Spell checked and moved things around slightly

95d49e21 · Jennifer Mankoff · 6182a863 · 95d49e21 · 95d49e21 · 95d49e21
Commit 95d49e21 authored 2 years ago by Jennifer Mankoff
--- a/schedule.md
+++ b/schedule.md
@@ -51,12 +51,14 @@ Introduction to course syllabus & assignments


 {% details Preparation for next week  %}
-**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
- {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
- {: .homework} [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective. 
- 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)
- 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)
- 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)
+- {: .homework} **1/3 [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
+- {: .homework} **Homework:** [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective. 
+- **Required: Reading AND Preparation** by start of class. Respond to the reading questions by  start of class and Preparation requirements on Ed. 
+   - **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)
+   - 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/)
@@ -114,15 +116,14 @@ Introduction to course syllabus & assignments
 Try to find something you didn't find with an automated tool. ([Post a UAR on Ed](https://edstem.org/us/courses/31170/discussion/2349808))

 {% enddetails %}
-
-{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} [Website/app accessibility](assignments/website.html) Assigned: Assess and write a report 
-: 
+ 

 {% details Preparation for next week  %}
-**Required: 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/TBD) 
- 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/TBD) 
+- {: .homework} **1/10 [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
+- {: .homework} **Homework:** [Website/app accessibility](assignments/website.html) Assigned: Assess and write a report 
+- **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/TBD) 
+   - 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/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.
@@ -174,18 +175,15 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed

 {% enddetails %}

-{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-: 
-
 {% details Preparation for next week  %}
-**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-
-  [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.) 
- [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)
- [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson
- [Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)
+- {: .homework} **[Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
+- **Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
+    -  [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.) 
+    - [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)
+    - [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson
+    - [Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)

-**Optional**
+**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)


--- a/slides/accessibility-activities.html
+++ b/slides/accessibility-activities.html
@@ -52,8 +52,7 @@ An important goal of this class is to put the  things that we are learning in le
 ---
 # How would you implement this in a work setting?

-Small group discussion; Summarize your discussion on [Ed]({{site.discussion}})
-
+Small group discussion; Summarize your discussion on [Ed]({{site.discussion}}2347303)

 ---
 # Some terms used in Accessibility
@@ -208,7 +207,7 @@ Small group discussion; Summarize your discussion on [Ed]({{site.discussion}}234
 1. INTERSECTIONALITY(*) "we are many things, and they all impact us."


-[Sins Invalid](https://www.sinsinvalid.org/) disability based performance project defines [10 principles of disability justice]([Sins Invalid](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf) which are:
+[Sins Invalid](https://www.sinsinvalid.org/) disability based performance project defines [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf) which are:


 (*) Feminist theorist Kimberlé Crenshaw coined intersectionality in

--- a/slides/assessment.html
+++ b/slides/assessment.html
 ---
 layout: presentation
 title: Assessment  --Week 2--
-description: Assessment of how Accessible Apss and Websites are
+description: Assessment of how Accessible Apps and Websites are
 class: middle, center, inverse
 ---
 background-image: url(img/people.png)
@@ -39,7 +39,7 @@ In this class we will structure our work around the Web Accessibility Initiative
 - WAI sets worldwide recommendations for Web authors, browsers and servers: Web Content Accessibility Guidelines (WCAG)
 - WCAG is "live" (regularly being worked on and updated, with input from the disability community). 
 - There is no equivalent for non-web programming, but even though it is web focused, it can easily be applied to apps as well 
- Lots of great info available about how to use WCAG (e.g. this [certificate program](https://de.torontomu.ca/wa/); this [textbook](https://pressbooks.library.torontomu.ca/pwaa/); and [webaim](webaim.org)
+- Lots of great info available about how to use WCAG (e.g. this [certificate program](https://de.torontomu.ca/wa/); this [textbook](https://pressbooks.library.torontomu.ca/pwaa/); and [WebAIM](webaim.org)

