diff --git a/assignments/project.md b/assignments/project.md
index a3116a893e7514ef8f99bf67c52db48e811b674e..7fd0b7e76a8c8d08c0a2ecfb5aae391915d1efaa 100644
--- a/assignments/project.md
+++ b/assignments/project.md
@@ -40,9 +40,9 @@ In choosing this project, you may want to draw from personal expertise, literatu
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](https://edstem.org/us/courses/31170/discussion/2501386) before class. *Every student needs to make a discussion post*.
+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](https://edstem.org/us/courses/31170/discussion/2501386) Please preopare a post that addresses the following:
+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?
diff --git a/schedule.md b/schedule.md
index 7efc11896ef20d185656231dfd25da5a1293d92f..23dc80bd94d81e9c99f2720b9ef066ab51b77380 100644
--- a/schedule.md
+++ b/schedule.md
@@ -32,13 +32,13 @@ layout: default
{: .activity} Skill Goal: Learn how accommodations can make a meeting more inclusive
: **In class Exercise** Put your accommodation needs into PollEverywhere; discuss what comes up and what else might be relevant
-: **Small Group Discussion** How would you implement this in your workplace? ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347303))
+: **Small Group Discussion** How would you implement this in your workplace? ([post on Ed]({site.discussion}2347303))
{: .activity} Skill Goal: Analyze a piece of technology from a Disability Rights perspective
-: **Small Group Discussion** Analysis of the iPhone ([post on Ed](https://edstem.org/us/courses/31170/discussion/2342976))
+: **Small Group Discussion** Analysis of the iPhone ([post on Ed]({site.discussion}2342976))
{: .activity} Skill Goal: Analyze a topic from a disability justice perspective
-: **Small Group Discussion** Analyze masking from a disability justice perspective ([post on Ed](https://edstem.org/us/courses/31170/discussion/2345037))
+: **Small Group Discussion** Analyze masking from a disability justice perspective ([post on Ed]({site.discussion}2345037))
{: .break} 7:50-8:00
: Break
@@ -61,10 +61,10 @@ Introduction to course syllabus & assignments
:
- **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)
+ - Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**]({site.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)
+ - 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**]({site.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**]({site.discussion}2345225)
- **Optional**
- [Switches](https://axesslab.com/switches/)
@@ -90,7 +90,7 @@ Introduction to course syllabus & assignments
: **Slides** {% include slide.html title="Assessing Accessibility" loc="assessment.html" %}
{: .activity} Skill Goal: Image Description
-: **In class Exercise** Break into small groups and show each other the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347293))
+: **In class Exercise** Break into small groups and show each other the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed]({site.discussion}2347293))
{: .break} 6:20-6:40
: Break / Food
@@ -102,7 +102,7 @@ Introduction to course syllabus & assignments
: **Slides Continue** {% include slide.html title="Assessing Accessibility Cont..." loc="assessment.html#45" %}
{: .activity} Skill Goal: Automated Assessment
-: **In class Exercise** Use WebAIM [Wave](https://wave.webaim.org/) to [assess the Seattle Public Schools Website](https://wave.webaim.org/report#/https://www.seattleschools.org/) ([Post a UAR on Ed](https://edstem.org/us/courses/31170/discussion/2349808)
+: **In class Exercise** Use WebAIM [Wave](https://wave.webaim.org/) to [assess the Seattle Public Schools Website](https://wave.webaim.org/report#/https://www.seattleschools.org/) ([Post a UAR on Ed]({site.discussion}2349808)
{: .break} 7:40-7:50
: Break
@@ -118,7 +118,7 @@ Introduction to course syllabus & assignments
- Switch input
- Magnification
-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))
+Try to find something you didn't find with an automated tool. ([Post a UAR on Ed]({site.discussion}2349808))
{% enddetails %}
@@ -134,8 +134,8 @@ 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: [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**]({site.discussion}2363730)
+ - Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/) and [**Respond on Ed**]({site.discussion}2363732)
- **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/)
@@ -172,7 +172,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
: **Slides** {% include slide.html title="Best Practices: Improving Accessibility" loc="best-practices.html" %}
{: .activity} Skill Goal: Video description
-: **In class Exercise** Break into small groups. Pick a video from [youdescribe.org](https://youdescribe.org/) and work on a description as a group. ([post a link to your video on Ed](https://edstem.org/us/courses/31170/discussion/2350670))
