single piece of the final project usually takes students. However, overall students report a median of 7.5 hours per week plus meetings during the four weeks of the project. Some things students commented on regarding the project include:
+- "I appreciate the open-endedness of this project. It gives a good opportunity to apply what we have learned, combined with the knowledge we have brought to this course."
+- "I really enjoyed working with [disabled mentor]"
+- "I like how open ended the project is, and it made for a really interesting last session with a wide variety of presentations."
+- "Learned a lot through the project"
+
+# Details
+
+## 0. Work on your final project
+
+You should work to meet the goals you set out in your [Project Checkpoint](project-checkpoint.html). Make sure to leave sufficient time for validation and writing up your project.
+
+Along the way, you will participate in checkpoints throughout the weeks of the final project. All team members are expected to attend such meetings.
+
+In addition, please drop by office hours if you need guidance on any aspect of your project. The course staff can work with you on a case-by-case basis if you are unable to attend office hours and would like to meet at a different time.
+
+## 1. Create Slides And Present Them
+
+You will submit, and present slides in-class. You will follow a similar format as your proposal 1 presentations, but will focus more on your solutions. Presentation time will be decided based on group formation and number of projects. Please ensure that your submitted slides are accessible and that you are making best-effort to present accessibly while staying on-time. Your slides should include the following. Note that *update* are slides you have presented before and **new** are new content.
+
+1. *update* What (at a high level) did <s>will</s> you do?
+2. *update* What is your evidence for why this is needed? Includes your first person evidence and your disability justice analysis.
+3. *update* Why don't we have this already? To answer this you will need to look at what we *do* have and explain why your idea isn't already solved
+4. *update* Provide technical details. How did <s>will</s> you achieve your goals? What software/platforms did <s>will</s> you use? What did <s>will</s> you do yourself?
+5. **new** Show us a demo!
+5. *update* How did <s>will</s> you validate your idea and what were the results
+6. **new** What are some things you learned from this effort? <s> Why is this feasible (timeline, etc)</s>
+
+Presentation length TBD depending on the number of groups.
+
+## 2. Create a webpage
+You will make a (minimum W3C Level A) accessible, public-facing webpage. There are several simple options for you to host a public-facing page, we'll post more details about that.
+
+You should also follow the writing guidelines put out by [SIGACCESS for writing about disability](https://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-writing-guide/)
+
+Your page should contain the following:
+
+- Text describing:
+ - Introduction– 1-3 paragraphs: Present the promise/ obstacle/ solution for your project— What is the problem you are solving and why is it important to solve it?
+ - Related Work– 1-3 paragraphs: Talk about relevant work that closely connects with your project.
+ - Methodology– about 3 paragraphs: What did you do in your project- what did you design or implement? What role did people with disabilities play in this, if any
+ - Disability Justice Perspective– 1 paragraph: How did a disability studies perspective inform your project?
+ - Learnings and future work -- 1-2 paragraphs: Describe what you learned and how this can be extended/ built on in the future.
+ - How you made your app accessible -- 1-2 paragraphs and (optionally) UARS you found in an appendix
+
+To demonstrate that your website is accessible, please include an accessibility check summary at a minimum using an automated tool to generate it.
+
+## 3. Create a video
+You may optionally create a video. Typically, this would contain
+similar content to your presentation, and should be included in your
+webpage. In your video, you should present accessibly, verbally
+describing important visual elements and events. Your video should
+alse include captions.
+
+
+# Turnin
+Your final set of deliverables are individual as competencies are assessed and submitted individually.
+- Your slide deck presenting your work
+- Your public-facing web page
+- Your public web page accessibility assessment
+- The competencies you wish to be assessed on
+- A description of part of your handin should be used
+to assess this (slide content or presentation), and what your role was in producing that.
+
+Note that for each competency, you will need to meet the requirements
+of the rubric for that competency
+
diff --git a/assignments/project-proposals.md b/assignments/project-proposals.md
new file mode 100644
index 0000000000000000000000000000000000000000..2db65bf8203b8c5f10b6e57d31b23e3d779ada46
--- /dev/null
+++ b/assignments/project-proposals.md
@@ -0,0 +1,86 @@
+---
+layout: assignment
+published: true
+
+title: Final Project Proposal
+code: hw7a
+
+assigned: Feb 7, 2023
+due:
+ - <strong>Post and comment on ideas on Ed</strong> by Feb 10, 2023
+
+revised: April 12, 2023
+
+description: Propose a project to make the world slightly more accessible
+
+---
+* TOC
+{:toc}
+
+# Overview
+
+The goal of your final project is to build an accessibility technology or make an existing technology more accessible.
+
+{% details Final Project Examples %}
+Some examples of what people have done in the past include:
+- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
+- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
+- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
+- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
+- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
+- Developing a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
+- Improving [chart accessibiliy](https://accessiplot.readthedocs.io/en/latest/)
+- Improving the accessibility of a [VSCode plugin for code tours](https://github.com/cclaridad/codetour)
+- Creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
+- Making [markdown accessible](https://github.com/jaedong98/accessibility4md)
+- Addressing [open issues](https://github.com/odilia-app/odilia/pulls?q=is%3Apr+is%3Aclosed+author%3Asamtay) for a free and open source screen reader, [odilia](https://github.com/odilia-app/)
+{% enddetails %}
+
+In this phase of the final project, you will propose a specific project idea that you come up with.
+
+## Learning Goals / Competencies
+This homework may contribute to
+- Understanding how to apply a disability justice framing
+- Image description
+- Finding first person accounts
+- Your participation grade, as a percentage of completeness (all required parts are present)
+
+## Length & Difficulty
+We do not have details on how long this single piece of the final project usually takes students. However, overall students report a median of 7.5 hours per week plus meetings during the four weeks of the project. Some things students commented on regarding the project include:
+- "I appreciate the open-endedness of this project. It gives a good opportunity to apply what we have learned, combined with the knowledge we have brought to this course."
+- "I really enjoyed working with [disabled mentor]"
+- "I like how open ended the project is, and it made for a really interesting last session with a wide variety of presentations."
+- "Learned a lot through the project"
+
+# Details
+To complete this assignment, you will need to do the following
+
+## 0. Brainstorm an Idea
+ In choosing this project, you may want to draw from personal expertise, literature, or user data should you have access to it. Your idea should have the following components.
+ - Implementation component: This project should require the creation of novel technology or resources involving programming.
+ - Validation component: Your project also must include a validation component (some way of measuring how well it works). This typically involves developing a set of examples and metrics for success, and assessing how well the technology performs on them.
+
+*Note on disability involvement in this project* It is not feasible to do a full iterative design cycle in this project (and not necessarily an ethical use of the time of people with disabilities). However if you want to include data from interviewing, or testing with, people with disabilities, that is permissable. That said, your project should not unduly burden the disability comumnity. Some projects may allow for direct collaboration with or feedback from people with disabilities, others may not. Please reach out to us for guidance on this if you intend to work with disabled participants.
+
+## 1. Develop an Argument for The Idea
+
+We want to avoid creating [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/). To avoid this, we do two important things
+1. You should inform your project from first person accounts if at all possible. If you cannot find first person commentary on the topic, please reach out to the course staff for help. We may tell you not to worry about it, or point you at resources such as research papers that have interviews of people with disabilities in them.
+2. You should analyze your idea from a disability justice perspective. You should identify at least *two disability justice principles* that your idea helps to address. Think critically about whether and how your project empowers and gives agency to people with disabilities, as well as the extent to which it expects/engages the larger structural issues around the problem you’re trying to solve.
+
+
+## 2. Write 4 paragraphs summarizing the idea
+
+Your write up should include the following information
+ - **Paragraph 1:** What will you do? What first person evidence did you find for this idea? Provide a brief summary and links.
+ - **Paragraph 2:** How does it address disability justice? Define the two principles you selected and explain how your idea furthers them.
+ - **Paragraph 3:** How will you validate your idea
+ - **Pargaraph 4:** Why is this feasible (timeline, etc)
+
+Given the number of weeks available, be careful not to overcommit. You must figure out how to fit this all in about four weeks.
+
+# Turnin
+You will need to submit your writeup to the class [discussion board]({{site.discussion}}) before next class. The category should be "Assignments", the subcategory should be "Disability Justice"
+
+
+
diff --git a/assignments/project.md b/assignments/project.md
deleted file mode 100644
index 7fd0b7e76a8c8d08c0a2ecfb5aae391915d1efaa..0000000000000000000000000000000000000000
--- a/assignments/project.md
+++ /dev/null
@@ -1,99 +0,0 @@
----
-layout: assignment
-published: true
-
-title: Final Project
-code: hw5
-
-assigned: Feb 7, 2023
-due:
- - <strong>Post and comment on ideas on Ed</strong> by Feb 10, 2023
- - <strong>Submit slides on Canvas and present your project in class</strong> Feb 14, 2023
- - <strong>Checkpoint Meetings with Course Staff</strong> Feb 28-March 7, 2023
- - <strong>Final presentations and deliverables due</strong> Final Exam Timeslot, March 14, 6:30pm, 2023
-
-
-revised: February 5, 2023
-
-objective: Make the world slightly more accessible
-
----
-The goal of your final project is to build an accessibility technology or make an existing technology more accessible. Some examples of what people have done in the past include:
-
-- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
-- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
-- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
-- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
-- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
-
-In choosing this project, you may want to draw from personal expertise, literature, or user data should you have access to it.
-
-- You must take a disability justice perspective on your project, meaning you should be able to make a case for how your project either directly, or indirectly, addresses one or more principals of disability justice. Think critically about whether and how your project empowers and gives agency to people with disabilities, as well as the extent to which it expects/engages the larger structural issues around the problem you’re trying to solve.
-
-- You should inform your project from first person accounts if at all possible.
- - If you cannot find first person commentary on the topic, please reach out to the course staff for help. We may tell you not to worry about it, or point you at resources
- - This should not unduly burden the disability comumnity. Some projects may allow for direct collaboration with or feedback from people with disabilities, others may not. Please reach out to us for guidance on this if you intend to work with disabled participants.
-
-- Your project must include an implementation component. Your implementation should include an accessibility assessemnt.
-- It is not feasible to do a full iterative design cycle in this project (and not necessarily an ethical use of the time of people with disabilities). However if you want to include data from interviewing, or testing with, people with disabilities, that is permissable.
-
-Given the number of weeks available, be careful not to overcommit. You must figure out how to fit this all in a brief timeline. In particular, your final project will have four phases, and may be individual or a group project
-
-# Idea pitch and team formation (if working in a group)
-By February 10, 2023, you will make a discussion post with an idea of your choosing, and comment on at least one of the ideas posted by other students on [Ed]({{site.discussion}}/2501386) before class. *Every student needs to make a discussion post*.
-
-For your submission to [Ed]({{site.discussion}}/2501386) Please preopare a post that addresses the following:
-1. Describe your project.
- - What first person data informed it
- - What will you do? How does it address disability justice?
- - How will you do it? Why is this feasible (timeline, etc)
- - Who is in your group, if you're working in a team.
-
-# Proposal Presentation
-On February 14, 2023, you will present a slide deck with up to six slides that describe your proposed project. The slides should contain:
-- Promise: How the world will be better based on your project? What Disability Justice principal does this address.
-- Obstacle: Why we don’t have this already?
-- Solution: How you will achieve the promise? This will most likely be primarily technical
-- Related work: It should also include a related work section with at least one first person account, existing technology, etc. Related work should as much as possible be informed by perspectives or your end users, people with disabilities.
-- Timeline: Finally, it should include a timeline showing that this is feasible.
-Also report on the status of your team formation if you have a team. Who are your team members? If you are working by yourself on the project, please indicate this in your proposal.
-
-# CheckPoints
-
-*Development*: Please drop by office hours if you need guidance on any aspect of your project. The course staff can work with you on a case-by-case basis if you are unable to attend office hours and would like to meet at a different time. We will also hold a day of individual meetings with groups in the final week of the quarter.
-
-There will also be a midpoint checkin individually with Jen & Kelly; Details TBD.
-
-# Final project deliverables
-Your final set of deliverables are due March 14:
- - a slide deck presenting your work (you will present this in the class final exam slot). Presentation length TBD depending on the number of groups.
