Updated description of grading in syllabus

trying to make competency based grading clearer

slides/designing.html

@@ -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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