+: **In class Exercise** Break into small groups. Pick a video from [youdescribe.org](https://youdescribe.org/) and work on a description as a group. ([post a link to your video on Ed]({site.discussion}2350670))
{: .break} 7:40-7:50
@@ -192,9 +192,9 @@ 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 [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)
+ - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882) [**Respond on Ed**]({site.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**]({site.discussion}2364598)
+ - Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**]({site.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)
@@ -261,9 +261,9 @@ Discussion of Disability Dongle Paper
:
- **Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
- - Read [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2424082)
- - Read [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2436103)
- - Read [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2423831)
+ - Read [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and [**Respond on Ed**]({site.discussion}2424082)
+ - Read [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719) and [**Respond on Ed**]({site.discussion}2436103)
+ - Read [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/) and [**Respond on Ed**]({site.discussion}2423831)
{% enddetails %}
{: .module} # Module 2: Second Wave Accessibility
@@ -308,8 +308,8 @@ Discussion of Disability Dongle Paper
- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
- [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) No ed post for this one :)
- - [Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485584)
- - [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485589)
+ - [Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf) [**Respond on Ed**]({site.discussion}2485584)
+ - [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond on Ed**]({site.discussion}2485589)
- **Optional**
- [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
@@ -378,7 +378,7 @@ Discussion of Disability Dongle Paper
:
- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
- - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019. [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2545150)
+ - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019. [**Respond on Ed**]({site.discussion}2545150)
{% enddetails %}
@@ -422,7 +422,7 @@ I'm also thinking about having them use fusion360 or something else to make some
:
-- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week in response to either or both assigned readings. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2649283).
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week in response to either or both assigned readings. [Please post your response in this Ed thread]({site.discussion}2649283).
- [Difficulty Vs Accessibility](https://www.youtube.com/watch?v=sPehhHZvKE8&list=PLVEo4bPIUOskja9pfpqceY8qDrykFdubf&index=18)
- [My Disability Is Dynamic](https://medium.com/age-of-awareness/my-disability-is-dynamic-bc2a619fcc1)
@@ -457,7 +457,7 @@ I'm also thinking about having them use fusion360 or something else to make some
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
:
-- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2655576).
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week. [Please post your response in this Ed thread]({site.discussion}2655576).
- [Crippin' Jim Crow](https://drive.google.com/file/d/1QaRu4T3aax6jg73quHKgpfwJe3nQ4PEv/view?usp=share_link)
- [Traumatic Brain Injury: A Guide for Criminal Justice Professionals](https://www.brainline.org/article/traumatic-brain-injury-guide-criminal-justice-professionals)
@@ -486,6 +486,7 @@ I'm also thinking about having them use fusion360 or something else to make some
{% details Preparation for next week %}
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+{: .homework} [End of Module survey](https://forms.gle/Ds4vkSCX69WfLkCe7)
:
diff --git a/slides/designing.html b/slides/designing.html
index df2f2327763038206d61b2ffb4bba03867816d52..915a3f0c43fffba460c74c2f660c7679f6e3d96e 100644
--- a/slides/designing.html
+++ b/slides/designing.html
@@ -277,7 +277,7 @@ You may join the study (use the tool, provide some feedback) and you will be com
]
.right-column50[
-
+
]
---
diff --git a/slides/evaluation.html b/slides/evaluation.html
index 0abe3e175e6d1d4a50488d812989736c0b497c74..1a1a1984f62779374627911da92acc9a99ab9bd7 100644
--- a/slides/evaluation.html
+++ b/slides/evaluation.html
@@ -221,7 +221,7 @@ Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibili
---
# Accessible Study Planning Workflow
-
+
---
diff --git a/slides/img/designing/correction_interface.png b/slides/img/designing/correction_interface.png
new file mode 100644
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diff --git a/slides/img/evaluation/access_workflow.PNG b/slides/img/evaluation/access_workflow.PNG
new file mode 100644
index 0000000000000000000000000000000000000000..59dd1327198860dc768ec3b7abf7d929c2eac855
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