- - a public-facing web page containing a write-up of your project on a platform we will announce (e.g. [instructables](https://www.instructables.com/))
-
-## Slides
-You will submit, and present slides in-class. You will follow a similar format as your proposal 1 presentations, but will focus more on your solutions. Presentation time will be decided based on group formation and number of projects. Please ensure that your submitted slides are accessible and that you are making best-effort to present accessibly while staying on-time.
-
-## Webpage
-You will make a (minimum W3C Level A) accessible, public-facing webpage. There are several simple options for you to host a public-facing page, we'll post more details about that.
-
-You should also follow the writing guidelines put out by [SIGACCESS for writing about disability](https://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-writing-guide/)
-
-Your page should contain the following:
-
-- Text describing:
- - Introduction– 1-3 paragraphs: Present the promise/ obstacle/ solution for your project— What is the problem you are solving and why is it important to solve it?
- - Related Work– 1-3 paragraphs: Talk about relevant work that closely connects with your project.
- - Methodology– about 3 paragraphs: What did you do in your project- what did you design or implement? What role did people with disabilities play in this, if any
- - Disability Justice Perspective– 1 paragraph: How did a disability studies perspective inform your project?
- - Learnings and future work -- 1-2 paragraphs: Describe what you learned and how this can be extended/ built on in the future.
- - How you made your app accessible -- 1-2 paragrphs and (optionally) UARS you found in an appendix
-
-## Competencies
-
-Your final project will contribute to your competency grade on:
-- Disability Awareness and Justice (including Disability Justice Framing; Finding First Person Accounts)
-- Accessibility Compliance (including Accessibility Problem Fixes; Automated Checking (if you turn in relevant UARS); AT based Checking (if you turn in relevant UARS))
-- Accessible Media and Documents (including Accessible Document Creation; Accessible Presentation Deck; Accessible Presenting; Image Description).
-- Participation (one participation grade for each phase -- i.e. Idea pitching; Milestone 1 presentation; Final Project Deliverables)
-
-
-
diff --git a/assignments/technology-review.md b/assignments/technology-review.md
index d22af7dbe60accb7ceb84c64308f5a431dcd5fc0..8d447a95186b3ff3791bde96cea5141012dfd975 100644
--- a/assignments/technology-review.md
+++ b/assignments/technology-review.md
@@ -3,6 +3,7 @@ layout: assignment
published: true
title: Technology Review
+description: Learn about post-GUI accessibility
code: hw4
assigned: Jan 31, 2023
@@ -10,79 +11,87 @@ due:
- Feb 7, 2023, 5pm Pacific
- Two day grace period, Feb 9, 2023
-revised: Feb 5, 2023
+revised: April 12, 2023
---
* TOC
{:toc}
-# Learning Goals
+# Overview
+The goal of this homework is to learn about how accessibility is being applied outside of websites and apps, and the accessibility challenges and solutions that exist among these new media and technology platforms. A secondary goal is to practice plain language writing.
-This assignment will expose the class to a range of in-use accessibility technologies, and give you experience with seeking out first-person accounts of disability experiences with technology. It will also give you experience with presenting accessibly.
-## 1. Select one example of second wave technology and read about it/try it
+## Learning Goals / Competencies
+This homework may contribute to your competency grade on
+- Image description
+- Accessible document creation
+- Accessible video creation
+- Plain language writing techniques
+- Your participation grade, as a percentage of completeness (are all the required parts present)
-Select an example of a so-called <q>second wave</q> technology, that you will *write* or *make a video* about. Your goal is to (1) summarize some accessibility research with that technology in plain language and then (2) give a survey of some common accessible solutions available today for people with disabilities who want to try the technology (here you can do more of a survey, links to actual available stuff is ideal)
+## Length and Difficulty
+Students in the past have reported that this assignment takes a median of 8 hours (mode=8). Students liked the variety of technologies to choose from, but had some trouble with meeting the plain language goals on this assignment. To make this easier, we have reduced the plain language requirement to a short summary one-two paragraphs in length.
+
+# Details
+To complete this assignment, please do the following
+
+## 1. Select one example of second wave technology and read about it
We have a couple of requests from community partners, and you can also select something based on interest. Once you select that technology, you should pick one paper to read deeply, and also try out some of accessible examples of the technology that are available now (you may need to search around to find these). The details of what you read, and try out, may vary with the topic you pick ad you can check with the instructors if you are unsure.
{% details Possible technologies %}
-Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners have asked us to provide them with content about. Those with MA are *Maybe Ask* topics, i.e. relevant to a community partner but not a direct ask. Essays on those topics may be shared more broadly in CREATE or partner publications.
-
-- CA: Educational Games for young children ([PAVE](https://wapave.org/)). Research papers: [A preliminary analysis of Android educational game accessibility](https://dl.acm.org/doi/abs/10.1145/3441852.3476532) ; [Web-based serious games and accessibility: A systematic literature review](https://www.mdpi.com/2076-3417/10/21/7859). Available now: [games that are accessible](https://www.pbs.org/parents/thrive/supporting-your-child-with-disabilities-with-digital-learning-games#:~:text=Four%20games%20from%20the%20long,can%20receive%20similar%20learning%20benefits.) (you may need to try these to confirm)
-- CA: Online spaces for kids with disabilities (any age) ([PAVE](https://wapave.org/)). Research papers: [Would you be mine: Appropriating Minecraft as an assistive technology for youth with autism](https://dl.acm.org/doi/abs/10.1145/2982142.2982172); [You're my best friend: Finding community online in BTS's Fandom, ARMY](https://dl.acm.org/doi/pdf/10.1145/3495266); [My voice is definitely strongest in online communities: Students using social media for queer and disability identity making](https://muse.jhu.edu/pub/1/article/663305). Available now: [first-person account of what that means](https://www.forbes.com/sites/andrewpulrang/2021/05/31/how-to-find-your-disability-community/?sh=3388225010fe)
-- CA: Tools for learning programming ([PAVE](https://wapave.org/)); possible Hope Vision). Research papers: [Blocks4All: Overcoming accessibility barriers to blocks programming for children with visual impairments](https://dl.acm.org/doi/abs/10.1145/3173574.3173643); [Physical programming for blind and low vision children at scale](https://www.tandfonline.com/doi/full/10.1080/07370024.2019.1621175?casa_token=6bNihQzh67EAAAAA%3AxPJWDluwJ7Q6xhted7fT9UW9Y7v-HMSMRIS1Rj1rLd0AaExkr-5IWkMM408DoNn9QOe1xFn9UKvm). Available now: [Blocks4all](https://milnel2.github.io/blocks4alliOS/); [Quorum](https://quorumlanguage.com/); [Microcode](https://learn.adafruit.com/microcode-for-microbit)
-- MA: Sports & eSports (e.g. [Seattle Adaptive Sports](http://www.seattleadaptivesports.org/)). Research papers: [Design and real world evaluation of Eyes-Free Yoga: An Exergame for blind & low vision exercise](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5667683/); [Design in the public square: supporting assistive technology design through public mixed-ability cooperation](https://dl.acm.org/doi/pdf/10.1145/3359257); [Accessibility in gaming](https://www.scope.org.uk/campaigns/research-policy/accessibility-in-gaming/#Interests-and-behaviours-among-disabled-gamers) (UK report). Available now: [Xbox adaptive controller](https://www.xbox.com/en-US/accessories/controllers/xbox-adaptive-controller); [Dr. Gearbox](https://store.steampowered.com/app/1218220/The_Mechanical_World_of_Dr_Gearbox/) with ["playable characters show people living with different conditions and disabilities"](https://altagram.com/people-with-disabilities-changing-esports/); [Ablegamers.org](https://ablegamers.org/impact/); numerous first person accounts by disabled gamers.
-- MA: Visualization. Research papers: [Communicating Visualizations without Visuals: Investigating Visualization Alternative Text for People with Visual Impairments](https://ieeexplore.ieee.org/document/9552938); [Infosonics: Accessible Infographics for people who are blind using sonification and voice](https://dl.acm.org/doi/10.1145/3491102.3517465); [How accessible is my visualization? Evaluating visualization accessibility with Chartability](https://onlinelibrary.wiley.com/doi/full/10.1111/cgf.14522?casa_token=6uJ3npedmwsAAAAA%3ABeZrqQUFLWkVzgZHtxa29Oqh199mf4_A_eSPsdzpREK0Wm-n5uRCPymODes0W2MDSlUr1yBXX6f-MVY). Available now: The best tools available now still require a *programmer* to use them [HighCharts](https://www.highcharts.com/docs/accessibility/accessibility-module); [Voxlens](https://github.com/athersharif/voxlens). A "live" list that has the latest on what's available [DataViz A11y](https://github.com/dataviza11y/resources)
-- Fabrication & Physical Computing. Research papers: [Sharing is caring: Assistive technology designs on thingiverse](https://dl.acm.org/doi/10.1145/2702123.2702525); [Making "making" accessible](https://dl.acm.org/doi/10.1145/2485760.2485883); [Putting tools in hands: Designing curriculum for a nonvisual soldering workshop](https://doi.org/10.1145/3373625.3418011); [Designing educational materials for a blind arduino workshop](https://doi.org/10.1145/3334480.3383055). Available now: [Blind Arduino Blog](http://blarbl.blogspot.com/); (much older) [Smith Ketterwell Technical File](https://www.ski.org/smith-kettlewell-technical-file); [Nonvisual soldering](https://laurenrace.com/teaching/nonvisual-curriculum-design/); [Nonvisual arduino](https://laurenrace.com/teaching/nonvisual-arduino-workshop/)
-- Security/Privacy. Research papers: [AccessiLeaks: Investigating privacy leaks exposed by the Android accessibility service](https://hal.inria.fr/hal-01929049/file/naseri-popets19.pdf); [A survey of privacy concerns of smart-home services provided to individuals with disabilities](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7070117/); [I'm literally just hoping this will work: Obstacles blocking the online security and privacy of users with disabilities](https://www.usenix.org/system/files/soups2021-napoli.pdf). Available now: I'm not sure what to put here (feel free to try to find something). Aside from audio-enabled captchas, the other issues raised here are not something that an existing online app can necessarily address.
-- MA VR/AR (e.g. [Northwest School for the Deaf and Hard of Hearing](https://www.northwestschool.com/)). Research papers: [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719); [AR4VI: AR as an accessibility tool for people with visual impairments](https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8088507&casa_token=T2X3w3jTOugAAAAA:Mlnt-Wqk7Y4W-bJndK5Hgc8wbnL2QDVT-JSUZNaxheR2p5h5NPgSsn94TbYTiScUwwJvJBQcySY4); [SeeingVR: A set of tools to make virtual reality more accessible to people with low vision](https://www.classes.cs.uchicago.edu/archive/2020/winter/20370-1/readings/SeeingVR.pdf). Available now: [OverTHERE](https://apps.apple.com/us/app/overthere/id1126056833); [Honor Everywhere](https://www.oculus.com/experiences/go/1634724596608007/); [Accessibility, Disabilities, and Virtual Reality Solutions](https://educatorsinvr.com/2019/05/31/accessibility-disabilities-and-virtual-reality-solutions/)
+Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners have asked us to provide them with content about, making it more likely that your work will be shared with the CREATE community. Those with MA are *Maybe Ask* topics, i.e. relevant to a community partner but not a direct ask. Essays on those topics may be shared more broadly in CREATE or partner publications.