 ???
 We could spend a whole quarter on this... but we're going to limit it to one or two weeks
@@ -152,7 +152,7 @@ Accessibly design pages, combined with user expertise, work very well
 - University websites are also partly to mostly inaccessible ([Campoverde-Molina et al, 2021](https://link.springer.com/content/pdf/10.1007/s10209-021-00825-z.pdf))
 - Less than 1% of Twitter images had ALT text in 2019 ([Gleason et al, 2019](https://dl.acm.org/doi/pdf/10.1145/3308558.3313605))

-More study is needed, but overall, progess here is slow. Perhaps this is not suprising since only about 50% of universities in the US teach accessibility at all ([Shinohara et al, 2018](https://dl.acm.org/doi/pdf/10.1145/3159450.3159484)).
+More study is needed, but overall, progress here is slow. Perhaps this is not surprising since only about 50% of universities in the US teach accessibility at all ([Shinohara et al, 2018](https://dl.acm.org/doi/pdf/10.1145/3159450.3159484)).

 ---
 # Three levels of compliance
@@ -322,14 +322,14 @@ width](img/assessment/ian.png)](https://kccnceu2021.sched.com/speaker/ian420)
 ---
 # Small Group Activity

-Break into small groups and show eachother the inaccessible images you found. Pick one and work on a description for it. Do more if you have time [post on Ed](https://edstem.org/us/courses/31170/discussion/2347293)
+Break into small groups and show each other the inaccessible images you found. Pick one and work on a description for it. Do more if you have time [post on Ed](https://edstem.org/us/courses/31170/discussion/2347293)

 ---
 # POUR: Perceivable: Guidelines 1.1-1.4

 .left-column[
 ## Guideline 1.2
-Provide percievable alternatives for time-based media
+Provide perceivable alternatives for time-based media
 ]
 .right-column[
 Includes: audio-only; video-only; audio-video; audio and/or video combined with interaction
@@ -355,7 +355,7 @@ Adaptable
 .right-column[
 Ensure that all information is available in a form that can be perceived by accessibility tools (and thus spoken aloud, simplified, etc)

-This incudes information that is not encoded in text such 
+This includes information that is not encoded in text such 
 - page organization
 - relationships
 - cross-site or cross-app organization
@@ -552,7 +552,7 @@ Seizures and Physical Reactions
 - Most people are unaware that they have this disorder until it strikes. 
 - Warnings do not work well because they are often missed, especially by children who may in fact not be able to read them.

-It is possible to avoid these types of flashes and still create appealing apps/wesbites
+It is possible to avoid these types of flashes and still create appealing apps/websites
 ]

 ???
@@ -568,7 +568,7 @@ Seizures and Physical Reactions
 ]
 .right-column[
 -  Web pages do not contain anything that flashes more than three times in any one second period
- Motion animation triggered by interaction can be disabled, unless the animation is essential to the functionality or the information being conveye (AAA)
+- Motion animation triggered by interaction can be disabled, unless the animation is essential to the functionality or the information being conveyed (AAA)
 ]

 ---
@@ -610,9 +610,9 @@ Navigable
 ]
 .right-column[
 - Can jump over uninteresting content
- Each webpage has a descriptive title; Links have link text that is clear about their purpose; Headings and labels describe topic and purpose
+- Each web page has a descriptive title; Links have link text that is clear about their purpose; Headings and labels describe topic and purpose
 - Focus order makes sense. This can be problematic in any web page, and is requires special support when navigating trees and tables.
- Focus is visible (A) and percivable (AA) and not obscured by other content (A)
+- Focus is visible (A) and perceivable (AA) and not obscured by other content (A)
 - Users should be able to locate a web page, and orient themselves, within a website
 - Section headings are used to organize the content, styling is handled through CSS not heading level
 ]
@@ -648,7 +648,7 @@ Pointers, just like Keyboards, should be able to access everything
 .right-column[
 - Support a single pointer without path based gestures when possible; When not, offer alternatives to path based gestures or multi-finger gestures
 - Ideally trigger content only on *up* events
- Make sure that the *accessible name* for a componont matches the visual one to better support programmatic access provided by accessibility tools. 
+- Make sure that the *accessible name* for a component matches the visual one to better support programmatic access provided by accessibility tools. 
 - Provide programmatic alternatives to shaking or tilting or dragging based interaction
 - Make targets at least 24x24 CSS Pixels (AA) or 44x44 CSS Pixels (AAA) to make selection easier
 - Allow users to use multiple possible types of input (keyboard, pointer, on-screen keyboard, stylus, etc)
@@ -728,14 +728,14 @@ Content should be
 # Example from the UW Library

