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Commit effd26aa authored by Jennifer Mankoff's avatar Jennifer Mankoff
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Improved presentation

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1 merge request!1Updated description of grading in syllabus
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......@@ -73,35 +73,27 @@ 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 +105,8 @@ 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 +114,7 @@ Nature of expertise of users: Domain expert or design expert or both?
Conceptions of the role of “user”: 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 +129,6 @@ 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 +139,40 @@ 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
- 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: Children -- Assent versus Consent
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 +186,14 @@ 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
responsibility to 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
......@@ -227,18 +216,18 @@ Power dynamics come into play when negotiating access needs
# Slideshow Rules of Thumb (1 of 6)
.left-column50[
- image descriptions
- use headers & styles
- color contrast
- san serif fonts
- plain language
- 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
- Unique slide titles
- Makes navigation easier
- Put (x of y) in the title if repeating
]
---
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slides/evaluation.html
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......@@ -38,11 +38,7 @@ class:
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
......@@ -77,6 +73,8 @@ Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibili
# Accessible Study Planning Workflow
![:img A flow chart for planning accessible studies. The first two phases occur in parallel and are "identify stakeholders" and "identify tasks". These tasks flow into the "assign tasks" phase where one should consider access needs, effects of familiarity with the task, personal preferences, and other institutional constraints. The next phase is "planning accommodations", where one can consider the dimensions of communication, materials, time and space. And the final phase is reflect on the study plan while considering access synergies and conflicts and power dynamics.](img/wk04/access_workflow.PNG)
.red[*needs arrows going back]
---
# An Example
......@@ -90,18 +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
---
......@@ -126,7 +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?)
......@@ -196,7 +190,7 @@ To perform standard usability testing on the app based on disabilities represent
---
---
# 0. Assign Tasks
# 1. Assign Tasks
- Consider:
- access needs
- effects of familiarity with the task
......@@ -210,15 +204,16 @@ To perform standard usability testing on the app based on disabilities represent
---
# Task Assignment List
1. **Lua**: Train study team
2. **Jay**: Handle recruitment
3. **Jay**: Pilot with people with disabilities
4. **Lua**: Run the Study
1. ~~Assign Tasks~~
2. **Lua**: Train study team
3. **Jay**: Handle recruitment
4. **Jay**: Pilot with people with disabilities
5. **Lua**: 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
5. **All**: Analyze the data
6. **All**: Analyze the data
---
......@@ -244,24 +239,19 @@ Some things they might discuss include
# 2. 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 surveillance”
- Maybe start with gatekeepers
- Negotiating access often requires working with gatekeepers
- Participants may see researchers as “just another professional, conducting professional surveillance”
---
# 3. Pilot study
First, plan accommodations
First, revisit accommodations plan
.left-column50[
Consider:
......@@ -297,15 +287,17 @@ Prepare:
---
# Update Tasks List Based on Reflection
1. ~~Lua: Train study team~~ (done)
2. **Jay**: Handle recruitment (ongoing)
3. ~~Jay: Pilot with people with disabilities~~ (done)
4. **Jay & El**: Run the Study
- **El**: Prepare study materials (e.g., print out protocols)
1. ~~Assign Tasks~~
2. ~~Lua: Train study team~~ (done)
3. **Jay**: Handle recruitment (ongoing)
4. ~~Jay: Pilot with people with disabilities~~ (done)
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
5. **All**: Analyze the data
6. **All**: Analyze the data
---
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