+
+- CA: Educational Games for young children ([PAVE](https://wapave.org/)). Articles: [A preliminary analysis of Android educational game accessibility](https://dl.acm.org/doi/abs/10.1145/3441852.3476532) ; [Web-based serious games and accessibility: A systematic literature review](https://www.mdpi.com/2076-3417/10/21/7859); [Video games and disability: Looking back at a challenging decade](https://www.polygon.com/2020/1/8/21056713/disabilities-video-game-characters-inclusion-accessibility-decade-in-review). Available now: [games that are accessible](https://www.pbs.org/parents/thrive/supporting-your-child-with-disabilities-with-digital-learning-games#:~:text=Four%20games%20from%20the%20long,can%20receive%20similar%20learning%20benefits.) (you may need to try these to confirm); [Celeste](https://store.steampowered.com/app/504230/Celeste/)
+- CA: Online spaces for kids with disabilities (any age) ([PAVE](https://wapave.org/)). Articles: [Would you be mine: Appropriating Minecraft as an assistive technology for youth with autism](https://dl.acm.org/doi/abs/10.1145/2982142.2982172); [You're my best friend: Finding community online in BTS's Fandom, ARMY](https://dl.acm.org/doi/pdf/10.1145/3495266); [My voice is definitely strongest in online communities: Students using social media for queer and disability identity making](https://muse.jhu.edu/pub/1/article/663305). Available now: [first-person account of what that means](https://www.forbes.com/sites/andrewpulrang/2021/05/31/how-to-find-your-disability-community/?sh=3388225010fe)
+- CA: Tools for learning programming ([PAVE](https://wapave.org/)); possible Hope Vision). Articles: [Blocks4All: Overcoming accessibility barriers to blocks programming for children with visual impairments](https://dl.acm.org/doi/abs/10.1145/3173574.3173643); [Physical programming for blind and low vision children at scale](https://www.tandfonline.com/doi/full/10.1080/07370024.2019.1621175?casa_token=6bNihQzh67EAAAAA%3AxPJWDluwJ7Q6xhted7fT9UW9Y7v-HMSMRIS1Rj1rLd0AaExkr-5IWkMM408DoNn9QOe1xFn9UKvm). Available now: [Blocks4all](https://milnel2.github.io/blocks4alliOS/); [Quorum](https://quorumlanguage.com/); [Microcode](https://learn.adafruit.com/microcode-for-microbit)
+- MA: Sports & eSports (e.g. [Seattle Adaptive Sports](http://www.seattleadaptivesports.org/)). Articles: [Design and real world evaluation of Eyes-Free Yoga: An Exergame for blind & low vision exercise](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5667683/); [Design in the public square: supporting assistive technology design through public mixed-ability cooperation](https://dl.acm.org/doi/pdf/10.1145/3359257); [Accessibility in gaming](https://www.scope.org.uk/campaigns/research-policy/accessibility-in-gaming/#Interests-and-behaviours-among-disabled-gamers) (UK report). Available now: [Xbox adaptive controller](https://www.xbox.com/en-US/accessories/controllers/xbox-adaptive-controller); [Dr. Gearbox](https://store.steampowered.com/app/1218220/The_Mechanical_World_of_Dr_Gearbox/) with ["playable characters show people living with different conditions and disabilities"](https://altagram.com/people-with-disabilities-changing-esports/); [Ablegamers.org](https://ablegamers.org/impact/); numerous first person accounts by disabled gamers.
+- MA: Visualization. Articles: [Communicating Visualizations without Visuals: Investigating Visualization Alternative Text for People with Visual Impairments](https://ieeexplore.ieee.org/document/9552938); [Infosonics: Accessible Infographics for people who are blind using sonification and voice](https://dl.acm.org/doi/10.1145/3491102.3517465); [How accessible is my visualization? Evaluating visualization accessibility with Chartability](https://onlinelibrary.wiley.com/doi/full/10.1111/cgf.14522?casa_token=6uJ3npedmwsAAAAA%3ABeZrqQUFLWkVzgZHtxa29Oqh199mf4_A_eSPsdzpREK0Wm-n5uRCPymODes0W2MDSlUr1yBXX6f-MVY). Available now: The best tools available now still require a *programmer* to use them [HighCharts](https://www.highcharts.com/docs/accessibility/accessibility-module); [Voxlens](https://github.com/athersharif/voxlens). A "live" list that has the latest on what's available [DataViz A11y](https://github.com/dataviza11y/resources)
+- Fabrication & Physical Computing. Articles: [Sharing is caring: Assistive technology designs on thingiverse](https://dl.acm.org/doi/10.1145/2702123.2702525); [Making "making" accessible](https://dl.acm.org/doi/10.1145/2485760.2485883); [Putting tools in hands: Designing curriculum for a nonvisual soldering workshop](https://doi.org/10.1145/3373625.3418011); [Designing educational materials for a blind arduino workshop](https://doi.org/10.1145/3334480.3383055). Available now: [Blind Arduino Blog](http://blarbl.blogspot.com/); (much older) [Smith Ketterwell Technical File](https://www.ski.org/smith-kettlewell-technical-file); [Nonvisual soldering](https://laurenrace.com/teaching/nonvisual-curriculum-design/); [Nonvisual arduino](https://laurenrace.com/teaching/nonvisual-arduino-workshop/)
+- Security/Privacy. Articles: [AccessiLeaks: Investigating privacy leaks exposed by the Android accessibility service](https://hal.inria.fr/hal-01929049/file/naseri-popets19.pdf); [A survey of privacy concerns of smart-home services provided to individuals with disabilities](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7070117/); [I'm literally just hoping this will work: Obstacles blocking the online security and privacy of users with disabilities](https://www.usenix.org/system/files/soups2021-napoli.pdf). Available now: I'm not sure what to put here (feel free to try to find something). Aside from audio-enabled captchas, the other issues raised here are not something that an existing online app can necessarily address.
+- MA VR/AR (e.g. [Northwest School for the Deaf and Hard of Hearing](https://www.northwestschool.com/)). Articles: [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719); [AR4VI: AR as an accessibility tool for people with visual impairments](https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8088507&casa_token=T2X3w3jTOugAAAAA:Mlnt-Wqk7Y4W-bJndK5Hgc8wbnL2QDVT-JSUZNaxheR2p5h5NPgSsn94TbYTiScUwwJvJBQcySY4); [SeeingVR: A set of tools to make virtual reality more accessible to people with low vision](https://www.classes.cs.uchicago.edu/archive/2020/winter/20370-1/readings/SeeingVR.pdf). Available now: [OverTHERE](https://apps.apple.com/us/app/overthere/id1126056833); [Honor Everywhere](https://www.oculus.com/experiences/go/1634724596608007/); [Accessibility, Disabilities, and Virtual Reality Solutions](https://educatorsinvr.com/2019/05/31/accessibility-disabilities-and-virtual-reality-solutions/)
- Other: You are welcome to tackle other areas covered in class including [AI/ML](https://arxiv.org/abs/2208.04712); [Intelligent Agents](http://acm.mementodepot.org/pubs/proceedings/acmconferences_3173574/3173574/3173574.3174033/3173574.3174033.pdf); you will need to work with the instructors to identify a set of reading papers and technololgies that are available now.
{% enddetails %}
-## 2. Write/Talk about the technology using plain language techniques
-
-You should write or talk about the technology using the plain language techniques you [learned in class](https://courses.cs.washington.edu/courses/csep590b/23wi/slides/designing.html#24). Your writeup should
-
-1. Describe the topic
- a. Introduce the technology you focused on (1 paragraph)
- b. Summarize what might be important to know about the technology from a disability perspective (1-2 paragraphs), including things that can impact its accessibility
-
-2. Summarize what you learned about the topic from the research article. It is ok to mention more than one article, and we selected articles that complement each other. However, you are only *required* to summarize a single article. (4-5 paragraphs)
-3. Describe solutions and/or options *available now* to people with disabilities. For each one, Describe it briefly; Provide a link
-4. Conclude by summarizing the key take aways
-
-Please note that if you choose to create a video, we cannot provide as
-many resources about plain language. However, many of the same
-principals that you would use for an essay apply. Some apply to the
-video script (such as don't use jargon) and some might apply to the
-video structure (such as having clear transitions rather than
-headers).
-
-In addition to using plain language techniques, please make sure that the document
-and/or video you produce is accessible. In the case of the document,
-you should use a single column format; label headers properly (in
-word, pdf, or html); and include alt text for images (again in any
-format). In the case of a video, you should present accessibly; and
-include captions and verbally describing important visual elements.
-
-Please choose at least five of the ten plain language
-principals [presented in class](https://courses.cs.washington.edu/courses/csep590b/23wi/slides/designing.html#24) and include an addendum saying which five you picked.
+## 2. Find some free, *accessible* examples to try
+
+Using the resources provided for your topic, and anything else relevant you can find on your own, identify 2-5 freely available examples of accessible versions of the technology you picked. Download them and try them.
+
+## 2. Write a Plain Language Abstract
+
+Review [plain language writing for accessibility](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=4afd8af77935) and [plain language guidelines](https://www.med.unc.edu/healthsciences/clds/wp-content/uploads/sites/859/2021/06/Minimized-Text-Complexity-Guidelines-version-2.03.2021.pdf).
+- Please choose at least five of the plain language
+principals [presented in class](https://courses.cs.washington.edu/courses/csep590b/23wi/slides/designing.html#24)
+- Use these five principales to write a one paragraph abstract (about 250 words) summarizing the article that you read. Here is an example from the fabrication and physical computing category.
+
+Many Arduino tutorials use schematic diagrams. Schematics are symbols that represent how a circuit works. Some tutorials use pictures or diagrams of the circuit to help people see how to connect the parts of the circuit. Unfortunately, schematics and pictures in tutorials aren’t usually shown in a way that blind people can understand. The Arduino board has pins arranged in rows called headers. Pins are small pieces of metal on the board that attach to wires so you can create a circuit. Each pin has a number. Some pins also have a name, such as “ground.†Pin numbers and names are usually printed on the top of the board next to each pin. It can be hard for blind people to know the pin numbers on an Arduino because they can’t see the names and numbers printed on the board.
+{: .quote}
+
+## 3. Create an Introduction to this Technology
+
+Create an introduction about the accessibility of your technology aimed at the disability community. You may *write* a summary or *create a video*. Your summary should include:
+1. The plain language abstract
+2. A 1 page summary of the article you read
+3. A review of the free, accessible examples you found, with links to them.
+
+Here is an [example from last year](arduino.pdf). Note that small
+details of requirements have changed, in particular the whole
+assignment was required to be plain language and there was no abstract
+at the time this was done.
+
+
+Please make sure that the document and/or video you produce is
+accessible. In the case of the document, you should use a single
+column format; label headers properly (in word, pdf, or html); and
+include alt text for images (again in any format). In the case of a
+video, you should present accessibly; and include captions and
+verbally describing important visual elements.
# Turnin
You will turn this assignment in on canvas.
-- Upload your document or link to your video using plain language techniques
-- Upload a list of the principles that you applied
+- Upload your document or link to your video
- Upload a document containing the ALT text for each figure and/or the caption file for your video
-
-# Competencies
-This homework may contribute to your competency grade on
-- Image description
-- Accessible presentation
-- Accessible video creation
-- Accessible document creation
-- Plain language writing techniques
-- Your participation grade, as a percentage of completeness (are all the required parts present)
+- Upload a list of the 5 plain language principals you applied in creating your abstract, along with your abstract.
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+++ b/assignments/website-report.md
@@ -0,0 +1,83 @@
+---
+layout: assignment
+published: true
+
+title: Website/App Accessibility Report (Group)
+description: Learn how to write about and remediate accessibility problems with websites and apps
+code: hw2
+
+assigned: Jan 10, 2023
+due:
+ - Due on Jan 23, 2023, 5pm Pacific
+ - Two day grace period, Jan 25, 2023, 5pm Pacific
+
+revised: Apr 11, 2023
+
+---
+* TOC
+{: toc}
+
+# Overview
+The goal of this homework is to learn about basics of website accessibility and how to assess. In part 1, you: Learn how to use automated tools (and their limitations); Learn how to address the limitations of automated tools using accessibility tools; In part 2, you: Learn how to write up an assessment and prioritize what problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description.
+
+Please note that *plain language* is *not* required (or expected) for this assignment.
+
+## Competencies
+This homework may contribute to your competency grade on
+- Can articulate paths to addressing accessibility problems
+- Accessible written document creation
+- Image description
+- Your participation grade, as a percentage of completeness (are all the required parts present)
+
+## Length & Difficulty
+Students in the past have reported that taken together, part 1 and part 2 of this assignment require a median of 20 hours (mode=6). A challenge that multiple students faced is summarizing the WCAG guidelines in their own words. Please be sure to do so, *or* to quote and reference WCAG guidelines according to our [course policy on academic conduct]({{site.baseurl}}/academic-conduct.html). Some things that students have told us about this assignment:
+- It helps to use the [UAR template](webegs/UAR_Template.doc) when filling out the UARS.
+- It was very motivating to do this for a real client
+
+# Details
+For your report please do the following. To help you understand these requirements, here are is an example prior year's report that is a [good example](webegs/DigitalDefense.docx) of what you are aiming for (note that small details of requirements may have changed from year to year). Your report should be about 8 pages long, single spaced, with 12 point font. Your report should be accessible (including proper use of headings, ALT text, table markup and so on). If you directly quote anything when describing the issue (for example) include a footnote linking to your source, and put it in quotes.