 - **Name** as "Missing Image ALT Text";
- **Evidence** Guideline viloated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives)); 
+- **Evidence** Guideline violated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives)); 
 - **Explanation** A screen reader won't be able to describe this image 
 - **Severity** 2. Justification in terms of *Frequency*, *Impact* and *Persistence*
 - **Possible Solution** Add ALT text: "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** (TBD)

 ???
-This is debatable, but frequency is low (it only occurs once on this site. If you are writting 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).
+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).

 ---
 # Small Group Activity
@@ -764,7 +764,7 @@ The task you are evaluating is whether a disabled family can "Report a Concern"
 Readable
 ]
 .right-column[
-Readibility mean supporting people with all sorts of reading disabilities/reading modality preferences
+Readability mean supporting people with all sorts of reading disabilities/reading modality preferences
 - Some of this can be automated if tools can access text content & appropriate meta data is provided
 - Some has to do with understandability, use of jargon, etc
 ]
@@ -781,7 +781,7 @@ Provide meta data about the language of a page (or parts of a page if the langua

 Provide a well organized, easy to find glossary or dictionary for jargon, abbreviations, and other unusual words

-Use clear and simple language at an apporpriate reading level for the audience whenever possible; when not include clear and simple summaries. Possibly provide an audio or sign language version of content
+Use clear and simple language at an appropriate reading level for the audience whenever possible; when not include clear and simple summaries. Possibly provide an audio or sign language version of content

 ]

@@ -831,7 +831,7 @@ Some people with disabilities may have trouble with input
 - creating error-free input
 - detecting input errors

-Try to reduce the number of serious or irreversable errors that are made
+Try to reduce the number of serious or irreversible errors that are made
 ]

 ---
@@ -867,7 +867,7 @@ Commonly used security method
 # Audio CAPTCHA Accessibility

 .left-column50[
-![:img Screen shots of an audio captcha interface, 100%, width](img/assessment/audiocaptcha.png)
+![:img Screen shots of an audio CAPTCHA interface, 100%, width](img/assessment/audiocaptcha.png)
 ]
 .right-column50[
 Commonly used security method
@@ -882,12 +882,12 @@ Answer:
 ---
 # Audio CAPTCHA Accessibility

-No good accessible alternatives -- [audio captchas are easy to crack](https://arstechnica.com/information-technology/2008/12/computer-scientists-find-audio-captchas-easy-to-crack/) 
+No good accessible alternatives -- [audio CAPTCHA are easy to crack](https://arstechnica.com/information-technology/2008/12/computer-scientists-find-audio-captchas-easy-to-crack/) 

 --
 ...and hard to use: 

-![:youtube Example impossible audio captch, raFXfU7_fkg]
+![:youtube Example impossible audio CAPTCHA, raFXfU7_fkg]

 ???
 Pointer to later 2nd wave accessibility topic: Accessibility and computer security
@@ -983,7 +983,7 @@ Open your phone's web browser and load [seattleschools.org](https://www.seattles
 # Screen Readers: Typical Bugs

 .left-column40[
-![:img  Same picture highlighting the hamburger menu (which has the alt text "hamburger menu") and an image (which has no alt tex and just plays an unintelligible name). The audio of this page is the video at right,100%, width](img/assessment/banking.png)
+![:img  Same picture highlighting the hamburger menu (which has the alt text "hamburger menu") and an image (which has no alt text and just plays an unintelligible name). The audio of this page is the video at right,100%, width](img/assessment/banking.png)
 ]