+
+## 1. Introduce what you did
+Introduce the site or app, its purpose, and the task you assessed and state which accessibility tools, both automated and manual, you and others used in your assessment. It should include an overview table summarizing how you tested the site, that looks something like this.
+
+| Task | Type (Web/Mobile/etc) | Testing Method | # UARS found | Who Contributed |
+|:-----|:----------------------|:---------------|:-------------|-----------------|
+| ... | ... | ... | ... | |
+|:-----|:----------------------|:---------------|:-------------|-----------------|
+
+## 2. Provide an executive summary
+
+Write an executive summary highlighting the biggest (most frequent, severe) problems, and your recommendations for fixing them. Keep this to 1-2 paragraphs.
+
+You should also fill in the following overview table and put it in this section
+| WCAG # | # Severe problems | # Moderate problems | Minor problems |
+|:-------|:------------------|:--------------------|:---------------|
+| ... | ... | ... | ... |
+|:-------|:------------------|:--------------------|:---------------|
+
+## 3. Provide details on what needs to be done to fix the site or app
+
+ The remainder of your report should provide an overview, and detail, on the problems found, grouped by WCAG #. This is a good section of the report to divide and conquer in your group.
+
+For each WCAG #
+ - summarize the issue of concern
+ - summarize the UAR(s) found if any
+ - give an example of a typical case
+ - provide details if there are any special cases
+ - list (briefly) all the other places it happens
+
+In addition, for each problem, or set of problems, you should discuss the remedy that is needed to address it. Be as concrete as you are able to be given the information available to you.
+
+## 4. Make sure your report is accessible
+
+We ask that you do four things to make the deliverable accessible:
+- Use headers. In Microsoft Word these are built-in "styles" and in Google Docs you can see these under "Format -> Paragraph Styles." Headers should be nested like they ar in HTML (e.g., H2 after and H1). Read [this for more guidance in how to do styles in Word.](https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d#bkmk_builtinheadings_win)
+- Use proper color contrast. Note that some of the default styles in Microsoft Word do not have proper color contrast. You can right click on a style in the home bar and modify it.
+- Write alt text for all non-decorative photos.
+- Use meaningful hyperlink text (e.g., Do: check out [my web page](https://courses.cs.washington.edu/courses/csep590b/23wi/); Do not: click [here](https://courses.cs.washington.edu/courses/csep590b/23wi/) to learn more).
+
+
+# Turnin
+
+Turn in your report document. Note: **do not submit a PDF**. We expect your submission to be a Word or Google Doc.
+Also turn in (individually) a description of what *you* contributed to the report. This will impact which competencies we grade you on. It is fine if more than one person works on the same thing, but describe how: For example, if one person made the reprot accessible, and a second person double checked it, tell us what role you played.
diff --git a/assignments/website.md b/assignments/website.md
index 69670960ca12eb58b4c374ddba9f2ece87f804b6..65cb4469ada332ef4ecf8bb55651dff59a495e52 100644
--- a/assignments/website.md
+++ b/assignments/website.md
@@ -2,37 +2,46 @@
layout: assignment
published: true
-title: Website/App Accessibility Assessment
+title: Website/App Accessibility UARS (Individual)
+description: Learn to assess website/app accessibility using a variety of technologies
code: hw2
assigned: Jan 10, 2023
due:
- UARS--Due before class on 1/17
- - Report--Due on Jan 23, 2023, 5pm Pacific
- - Two day grace period, Jan 25, 2023, 5pm Pacific
+ - No grace period--These will be discussed in class
-revised: Jan 3, 2023
+revised: April 11, 2023
---
* TOC
{: toc}
-# Learning Goals
-The goal of this homework is to learn about basics of website accessibility and how to assess; Learn how to use automated tools (and their limitations); Learn how to address the limitations of automated tools using accessibility tools; Learn how to write up an assessment and prioritize what problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description.
+# Overview
+The goal of this homework is to learn about basics of website accessibility and how to assess. In part 1, you: Learn how to use automated tools (and their limitations); Learn how to address the limitations of automated tools using accessibility tools; In part 2, you: Learn how to write up an assessment and prioritize what problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description.
-## 0. Pick a website and/or app and two tasks
-You may submit your top three choices for website/app from listing below and include at most one of your own on the [Ed Discussion thread for selection](https://edstem.org/us/courses/31170/discussion/2351217) for this assignment. Our goal is to have *at least four students** working independently on each website. Note that there is a *task* associated with each website/app (and if you pick your own, you should also have a task in mind).
+## Competencies
+This homework may contribute to your competency grade on
+- Can apply web/app accessibility rules to identify problems, including
+ - 1 whether content is perceivable
+ - 2 whether content is operable
+ - 3 whether content is understandable
+ - 4 whether content is robust
+ <!-- - 5 the meaning of conformance -->
+- Can use an accessibility checker to assess whether a web page or app is accessible
+- Can use an accessibility technology to find web page or app accessibility problems that are not found with an automated accessibility checker
+- Can articulate paths to addressing accessibility problems
+- Accessible written document creation
+- Image description
+- Your participation grade, as a percentage of completeness (are all the required parts present)
-{% details Possible websites/apps %}
-- [VolunteerMeet Techies For Reproductive Justice](https://ddf.volunteermeet.org/): VolunteerMeet is a tool for abortion access and reproductive justice groups to use to recruit and vet volunteers. VolunteerMeet is used by several large organizations, and we want to make sure we are not limiting the participation of people with disabilities. **Focus**: The application process.
-- [Digital Defense Fund](https://digitaldefensefund.org/): Our website has a large amount of (free!) material about how to access abortion and other reproductive health care safely in today's criminalized environment. We have resources about digital security, staying safe online, and tech-enabled advocacy, among many other topics - all of which are incredibly important to all of us, but perhaps especially to people may be more vulnerable to surveillance because of their disabilities. **Focus**: Two sections of our site in particular: Learn & Media
-- [PAVE](https://wapave.org/): With our goal of continual improvement, we would like to always test the website periodically to make sure we are making sure it is accessible to everyone. **Focus**: Accessibility and ease of use
-- [CREATE](https://create.uw.edu/): CREATE's website should already be pretty accessible, but we haven't had any outside testers look at it. Help us find th egaps and problems! **Focus**: Finding out about funding
-- Other: We are happy to take submissions for other websites that you might want to focus on. If you do this, you must recruit *at least one* other student in the class (preferably three others) who will (independently) look at the same website
-{% enddetails %}
+## Length & Difficulty
+Students in the past have reported that taken together, part 1 and part 2 of this assignment require a median of 20 hours (mode=6). A challenge that multiple students faced is summarizing the WCAG guidelines in their own words. Please be sure to do so, *or* to quote and reference WCAG guidelines according to our [course policy on academic conduct]({{site.baseurl}}/academic-conduct.html). Some things that students have told us about this assignment:
+- It helps to use the [UAR template](webegs/UAR_Template.doc) when filling out the UARS.
+- It was very motivating to do this for a real client
-### Guidelines
-You will use [W3C guidelines](https://www.w3.org/WAI/standards-guidelines/) for the site or app you are assessing.
+# Details
+Your goal is to generate a range of UARs documenting accessibility concerns (and perhaps successes) with a website or app. You will use [W3C guidelines](https://www.w3.org/WAI/standards-guidelines/) for the site or app you are assessing.
The most relevant are probably [WCAG
2.1](https://www.w3.org/WAI/standards-guidelines/wcag/glance/) and
@@ -44,11 +53,23 @@ mobile app, you should also review this PDF (which is numbered page
Accessibility
Assessment](https://xiaoyizhang.me/assets/Paper/ASSETS_2017_Epidemiology.pdf).
+## 0. Pick a website and/or app and two tasks
+You may submit your top three choices for website/app from listing below and include at most one of your own on the [Discussion thread for selection]({{site.discussion}}) for this assignment. Our goal is to have *at least four students** working independently on each website. Note that there is a *task* associated with each website/app (and if you pick your own, you should also have a task in mind).
+
+{% details Possible websites/apps %}
+In the past, website have been sponsored by CREATE partners and community members. Student reports have been received by them with great gratitude, generating comments such as "This is fantastic" and "What an amazing and helpful report!" with plans to implement the recommendatinos.
-## 1. Collect Data on the accessibility problems with that website and/or app
+- [VolunteerMeet Techies For Reproductive Justice](https://ddf.volunteermeet.org/): VolunteerMeet is a tool for abortion access and reproductive justice groups to use to recruit and vet volunteers. VolunteerMeet is used by several large organizations, and we want to make sure we are not limiting the participation of people with disabilities. **Focus**: The application process.
+- [Digital Defense Fund](https://digitaldefensefund.org/): Our website has a large amount of (free!) material about how to access abortion and other reproductive health care safely in today's criminalized environment. We have resources about digital security, staying safe online, and tech-enabled advocacy, among many other topics - all of which are incredibly important to all of us, but perhaps especially to people may be more vulnerable to surveillance because of their disabilities. **Focus**: Two sections of our site in particular: Learn & Media
+- [PAVE](https://wapave.org/): With our goal of continual improvement, we would like to always test the website periodically to make sure we are making sure it is accessible to everyone. **Focus**: Accessibility and ease of use
+- [CREATE](https://create.uw.edu/): CREATE's website should already be pretty accessible, but we haven't had any outside testers look at it. Help us find th egaps and problems! **Focus**: Finding out about funding
+- Other: We are happy to take submissions for other websites that you might want to focus on. If you do this, you must recruit *at least one* other student in the class (preferably three others) who will (independently) look at the same website
+{% enddetails %}
+
+
+## 1. Collect Data on accessibility problems using an automated accessibility checker
For each of these steps, you will record data about what you find so that you can complete the write up at the end.
-### Run an accessibility checker
You should run the website and/or app through an accessibility checker. The WebAim accessibility checker, [WAVE](https://wave.webaim.org/), is a great choice for many sites. However, if the site requires that you log in, you may need an alternative. A great choice is the [Chrome plugin Axe](https://chrome.google.com/webstore/detail/axe-devtools-web-accessib/lhdoppojpmngadmnindnejefpokejbdd?hl=en-US).
To install the Accessibility Scanner on android, search for it in the
@@ -61,69 +82,34 @@ page to get the scanner working on your device. Another option is to install the
For iOS, you should install the Accessibility Inspector, which is freely available through the App Store. More details on [testing for accessibility in iOS.](https://developer.apple.com/library/archive/documentation/Accessibility/Conceptual/AccessibilityMacOSX/OSXAXTestingApps.html)
-### Test it yourself
-Use a screen reader and switch input to assess the website and/or app, and your ability to complete the assigned task using accessibility tools. You may also use other accessibility tools if you feel there are things that does not address.
+## 2. Collect Date on accessibility problemsusing TWO DIFFERENT accessibility technologies
+Use *multiple approaches*, including at a minimum **a screen reader** and **magnification** to assess the website
+and/or app, and your ability to complete the assigned task using
+accessibility tools. You may also use other accessibility tools if you
+feel there are things that does not address, such as speech based input, or switch input.
Here are some resources that may help you in gaining comfort with these accessibility technologies
-- Switch control intro: [Switch Control overview](https://www.youtube.com/watch?v=GQKEE9nI1lk)
+- [Zoomtext and other magnification in use](https://www.youtube.com/watch?v=4ZRVDgeMpXc) and [Setting up windows for zooming](https://www.youtube.com/watch?v=TQhUCnMhDZE)
- [Screen reading intro](https://axesslab.com/what-is-a-screen-reader/)
+- Switch control intro: [Switch Control overview](https://www.youtube.com/watch?v=GQKEE9nI1lk)
+- Advanced voice based input: [voice programming](https://www.youtube.com/watch?v=YKuRkGkf5HU)
-### Record the data in a *Usability Aspect Report*
-Short (1 page max) report for each group of similar issues you find using this [Usability Aspect Report Template](UAR_Template.doc)
+## 3. Record the data in a *Usability Aspect Report*
+Record each group of similar issues you find using this [Usability Aspect Report Template](webegs/UAR_Template.doc). Here is a [sample](webegs/DDUARS.docx) that a prior student has kindly shared with us for you to look at. Make sure that your UARs are accessible
-For example, consider this view of the the WebAIM automated accessibility checker. The red mountain with the X indicates that it is missing an image description. To write this up, you would record the
-- **Name** as "Missing Image ALT Text";
-- **Evidence** Guideline violated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives));
- - **Screen Shot** as the image and URL ([lib.washington.edu](https://www.lib.washington.edu/));
-
-- **Explanation** A screen reader won't be able to describe this image
-- **Severity** 2. **Justification** This is debatable, but frequency is low (it only occurs once on this site. If you are writing up all missing image alt text as a group, you might increase your estimate of frequency, but this site doesn't appear to have a lot of undescribed images); impact is low (it is possible to determine the purpose of this image by either clicking on it to see what it links to, or inferring some things from the external link and image file name (both unpleasant alternatives for a screen reader user); and persistence is high (it's not going to go away).
-- **Possible Solution** This is easy to solve, describe the image and all text in it. "December Update in a white circle surrounded by wintry trees. Around it are the words 'Hours Update', 'New Exhibits', 'Workshops' and 'Finals Help'"
-- **Relationship to other problems** Since we only have one example UAR here we don't have much to say, but this could mention for example other areas of the website which are missing labels such as form entries or buttons.
+Some key things to make note of:
+- **Good or Bad Feature** *If your website as very accessible* you may include UARS for particularly good features
+- **Source** including *your initials*; *the type of AT used*; and a unique ID such as JM-SR-3 (which means, approximately, Jennifer Mankoff Screen Reader UAR # 3)
+- **Name/Brief Description** Provide a very brief name/summary
+- **Evidence** Specify the guideline violated and provide a screen shot with ALT text or other evidenc.
+- **Explanation** Explain why this is a problem (or good aspect.
+- **Severity** Rank severity (with 4 being catastrophe)
+- **Justification** Justify your ranking in terms of *frequency* *impact* and *persistence*
+- **Relationship to other problems** If this is related to/caused by/causes other problems you record, you can give their *source* number here
# Turnin
-You will turn in your UARs on the problems you found **in one week** on the Ed discussion thread for your website (To be posted)
-
-In two weeks you will write up 5 page report documenting problems **that you and others found** on your website and suggesting solutions. Your report should be accessible (including proper use of headings, ALT text, table markup and so on) and have the following structure:
-- The first page should introduce the site or app, its purpose, and the task you assessed and state which tools you used in your assessment.
-- The first page should also have an executive summary of the biggest (most frequent, severe) problems, and your recommendations for fixing them. Keep this brief, you will provide more detail in the following pages.
-- The next section of the report should provide an overview, and detail, on the problems found.
- - You should start with an overview table that looks something like this.
-
-| WCAG # | # Severe problems | # Moderate problems | Minor problems |
-|:-------|:------------------|:--------------------|:---------------|
-| ... | ... | ... | ... |
-|:-------|:------------------|:--------------------|:---------------|
-
-- Next, there should be a subsection for each WCAG #
- - summarize the issue (s) found if any
- - give an example of a typical case
- - provide details if there are any special cases
- - list (briefly) all the other places it happens
-- Finally discuss the remedy that is needed
-
-If you directly quote anything when describing the issue (for example) include a footnote linking to your source, and put it in quotes.
-
-## Accessibility of Deliverable
-We expect your submission to be a Word or Google Doc. We ask that you do four things to make the deliverable accessible:
-- Use headers. In Microsoft Word these are built-in "styles" and in Google Docs you can see these under "Format -> Paragraph Styles." Headers should be nested like they ar in HTML (e.g., H2 after and H1). Read [this for more guidance in how to do styles in Word.](https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d#bkmk_builtinheadings_win)
-- Use proper color contrast. Note that some of the default styles in Microsoft Word do not have proper color contrast. You can right click on a style in the home bar and modify it.
-- Write alt text for all non-decorative photos.
-- Use meaningful hyperlink text (e.g., Do: check out [my web page](https://courses.cs.washington.edu/courses/csep590b/23wi/); Do not: click [here](https://courses.cs.washington.edu/courses/csep590b/23wi/) to learn more).
-
-Note: **do not submit a PDF**.
-
-# Competencies
-This homework will contribute to your competency grade on
-- Can apply web/app accessibility rules to identify problems, including
- - 1 whether content is perceivable
- - 2 whether content is operable
- - 3 whether content is understandable
- - 4 whether content is robust
- <!-- - 5 the meaning of conformance -->
-- Can use an accessibility checker to assess whether a web page or app is accessible
-- Can use an accessibility technology to find web page or app accessibility problems that are not found with an automated accessibility checker
-- Can articulate paths to addressing accessibility problems
-- Accessible written document creation
-- Image description
-- Your participation grade, as a percentage of completeness (are all the required parts present)
+
+Submit your UARS as an attachment to the appropriate [discussion]({{site.discussion}})
+
+
+
diff --git a/docs/accessibility.md b/docs/accessibility.md
new file mode 100644
index 0000000000000000000000000000000000000000..f548dd2fe721cf35a06c474d58dc11af87048a17
--- /dev/null
+++ b/docs/accessibility.md
@@ -0,0 +1,82 @@
+---
+layout: default
+(old)warning: old
+title: Accessibility in this Class and Beyond
+description: Accessibility resources and expectations
+---
+
+* TOC
+{:toc}
+
+
+# Setting up Accommodations (for Students)
+If you have a temporary health condition or permanent disability
+ (either mental health, learning, or physical health related) that
+ impacts your academic experience, please let us know how we can
+ accommodate you. You are NOT obligated to disclose any of these
+ issues with the instructor, only specify if there’s any
+ accommodations required.
+
+If there is something we can do to make your experience better, please
+ let us know. We have attempted to make all the course materials
+ accessible according to web standards but there are always things
+ we may not have thought of.
+
+If you need any additional support, we are always happy to work with
+ you directly or through [Disability Resources for Students
+ (DRS)](http://depts.washington.edu/uwdrs/) to make sure that the
+ class meets your needs. If you need any adaptations for course
+ materials (large font, pacing, image description, closed
+ captioning), just let the instructor know.
+
+If you have not yet established services through [Disability Resources
+ for Students (DRS)](http://depts.washington.edu/uwdrs/), but have
+ a temporary health condition or permanent disability that requires
+ accommodations (conditions include but not limited to; mental
+ health, attention-related, learning, vision, hearing, physical or
+ health impacts), contact DRS directly at uwdrs@uw.edu to set up an
+ Access Plan. DRS facilitates the interactive process that
+ establishes reasonable accommodations. DRS offers a wide range of
+ services for students with disabilities, mental health concerns,
+ and chronic illness, that are individually designed and remove the
+ need to reveal sensitive medical information to the course staff,
+ but it is important to start the process as soon as possible to
+ avoid delays.
+
+# Mutual Commitment to Access in the Classroom
+We start every quarter by asking students and instructors to participate in a shared effort to ensure that the classroom is accessible to all of us. We commit to working together to try to meet these requests without judgement or required documentation (Documentation, and DRS approval is only required when an accommodation is available to some students but not others).
+
+This quarter's list of accommodations can be found on our poll everywhere summary in our [first class's accommodation discussion](slides/accessibility-activities.html#5). Some examples of things that participants have asked for in the past include
+- flex time on assignments
+- universal masking in the classroom
+- hybrid participation options (for sick family members; because of cold, flu or covid symptoms; managing a disability; or other important obligations)
+- live auto-generated captions
+- permission to stand up and stretch during lecture
+- slack access for easy discussion
+- ...
+
+# Making your Assignments Accessible (for Your Instructors)
+
+Please ensure that assignments you hand in are accessible to the best
+of your capabilities. We will offer guidance on this in class, but
+given that the process of making content accessible heavily depends on
+the tools you use to author the content, it is practically impossible
+for us to offer exhaustive guidance. Here are a few resources to get
+started, but please reach out to us when in doubt.
+
+ - [Accessible PDF author guide](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-pdf-author-guide/)
+ - [General guidelines to make your presentations accessible](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-presentation-guide/).
+ - [A paper on making your talk accessible](https://homes.cs.washington.edu/~ladner/MakingYourTalkAccessible.pdf).
+ - Instructions to enable closed captions while presenting using [Google Slides](https://support.google.com/docs/answer/9109474?hl=en) and [Microsoft Powerpoint](https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f)
+
+
+
+# Accessibility Resources that might be useful
+
+Some accessibility technologies that students have told us are helpful in the past include the following. Note that these products can cost money, and we are not necessarily endorsing them. In addition, sometimes it's more useful to know a *type* of product exists and search for the most recent example of said product -- in other words, some of these resources may be out dated :).
+
+- Text to speech software [Natural Reader](https://www.naturalreaders.com/)
+- Speech to text software: Freely available on macs; you can also purchase something such as [Dragon Dictate](https://dragon-supports.com/index.php)
+- Screen readers: We will show you some free options and teach about them in class. In addition, if you have a Windows machine, both [Jaws](https://www.freedomscientific.com/products/software/jaws/) and [NVDA](https://www.nvaccess.org/download/) (free) are available; on linux [Odilia](https://odilia.app/) is the newest option.
+- You'll hear about and see many other things in this class, please let us know if you find something you think we should add to this list!
+
diff --git a/index.md b/index.md
index 3628f2ed3ff92036fb6bb75a8cbd81fc7fef6104..fba697f8c41ed6bf15d00736e9d70d60313a8a87 100755
--- a/index.md
+++ b/index.md
@@ -2,18 +2,25 @@
layout: default
---
-<h1> Welcome to Class! </h1>
+<h1> Why take this class?</h1>
+
+Highly recommend this course to be [mandatory in CS]... I will keep the lessons learned and try to apply them in my career wherever applicable. -- 2023 student.
+{: .quote}
+
+Even though I have a lot of experience with implementing accessibility in code and pushing for more accessible designs at work, I have learned a lot from this course [that I plan to take back into my workploce] -- 2023 student
+{: .quote}
+
How can computing enable new solutions to accessibility, including both access to the world and access to computers? Similarly, how can a disability studies perspective guide us in developing empowering and relevant solutions to accessibility problems? This course explores both of those questions through a combination of discussions, reading, and building.
Access technology (AT) has the potential to increase autonomy, and improve millions of people’s ability to live independently. This potential is currently under-realized because the expertise needed to create the right AT is in short supply and the custom nature of AT makes it difficult to deliver inexpensively. Yet computers’ flexibility and exponentially increasing power have revolutionized and democratized access technologies. In addition, by studying access technology, we can gain valuable insights into the future of all user interface technology.
-In this course we will focus on a combination of practical skills such as how to assess accessibility of documents, websites and apps and how to do disability based UX; advanced skills such as how to address accessibility in visualization, AR/VR and AI/ML; and forward looking topics such as intersectional concerns, accessible healthcare, and accessibility in disaster response. The largest project in the class will be an open ended opportunity to explore access technology in more depth.
+In this course we will focus on a combination of practical skills such as how to assess accessibility of documents, websites and apps and how to do disability based UX; advanced skills such as how to address accessibility in visualization, AR/VR and AI/ML; and forward looking topics such as intersectional concerns, accessible healthcare, and accessibility in disaster response. The largest project in the class will be an open ended opportunity to explore access technology in more depth. We will also cover disability justice and advocacy.
For quick links to key things, check out the navigation bar above and the table of contents here:
* TOC
{:toc}
-
+
# Introductory Video
<iframe width="560" height="315" src="https://www.youtube.com/embed/1aFiJDHtRiY" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
@@ -62,7 +69,9 @@ Taking a class is a big commitment, and you will work hard in this class. So we
The only requirement for this class is that you are comfortable programming and picking up new languages and tools that you have not been exposed to before. You will have some control over this, however, basic web skills are likely to be useful. The primary programming project in this class is one you design yourself.
-In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. We will grade on the assumption that you have read and understood it.
+In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. We will grade on the assumption that you have read and understood it, and there will be penalties if you do not follow these policies. These will be determined on a case by case basis, but at a minimum:
+- If you plagiarize you will receive a 0 on participation for that assignment
+- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
# Course Structure
@@ -85,12 +94,7 @@ include online discussion, pre-class readings and videos, and post-lecture refle
## Accessibility
-Please ensure that assignments you hand in are accessible to the best of your capabilities. We will offer guidance on this in class, but given that the process of making content accessible heavily depends on the tools you use to author the content, it is practically impossible for us to offer exhaustive guidance. Here are a few resources to get started, but please reach out to us when in doubt.