 .right-column60[
@@ -1031,7 +1031,7 @@ Don't fall into the trap of assuming that your ineptitude is the standard disabi

 # Magnification

-![:youtube How to magnify your phon's screen, yHqJOSZN1zA]
+![:youtube How to magnify your phone's screen, yHqJOSZN1zA]

 ???
 - Magnification users, turn this on, on your phone

--- a/slides/assessment2.html
+++ b/slides/assessment2.html
@@ -26,7 +26,7 @@ class:
 [//]: # (Outline Slide)
 # Learning Goals for Today

- What are tradeoffs between assessment techniques
+- What are trade offs between assessment techniques
 - Example of a carefully designed empirical study

 ---
@@ -246,7 +246,7 @@ Thoroughness: portion of actual problems
 Validity: false positives
 ]
 .right-column[
-![:img Graph showing mean problems found as boxplots for remote; expert review; and screen reader groups. One boxplot per website. Following slides will highlight results in this chart,70%, width](img/assessment/graph1.png) ]
+![:img Graph showing mean problems found as box plots for remote; expert review; and screen reader groups. One box plot per website. Following slides will highlight results in this chart,70%, width](img/assessment/graph1.png) ]

 ???

@@ -295,9 +295,9 @@ WCAG 1

 .right-column40[
 - G1,2: AV alternatives & not just color
- G3,4: Good markp and clear language
+- G3,4: Good markup and clear language
 - G5: Tables
- G9,10: Device independence & interem solutions for things like javascript
+- G9,10: Device independence & interim solutions for things like JavaScript
 - G12,13: Context & Navigation
 - G14; clear and simple text
 ]
@@ -347,7 +347,7 @@ Many (perhaps all) of these are part of guidelines now

 Screen reader novices did best at both major types of problems

-![:img Four barcharts each showing the cumulative benefit in terms of percentage of known problems found of adding evaluators. The first barchart shows expert reviewers; who reach 30% of WCAG problems and 60% of empirical problems by the third evaluator. The second barchart shows novice screen reader users who reach 60% of both emirical and WCAG problems by the fifth evaluator. The third barchart shows remote BLV participants who reach 25% of WCAG and just under 20% of empirical problems by the fifth evaluator. The fourth barchart shows an automated tool which finds about 25% of WCAG and 5% of empirical problems,100%, width](img/assessment/cumulative.png) 
+![:img Four bar charts each showing the cumulative benefit in terms of percentage of known problems found of adding evaluators. The first bar chart shows expert reviewers; who reach 30% of WCAG problems and 60% of empirical problems by the third evaluator. The second bar chart shows novice screen reader users who reach 60% of both empirical and WCAG problems by the fifth evaluator. The third bar chart shows remote BLV participants who reach 25% of WCAG and just under 20% of empirical problems by the fifth evaluator. The fourth bar chart shows an automated tool which finds about 25% of WCAG and 5% of empirical problems,100%, width](img/assessment/cumulative.png) 

 ???
 Explain chart
@@ -399,6 +399,6 @@ Post your discussion notes to the Ed Thread for your website.
 [//]: # (Outline Slide)
 # Learning Goals for Today

- What are tradeoffs between assessment techniques
+- What are trade offs between assessment techniques
 - Example of a carefully designed empirical study

--- a/slides/syllabus.html
+++ b/slides/syllabus.html
@@ -66,7 +66,7 @@ The class is on the [web]({{site.baseurl}}/index),
  everything as much as possible.

 - Class discussions and all contact with instructors should happen
-either in office hours or through a [class mailing list]({{site.piazza}}) or [staff mailing list]({{site.staff_email}})
+either in office hours or through a [class discussion board]({{site.discussion}}) or [staff mailing list]({{site.staff_email}})
 - You can also request appointments for further help

 ---