-
- - [Accessible PDF author guide](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-pdf-author-guide/)
- - [General guidelines to make your presentations accessible](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-presentation-guide/).
- - [A paper on making your talk accessible](https://homes.cs.washington.edu/~ladner/MakingYourTalkAccessible.pdf).
- - Instructions to enable closed captions while presenting using [Google Slides](https://support.google.com/docs/answer/9109474?hl=en) and [Microsoft Powerpoint](https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f)
+Please see our [Accessibility Policy](docs/accessibility.html)
# Class Coordination
@@ -123,27 +127,7 @@ we will do to promote welcoming class environment include:
- **Accessibility**: If you have a temporary health condition or permanent disability (either mental health, learning,
or physical health related) that impacts your academic experience, please let us know how we can
accommodate you. You are NOT obligated to disclose any of these issues with the instructor, only specify
- if there’s any accommodations required.
- - If there is something we can do to make your experience better, please let us know. We have attempted
- to make all the course materials accessible according to web standards but there are always things we
- may not have thought of.
- - If you need any additional support, we are always happy to work with you directly or through
- [Disability Resources for Students (DRS)](http://depts.washington.edu/uwdrs/) to make
- sure that the class meets your needs. If you need any adaptations for course materials (large font,
- pacing, image description, closed captioning), just let the instructor know.
- - If you have not yet established services through [Disability
- Resources for Students (DRS)](http://depts.washington.edu/uwdrs/),
- but have a temporary health condition or permanent disability that
- requires accommodations (conditions include but not limited to;
- mental health, attention-related, learning, vision, hearing,
- physical or health impacts), contact DRS directly at uwdrs@uw.edu
- to set up an Access Plan. DRS facilitates the interactive process
- that establishes reasonable accommodations. DRS offers a wide
- range of services for students with disabilities, mental health
- concerns, and chronic illness, that are individually designed and
- remove the need to reveal sensitive medical information to the
- course staff, but it is important to start the process as soon as
- possible to avoid delays.
+ if there’s any accommodations required. For more on accessibility in this class and how we accommodate you (and each other), please see our [Accessibility Policy](docs/accessibility.html)
- **Wellness**: It is very important to us that you take care of your mental health throughout the course.
Everyone on the course staff is available to chat, and you can always attend office hours for a
non-academic conversation if necessary. Beyond the course staff, the University of Washington provides
@@ -210,8 +194,10 @@ accessibly and turning in accessible documents.
## Grading Approach
We’ll be using competency based grading for most elements of this
-class. We have a set of core learning goals in this class. If you
-learn them all, and participate in the class, you get an A.
+class. We have a set of core learning goals in this class. For each of
+them, you may be "competent" or "excellent". If you excel at them all,
+and participate in the class, you get an 4.0. Various combinations of
+"competent" "excellent" and "not competent" result in other grades.
Many of these competencies are assessed repeatedly. I don't care if
you get them wrong at first, as long as you eventually learn them.
@@ -219,33 +205,34 @@ you get them wrong at first, as long as you eventually learn them.
Some are assessed less frequently. For those, you have the opportunity
to request a regrade if you feel you've improved on them.
-
## Grading Breakdown (tentative)
Grades will be assigned approximately as follows:
### 80%: Competency in key skills.
-The competencies needed for this course are listed on the [assignments page](assignments/index.html), and can all be found in canvas as well. There are three categories of skills: (1) Accessible Media and Documents (includes 5 possible competencies + a bonus); (2) Accessibility Compliance (includes 4 possible competencies); and (3) Disability Awareness and Justice (includes 3 possible competencies). Accessible videos is a "bonus" meaning it can add a competency, but won't count against you if you don't do it.
-
-Your grade is based on the number of skills you achieve competence, and excellence in for each category. For example, if you achieve excellence in 4/5 skills and are above competence in all skills in the Accessible Media and Documents category, you would receive a 4.0 for that category.
+The competencies needed for this course are listed on the [assignments
+page](assignments/index.html), and can all be found in canvas as well.
+There are three categories of skills: (1) Accessible Media and
+Documents (2) Accessibility Compliance and (3) Disability Awareness
+and Justice. Accessible videos is a "bonus" meaning it can add a
+competency, but won't count against you if you don't do it.
-Your grade will be calculated separately for each category and then averaged.
+Your grade in each skill category is calculated based on the table below. Your final competency grade is the average of these three categories. You can view your progress on each competency in Canvas. Open up the category to see individual competencies; and click on the competency to see details on whether you are "competent" or "excellent". Further comments on each competency can be found in the grading on the individual assignments where it is assessed.
+{:class="page-picture"}
-The correspondance between competencies and grades in each categories is shown in the table below. The columns in this table show the Max number of skills that can be below competence to get a certain grade (specifically, if even 1 skill in a category is below competence, the highest possible grade is 3.2 for all skill groups). Next is the minimum number of skills that must be competent to get a certain grade (for example, you have to be competent in at least 4 skills to get a 3.4 in accessible media and documents; at least 3 in the case of accessibility compliance; and at least 2 in the case of disability justice); and the minimum number of skills that must be excellent to get a certain grade.
-| Outcome Category | Score | | 4 (A) | 3.8 (A-) | 3.4 (B+) | 3.2 (B) | 2.8 (B-) | 1.1 (D) | 0 (E) |
-|---------------------|-----------|----|-------|----------|----------|---------|----------|---------|-------|
-| Media/Docs | !Comp | <= | | | | 1 | 2 | 3 | 4 |
-| (All = 5 ) | Excellent | >= | 4/5 | 3/5 | 2/5 | 1/5 | | | |
-| Compliance | !Comp | <= | | | | 1 | 2 | 3 | 4 |
-| (All = 4) | Excellent | >= | 4/4 | 3/4 | 2/4 | 1/4 | | | |
-| Awareness / | !Comp | <= | | | | 1 | 2 | | 3 |
-| Justice (All=3) | Excellent | >= | 3/3 | 2/3 | 1/3 | | | | |
-| Bonus: Video Access | | | | | | | | | |
+| Outcome Category | Score | | 4 (A) | 3.8 (A-) | 3.4 (B+) | 2.8 (B-) | 2.1 (C) | 1.1 (D) | 0 (E) |
+|------------------|-----------|----|-------|----------|----------|----------|---------|---------|-------|
+| Media/Docs | !Comp | <= | | | | 1 | 2 | 3 | 4 |
+| (All = 4 ) | Excellent | >= | 4/4 | 3/4 | 2/4 | 1/4 | | | |
+| Compliance | !Comp | <= | | | | 1 | 2 | 3 | 4 |
+| (All = 4) | Excellent | >= | 4/4 | 3/4 | 2/4 | 1/4 | | | |
+| Awareness / | !Comp | <= | | | | 1 | 2 | | 3 |
+| Justice (All=4) | Excellent | >= | 4/4 | 3/4 | 2/4 | 1/4 | | | |
-You can view your progress in each category on Canvas:
-{:class="page-picture"}
+Note that if even 1 skill in a category is below competence (**!Comp**), the highest possible grade is 2.8 for all skill groups).
+Assuming that you are at least competent in all skills, your grade is based on how many skills are excellent versus competent. You have to be excellent in all 4 skills to get a 4.0; at least 3 to get a 3.8; and at least 2 to get a 3.4.
### 10%: Assignment Completion
Assignment completion is 10% of your grade. This is listed as the "participation" competency for each assignment in canvas. The weight of each assignment is simply the number of weeks long it is, so a longer assignment would contribute more to your assignment completion grade than a shorter one.
diff --git a/schedule.md b/schedule.md
index 3361c9157ff7c4b9c8e56c4dfe799bc403df1bf5..491fb52a693c7bde2ce9db83711e07f75b59405e 100644
--- a/schedule.md
+++ b/schedule.md
@@ -1,11 +1,13 @@
---
layout: default
+title: Schedule
+description: Class schedule and links to lectures, readings and assignments
---
* TOC
{:toc}
-{: .module} # Module 1: Accessibility Basics
+{: .module} # Module 1: Accessibility Basics
:
{: .week}
@@ -63,11 +65,11 @@ Introduction to course syllabus & assignments
- **Come to next class prepared** to use either switch control, a screen reader, or magnification on your phone.
- Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345222)
- **Come to next class prepared** with an image you found on the web that does not have ALT text
- - ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345223)
+ - ALT text: Read about [creating accessible images and diagroms](https://dis.acm.org/2023/creating-accessible-figures-and-tables/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345223)
- Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) from [The Audio Description Project](https://www.acb.org/adp/ad.html) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345225)
- **Optional**
- [Switches](https://axesslab.com/switches/)
-
+ - [Image ALT Text Tutorial](https://webaim.org/techniques/alttext/)
{% enddetails %}
{: .week}
@@ -136,6 +138,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
- **Required Readings:** Respond to the Reading Questions and Preparation Requirements on Ed
- Read: [Comparison of different methods for accessibility testing](https://sol.sbc.org.br/journals/index.php/jis/article/view/1778/1848) Mateus etal, 2021 and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363730)
- Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363732)
+ - Read: [Accessibility in Software Practice: A Practitioner’s Perspective](https://dl.acm.org/doi/abs/10.1145/3503508) and Respond on Ed (TBD)
- **If you want to dig deeper**
- Watch: [Google Video on Practical Web Accessibility](https://www.youtube.com/watch?v=x18vEEfpK3g) — this video provides a great overview of the Web and how to make web content accessible. Highly recommended as a supplement to what we will cover in class.
- Watch: [Latte: Use-Case and Assistive-Service Driven Automated Accessibility Testing Framework for Android](https://www.youtube.com/watch?v=Z84jeO0UZFE) and read [Lies, Damned Lies, Overlays, and Widgets](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/)
@@ -193,13 +196,13 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
- **Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
- Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364596)
- - Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
+ - Read [How Alexa can change the life of a disabled person](https://abilitynet.org.uk/news-blogs/how-alexa-can-change-life-disabled-person) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
- Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600)
- **If you want to dig deeper**
- [How To Do Something Good In The Disability Community If You’re Not Disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=4befcb377d7f)
- [COVID 19 websites violate disability laws](https://www.latimes.com/california/story/2021-02-25/covid-19-vaccine-websites-violate-disability-laws-create-inequity-for-the-blind)
- [Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)
- - [Design, Disability and Knowing the 'Other'](https://dl.acm.org/doi/fullHtml/10.1145/3290605.3300528#:~:text=WHAT%20IS%20EMPATHY%3F-,The%20Promise%20of%20Empathy%3A%20Design%2C%20Disability,%2C%20and%20Knowing%20the%20'Other'&text=This%20paper%20examines%20the%20promise,order%20to%20inform%20technology%20development.)
+ - [Design, Disability and Knowing the 'Other'](https://dl.acm.org/doi/fullHtml/10.1145/3290605.3300528#:~:text=WHAT%20IS%20EMPATHY%3F-,The%20Promise%20of%20Empathy%3A%20Design%2C%20Disability,%2C%20and%20Knowing%20the%20'Other'&text=This%20paper%20examines%20the%20promise,order%20to%20inform%20technology%20development.)
{% enddetails %}
@@ -222,7 +225,8 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
{% details Class Plan %}
{: .topic} 5:30-6:15 Introduction to Accessible Evaluation
-: **Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
+: **Slides** {% include slide.html title="Presenting Accessibly" loc="presenting-acessibly.html" %}
+**Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
{: .topic} 6:15-6:25 Practice Study Design
: **Amazon Alexa**
@@ -235,6 +239,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
{: .topic} 6:30-7:30 Slides & Discussion:
: **Slides** {% include slide.html title="Designing for and with people with disabilities" loc="designing.html" %}
+**Slides** {% include slide.html title="Plain Language" loc="plain-language.html" %}
Discussion of Disability Dongle Paper
@@ -254,6 +259,9 @@ Discussion of Disability Dongle Paper
{: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
:
+{: .homework} [Plain Language](assignments/plain-language.html) Assigned: Write something up in plain language.
+:
+
{: .homework} **Post-module Reflection:** [Accessibility Basics Reflection](https://forms.gle/Wk8C51m5Sbq8RX7W8)
:
@@ -484,4 +492,6 @@ I'm also thinking about having them use fusion360 or something else to make some
- [Living Disability Theory: Reflections on Research, Access and Design](https://make4all.org/wp-content/uploads/2020/09/hoffmann-living-disability-theory.pdf)
- [Disability Studies as a source of critical inquiry...](https://make4all.org/wp-content/uploads/2019/10/MankoffAssets2010.pdf)
- [Vital coronavirus is failing the blind and visually impaired](https://www.vice.com/en/article/4ag9wb/vital-coronavirus-information-is-failing-the-blind-and-visually-impaired)
+94Qik9y5wNw8Q)
+ - [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) (a little too salesy)
{% enddetails %}
diff --git a/slides/best-practices.html b/slides/best-practices.html
index c3f0e0c21ee0e19e60b07b4a656802a8303322e8..08118a6469666b8b66334a5ec4f0a7b0b0ac0c9c 100644
--- a/slides/best-practices.html
+++ b/slides/best-practices.html
@@ -42,16 +42,34 @@ Testing accessibility is also hard!
---
# Who Creates Accessibility?
-**Designs have a big role in what is accessible**
+**Organizations impact accessibility**
+
+Designs have a big role in what is accessible
Programmers also of course very important
These days, a lot of it is created by end users
+--
+# Organizational Issues
+
+[Discussion of Denae Ford Paper & post on Ed?]
+
+<!-- --- -->
+<!-- # How might Designers address Accessibility -->
+
+<!-- <iframe src="https://embed.polleverywhere.com/free_text_polls/sL5v5Ufo0sHFBmmC15MPV?controls=none&short_poll=true" width="800px" height="600px"></iframe> -->
+
---
-# How might Designers address Accessibility
+# Who Creates Accessibility?
-<iframe src="https://embed.polleverywhere.com/free_text_polls/sL5v5Ufo0sHFBmmC15MPV?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+Organizations impact accessibility
+
+**Designs have a big role in what is accessible**
+
+Programmers also of course very important
+
+These days, a lot of it is created by end users
---
# How might UX Designers address Accessibility
@@ -65,6 +83,8 @@ Provide guidance for both nonvisual and visual structure (e.g. proper linear ord
---
# Who Creates Accessibility?
+Organizations impact accessibility
+
Designs have a big role in what is accessible
**Programmers also of course very important**
@@ -84,6 +104,8 @@ Summarize this more...
---
# Who Creates Accessibility?
+Organizations impact accessibility
+
Designs have a big role in what is accessible
Programmers also of course very important
diff --git a/slides/designing.html b/slides/designing.html
index df2f2327763038206d61b2ffb4bba03867816d52..73cdb7518510cddfbe45369489358fc515dc086f 100644
--- a/slides/designing.html
+++ b/slides/designing.html
@@ -28,7 +28,6 @@ class:
- Picking a direction that the disability community cares about
- How to get a first person perspective without burdening the disability community
- Running an inclusive need finding study to prove that something is (or is not) a disability dongle :)
-- Plain Language Writing
---
# Disability Dongle
@@ -73,35 +72,27 @@ In my own work, I try to do the following. Can any of this translate?
Break into small groups and [post your group's thoughts on Ed](https://edstem.org/us/courses/31170/discussion/2373160) about:
-1. Examples of products you have encountered that are award bait rather than valuable to users (ideally disabled, but others too if you can't think of disability specific ones)
-2. How should capitalist goals be balanced against the value of the ideas provided through experience design be balanced in industry settings?
+Award Bait/disability dongles you found for the reading question
---
# Focusing in on Needfinding
-- Participatory Design: Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings
+Participatory Design/Research: Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings; children & older adults
-- Participatory research: Has a wider use in research (i.e. not specific to disability- has been used with children and older adults)
+- Working directly with users (& other stakeholders) in the design of systems
-.footnote[Dr Jane Seale-- School of Education, University of Southampton]
-
----
-# Participatory Design
-
-Working directly with users (& other stakeholders) in the design of systems
+- Users are actively involved in setting design goals and planning prototypes
-Users are actively involved in setting design goals and planning prototypes
+ - Contrasts with methods where user input is sought only after initial concepts and prototypes have been produced (i.e. PD is more than user-testing)
-- Contrasts with methods where user input is sought only after initial concepts and prototypes have been produced (i.e. PD is more than user-testing)
-
-Early and continual participation of intended users to produce better technologies that better suit the needs of users
+- Early and continual participation of intended users to produce better technologies that better suit the needs of users
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
---
# Participatory Research in Accessibility
-Aims to engage participants in the design, conduct and evaluation of research with the construction of non-hierarchical research relations
+Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical relations
Participants encouraged to own the outcome by setting the goals and sharing in decisions about processes
@@ -113,7 +104,8 @@ Participants encouraged to own the outcome by setting the goals and sharing in d
# Participatory Design: Issues
-Is the “right†user identified? In education s/w design studies that use PD, frequently the teacher is the only defined user, and not the learner.
+Is the “right†user identified? Which stakeholders are included (e.g. student & teacher?)
+- Value sensitive design is an excellent multi-stakeholder alternative
Changing role of user (as process progresses): Informant through to designer
@@ -121,7 +113,7 @@ Nature of expertise of users: Domain expert or design expert or both?
Conceptions of the role of “userâ€: Informant, designer, coach, participant, partner, knowledge-worker; expert
-True partnership?: Rare for PD articles to have users have co-authors
+True partnership?: Is user a co-author? A co-inventor on a patent?
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
@@ -136,7 +128,6 @@ Asking people with disabilities to act as consultants or advisors to projects
Provision of support, training and payment so that people with disabilities can undertake their own research
-.footnote[Dr Jane Seale-- School of Education, University of Southampton]
---
# Participatory Research in Accessibility
@@ -147,41 +138,40 @@ Focus groups, interviews
Action Research
-Involving interventions for change
-
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
-
---
-# Concerns to Address
-.left-column50[
-Finding ways to communicate
-
-- Participant can be reliant on the non-disabled person (researcher or support worker) for access to the spoken and written word
-- Can be a tendency for support workers to speak on behalf of the person with a
-disability
+# Making participatory methods accessible
+.left-column50[
+Consider:
+- Communication
+- Materials
+- Time
+- Space
]
+--
.right-column50[
-Gaining informed consent
+What might differ here from summative research?
+- bigger ask (more time) potetnially, especially in PD vs interview
+
+Special case: Children -- Assent versus Consent
-- In order to gain informed consent, people with disabilities need to understand what research is
-- Accessible information
-- Similar concerns in recruiting to summative; but bigger ask makes concerns bigger
+Special case: Nonspeaking individuals
+- Can be a tendency for support workers to speak on behalf of the person with a
+disability
]
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Concerns to Address
-Disabled people can occupy any part in the research pipeline (e.g, researcher)
+Disabled people can occupy any part in the design/research pipeline
Whether disabled or not, it is important o
- Ensure integrity of “accounts†gained through narrative life history methods
-- Find ways to support participants with disabilities to become researchers in their own capacity
-- Play down skills of the researcher in PR (Walmsley 2004)
+- Find ways to support participants with disabilities to become researchers/designers in their own capacity
+- Play down skills of the designer/researcher in PR (Walmsley 2004)
- Address power dynamics
Accountability and ownership
-- Researcher is accountable to the funder- who owns the research agenda?
+- Designer/Researcher is accountable to the funder- who owns the research agenda?
---
# Concerns to Address
@@ -195,16 +185,14 @@ Participation versus Emancipation
- Participatory research
- A useful compromise, a step towards ER (Chappell, 2000)
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
-
---
-# Concerns to Address
+# Training the Team
Non-disabled researchers need training if they are to work in PR and take on a support role
Potential problematic motivations
- Over-whelming desire to do something that could benefit others
-sponsibilityto deliver on this expectation
+- Responsibility to deliver on this expectation
Access needs can synergize and conflict; try to plan for these when designing your studies
@@ -216,7 +204,6 @@ Power dynamics come into play when negotiating access needs
- Picking a direction that the disability community cares about
- How to get a first person perspective without burdening the disability community
- Running an inclusive need finding study to prove that something is (or is not) a disability dongle :)
-- Plain Language Writing
---
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (1 of 2)
@@ -280,86 +267,3 @@ You may join the study (use the tool, provide some feedback) and you will be com
]
----
-
-# Plain Language Guidelines
-We are asking you to focus on this subset
-
-.left-column50[
-- Use simple words
-- Use positive language
-- Use short paragraphs
-- Use short sentences
-- Avoid jargon
-]
-.right-column50[
-- Use active voice
-- Use present tense
-- Use examples
-- Use headers
-- Use transition words
-]
-
----
-
-# Use Simple Words
-- <q>as a means of</q> → <q>to</q>
-- <q>at the present time</q> → <q>now</q>
-
----
-
-# Use Positive Language
-- Avoid double negatives
-- <q>no fewer than</q> → <q>at least</q>
-
----
-
-# Use Short Paragraphs and Sentences
-- Consider if a clause should become a new sentence
-
----
-
-# Avoid Jargon
-- Sometimes the complex word isn't necessary
-- If you must use jargon, define it
-
----
-
-# Use Active Voice
-- <q>The lake was polluted by the company</q> → <q>The company polluted the lake</q>
-- A good check to see if you're using passive voice: are you using
- - A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
- - A verb ending in <q>-ed</q>
-
----
-
-# Use Present Tense
-- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
-- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
-
----
-
-# Use Examples
-- Especially for more complicated topics
-
-
----
-
-# Use Transition Words
-- Use words: <q>for instance,</q> <q>also,</q> <q>however,</q> <q>to summarize</q>
-- Echo previous ideas
-- Avoid ambiguous <q>this</q>
-
-
----
-
-# Use Headers
-- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
-- If those are not available, styling text in bold or underlined can still help visual readers
-- Live Demo!
-
----
-
-# Plain Language Resources
-- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).
-
diff --git a/slides/evaluation.html b/slides/evaluation.html
index 0abe3e175e6d1d4a50488d812989736c0b497c74..6a43e6a245bb65431f609ff755db1ab7537ac8dd 100644
--- a/slides/evaluation.html
+++ b/slides/evaluation.html
@@ -32,163 +32,13 @@ class:
- How to build inclusive experiment designs
- Running an inclusive summative study
----
-# Presenting Accessibly
-
-- First, make your slides accessible (and share them ahead of time)
-
----
-# Slideshow Rules of Thumb (1 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
---
-.right-column50[
-- unique slide titles
- - makes navigation easier
- - put (x of y) in the title if repeating
-]
-
----
-# Slideshow Rules of Thumb (2 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-]
-
----
-# What is clutter?
-
-Please, for the love of all that is good on this fine planet we call home, do not do this to your poor audience members
-
-They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as he
-ck for me to type out this thing just to make a point!
-
-So please, don’t do this to your audience members. Be a responsible presenter. Practice your talks so you don’t have to read off the slide (or use speaker notes! also okay!). Break up your content so looking at your slides isn’t like getting smacked in the face with a wall of text.
-
-**But there are exceptions! (e.g., if you have a thick accent)**
-
-
----
-# Slideshow Rules of Thumb (3 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-]
-
----
-# Slideshow Rules of Thumb (4 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-- 9/10, you don’t need sound effects
-
-]
-
----
-# Slideshow Rules of Thumb (5 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-- 9/10, you don’t need sound effects
-- you rarely ever NEED that movement-based slide transition
-]
-
----
-# Slideshow Rules of Thumb (6 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-- 9/10, you don’t need sound effects
-- you rarely ever NEED that movement-based slide transition
-- check slide order (like DOM order)
-]
-
----
-# If you have a video in your slides
-- Make sure it is captioned
-- Make sure it has audio descriptions if non-verbal content is important
-
----
-# When presenting
-- Speak slowly and clearly
-- Read entire quotes
-- describe images and videos
-
----
-[//]: # (Outline Slide)
-
-# Learning Goals for Today
-- Presenting Acessibly
-- **How to build inclusive experiment designs**
-- **Running an inclusive summative study**
-
---
# Summative User Testing
So you have an app and you think it's accessible. How do you check that?
-.quote[Summative evaluations describe how well a design performs, often compared to a benchmark such as a prior version of the design or a competitor. Unlike formative evaluations, whose goals is to inform the design process, summative evaluations involve getting the big picture and assessing the overall experience of a finished product. Summative evaluations occur less frequently than formative evaluations, usually right before or right after a redesign.] - Nielsen Norman Group
-
----
-
-# What is Summative User Testing
+.quote[Unlike formative evaluations, whose goals is to inform the design process, summative evaluations involve getting the big picture and assessing the overall experience of a finished product...] - Nielsen Norman Group
Lots of variables here, but
- typically checks that an app works as expected on standard tasks when used by the target population
@@ -223,6 +73,8 @@ Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibili
# Accessible Study Planning Workflow
+.red[*needs arrows going back]
+
---
# An Example
@@ -236,18 +88,14 @@ Supposed you are hired to perform usability testing of new food-delivery app wit
Supposed you are hired to perform usability testing of new food-delivery app with people with sensory disabilities.
- Who are the stakeholders who you need to take into account for this study?
-
----
-
-# Stakeholders List
-- Disabled participants
- - Blind people
+ - Disabled participants
+ - Blind people
- Deaf people
- Hard-of-hearing people
-- Research team
- - Lua -- lead researcher, has dyslexia
- - Jay -- project team member, Deaf person who uses sign language.
- - El -- project team member, non-disabled
+ - Research team
+ - Lua -- lead researcher, has dyslexia
+ - Jay -- project team member, Deaf person who uses sign language.
+ - El -- project team member, non-disabled
---
@@ -272,7 +120,7 @@ This is also a study of accessibility, with disabled users. The study design nee
- Choice of method
- e.g. think aloud may be more difficult for a nonspeaking individual, or someone with fatigue
- Check in on study measures and statistical design. Does user heterogeneity impact this?
-- Study venue (It may be difficult to duplicate participant hardware/software)
+<!-- - Study venue (It may be difficult to duplicate participant hardware/software) -->
]
.right-column50[
- Ensure that participants' hardware/software also addresses study needs (e.g. do participants have a working monitor?)
@@ -391,24 +239,19 @@ Some things they might discuss include
# 3. Handle Recruitment
As a person already connected to the disability community, the team determins that Jay will be most likely to be trusted, and to identify opportunities to build trust throughout the recruitment process
-Lots of details here
- Are your recruitment materials accessible
- How will you find participants?
- How much do you know about the group your are targeting and what to expect from/of them?
- Will they see you as trustworthy?
- Are you giving them enough agency in the study process?
-
----
-# The Importance of Gatekeepers
-
-Negotiating access often requires working with gatekeepers
-
-Participants may see researchers as “just another professional, conducting professional surveillanceâ€
+- Maybe start with gatekeepers
+ - Negotiating access often requires working with gatekeepers
+ - Participants may see researchers as “just another professional, conducting professional surveillanceâ€
---
# 4. Pilot study
-First, plan accommodations
+First, revisit accommodations plan
.left-column50[
Consider:
@@ -449,8 +292,8 @@ Prepare:
2. ~~Lua: Train study team~~ (done)
3. **Jay**: Handle recruitment (ongoing)
4. ~~Jay: Pilot with people with disabilities~~ (done)
-5. **Jay & El**: Run the Study
- - **El**: Prepare study materials (e.g., print out protocols)
+5. ~~Lua~~ **Jay & El**: Run the Study
+ - **Lua**: Prepare study materials (e.g., print out protocols)
- **Jay**: Hire access support staff
- **Participants**: Participate in the study
- **El**: Compensate participants
diff --git a/slides/plain-language.html b/slides/plain-language.html
new file mode 100644
index 0000000000000000000000000000000000000000..695d57f303e42b882da0780904c1beedf92c6b47
--- /dev/null
+++ b/slides/plain-language.html
@@ -0,0 +1,148 @@
+---
+layout: presentation
+title: Plain Language --Week N--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week N, Plain Languages
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- Understanding how to apply plain language guidelines
+- Understanding when to apply plain language guidelines
+
+---
+# Why Plain Language
+
+Helps make text accessible to the non-scientific public (including disabled people).
+- Important when you do research about people with disabilities
+- Helps make sure that study participants or other interested parties can learn about your research
+- The Plain Writing Act of, described on [plainlanguage.gov](https://www.plainlanguage.gov/law/), "requires federal agencies use clear government communication that the public can understand and use."
+
+---
+# Why Plain Language
+
+Helps make text accessible to the non-scientific public (including disabled people).
+
+Can also directly help someone with an intellectual disability.
+- [WCAG guidelines](https://www.w3.org/WAI/GL/WCAG3/2021/how-tos/clear-words/) state that plain language also "benefit individuals who live with cognitive and learning disabilities, language impairments, memory impairments, and autism."
+
+--
+Somewhat different requirements for these different audiences
+
+---
+
+# Plain Language Guidelines
+We are asking you to focus on this subset
+
+.left-column50[
+- Use simple words
+- Use positive language
+- Use short paragraphs
+- Use short sentences
+- Avoid jargon
+]
+.right-column50[
+- Use active voice
+- Use present tense
+- Use examples
+- Use headers
+- Use transition words
+]
+
+---
+
+# Use Simple Words
+- <q>as a means of</q> → <q>to</q>
+- <q>at the present time</q> → <q>now</q>
+
+---
+
+# Use Positive Language
+- Avoid double negatives
+- <q>no fewer than</q> → <q>at least</q>
+
+---
+
+# Use Short Paragraphs and Sentences
+- Consider if a clause should become a new sentence
+
+---
+
+# Avoid Jargon
+- Sometimes the complex word isn't necessary
+- If you must use jargon, define it
+
+---
+
+# Use Active Voice
+- <q>The lake was polluted by the company</q> → <q>The company polluted the lake</q>
+- A good check to see if you're using passive voice: are you using
+ - A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
+ - A verb ending in <q>-ed</q>
+
+---
+
+# Use Present Tense
+- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
+- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
+
+---
+
+# Use Examples
+- Especially for more complicated topics
+
+
+---
+
+# Use Transition Words
+- Use words: <q>for instance,</q> <q>also,</q> <q>however,</q> <q>to summarize</q>
+- Echo previous ideas
+- Avoid ambiguous <q>this</q>
+
+
+---
+
+# Use Headers
+- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
+- If those are not available, styling text in bold or underlined can still help visual readers
+- Live Demo!
+
+---
+
+# Plain Language Resources
+- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).
+
+
+---
+# Assignment
+
+You get to choose what to apply this to and when
+- Can be part of an existing class assignment
+- Can be a response to a reading question
+- Can be other writing you are doing
+- Can be the text of video you are making for some reason
+
+Important to keep it short and be specific about your audience. This is *very hard* to do right. Keep it very short to make that more feasible.
+
+---
diff --git a/slides/presenting-accessibly.html b/slides/presenting-accessibly.html
new file mode 100644
index 0000000000000000000000000000000000000000..08acc1ec9ebcb6a69c8f5877ac05fe55772af255
--- /dev/null
+++ b/slides/presenting-accessibly.html
@@ -0,0 +1,177 @@
+---
+layout: presentation
+title: Presenting Accessibly --Week N--
+description: Information on how to present accessibly
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week N, Presenting Accessibly
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for this slide deck
+
+- Presenting Accessibly
+
+---
+# Presenting Accessibly
+
+- First, make your slides accessible
+- Also share them at least 24 hrs ahead of the presentation (required to pass this competency)
+---
+# Slideshow Rules of Thumb (1 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+--
+.right-column50[
+- Unique slide titles
+ - makes navigation easier
+ - put (x of y) in the title if repeating
+]
+
+---
+# Slideshow Rules of Thumb (2 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+]
+
+---
+# What is clutter?
+
+Please, for the love of all that is good on this fine planet we call home, do not do this to your poor audience members
+
+They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as he
+ck for me to type out this thing just to make a point!
+
+So please, don’t do this to your audience members. Be a responsible presenter. Practice your talks so you don’t have to read off the slide (or use speaker notes! also okay!). Break up your content so looking at your slides isn’t like getting smacked in the face with a wall of text.
+
+**But there are exceptions! (e.g., if you have a thick accent)**
+
+
+---
+# Slideshow Rules of Thumb (3 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+]
+
+---
+# Slideshow Rules of Thumb (4 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+- 9/10, you don’t need sound effects
+
+]
+
+---
+# Slideshow Rules of Thumb (5 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+- 9/10, you don’t need sound effects
+- You rarely ever NEED that movement-based slide transition
+]
+
+---
+# Slideshow Rules of Thumb (6 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+- 9/10, you don’t need sound effects
+- You rarely ever NEED that movement-based slide transition
+- Check slide order (like DOM order)
+]
+
+---
+# If you have a video in your slides
+- Make sure it is captioned
+- Make sure it has audio descriptions if non-verbal content is important
+
+---
+# When presenting
+- Speak slowly and clearly
+- Read entire quotes
+- Describe images and videos
+- Leave space for captions
+
+---
+# How much to describe images
+
+Can a blind person follow your presentation and get the same informaiton as a sighted person?
+
diff --git a/slides/soundrecoghw.pptx b/slides/soundrecoghw.pptx
deleted file mode 100644
index 11ab53a443c3cd70ca730a9b7cd4eebf6080be88..0000000000000000000000000000000000000000
Binary files a/slides/soundrecoghw.pptx and /dev/null differ
diff --git a/slides/syllabus.html b/slides/syllabus.html
index 773f84c5936c0f300906269ac2894b7b338862f3..cd35ae30cba26ecb09ec7bc95d0a46b77d49a51d 100644
--- a/slides/syllabus.html
+++ b/slides/syllabus.html
@@ -70,20 +70,36 @@ either in office hours or through a [class discussion board]({{site.discussion}}
- You can also request appointments for further help
---
-# Syllabus: Summary of expectations and values
+# Syllabus: Summary of expectations and values (1/2)
- **Sharing**: Yes, but don't copy
- **Accessibility**: This course is designed to be accessible
- **Inclusivity**: An important value in this class, and in HCI!
-- **Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
- **Language**: I am Jen, or Dr. Mankoff
- **Respect**: This class is a compact between us based on respect
+
+---
+# Syllabus: Summary of expectations and values (2/2)
+
- **Healthy Environment**: Your health/mental health are important and we have tried to
structure the class to support you (e.g. up to 5 late days without questions asked).
If you need larger accommodations for any reason, consider working with
[DRS](https://depts.washington.edu/uwdrs/) as well as us.
-If you run into problems, or have preferences about these issues, please tell me!
+--
+
+- **Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
+
+---
+# More on Academic Integrity
+
+Don't plagiarize. If you use someone else's text, quote them and reference them.
+
+In addition to being expected based on UW policy, this is a form of [*Citational Justice*](nature.com/articles/d41586-022-00793-1)
+ and thus an important xepression of disability justice values in our class. Therefore
+- If you plagiarize you will receive a 0 on participation for that assignment
+- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
+
---
# Is this class hybrid?
@@ -124,7 +140,7 @@ This approach was selected because it prioritizes *accessibility* and *justice*
You can find all of the competencies under "[Outcomes](https://canvas.uw.edu/courses/1619674/outcomes)" on canvas
-They fall into three categories (this is still being refined)
+They fall into three categories
- Accessibility Compliance (e.g. accessibility checking)
- Accessible Media and Documents (e.g. writing alt text, presenting accessibly)
- Disability Awareness and Justice (How you pick problems and do disability centered design)
@@ -132,6 +148,18 @@ They fall into three categories (this is still being refined)
???
This is the first time I'm grading this way, so we may make adjustments based on how it goes. Feedback welcome.
+---
+# How Competencies Translate to Grades
+On any competency, you may be rated as below competent, competent or excellent
+
+In each category (accessibility compliance; accessible media and documents; and disability awareness and justice) your grade is calculated based on how many "excellent" and "competent" scores you have
+ - all execellents in all categories is a 4.0;
+ - 1 excellent in all categories is a 3.2.
+ - 1 not competent in any competency in a category is 3.2
+ - More not competents drops your grade further
+
+After each category is graded, these grades are averaged.
+
---
# Programming Expectations
diff --git a/slides/wk04/340AccessibiltyScanner.pptx b/slides/wk04/340AccessibiltyScanner.pptx
deleted file mode 100644
index b3503c80420a941a4a44c0eb274905501d9184cb..0000000000000000000000000000000000000000
Binary files a/slides/wk04/340AccessibiltyScanner.pptx and /dev/null differ