diff --git a/_data/navigation.yml b/_data/navigation.yml
index 1f006d5eed91056a8760dfc8d69f36c5bca222a9..4c64a4f2d917def1440c14ee0962ab9e3a95f987 100644
--- a/_data/navigation.yml
+++ b/_data/navigation.yml
@@ -12,5 +12,3 @@ nav_list:
url: discussion
- title: COVID-19 Safety
url: /docs/covid/index.html
-- title: Feedback
- url: https://forms.gle/4mpnn81WfE687UhPA
\ No newline at end of file
diff --git a/assets/css/my-remark.scss b/assets/css/my-remark.scss
index 507b67c31935362bd3c181f1e24d9c22d15e5c48..8d7adf109945fc08c3928035c11b58237322966c 100644
--- a/assets/css/my-remark.scss
+++ b/assets/css/my-remark.scss
@@ -43,12 +43,17 @@ $highlight: #5c8a8a;
}
}
+a {
+ color: $red;
+ text-decoration: underline;
+}
+
.remark-slide-content {
background-size: contain;
}
strong {
- color: $highlight;
+ color: $mediumdark;
}
.comment{
@@ -281,9 +286,6 @@ body.compact {
font-size: $footnote-font !important;
}
-.bold{
- font-weight: bold;
-}
.blue {
color: $blue;
diff --git a/assets/css/style.scss b/assets/css/style.scss
index 05a8453400678c3c1e6e60ceb983cd728f0a30ea..d67a09ec0c817e4bc4af347995d77e452816b9a1 100644
--- a/assets/css/style.scss
+++ b/assets/css/style.scss
@@ -32,16 +32,18 @@ details {
a {
color: $link-color;
+ text-decoration: underline;
}
a:visited {
color: $link-visited-color;
- text-decoration: none;
+ text-decoration: underline;
}
a:hover, a:active, a:focus {
color: $link-hover-color;
+ text-decoration: underline;
}
.navbar .navbar-expand-lg .navbar-dark {
diff --git a/assignments/technology-review.md b/assignments/technology-review.md
index 52b9784c1c2f4b8d4029ba53f04b53bea5337c6f..76c3720527abbb106860df0ee7c0cbed04c124d0 100644
--- a/assignments/technology-review.md
+++ b/assignments/technology-review.md
@@ -37,7 +37,7 @@ Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners h
- 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: [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf); [A systematic literature review of handheld augmented reality solutions for people with disabilities](file:///Users/jmankoff/Downloads/sensors-22-07719-v2.pdf); [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); [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/) (look at the article to find things that are not vapor ware if any); same with this article: [Accessibility, Disabilities, and Virtual Reality Solutions](https://educatorsinvr.com/2019/05/31/accessibility-disabilities-and-virtual-reality-solutions/);
+ 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); Look for examples here that are not vaporware: [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 %}
diff --git a/schedule.md b/schedule.md
index b97ee94622172caa2027a907e96f08a3bac11b85..19943818afbb981845475b9be7150677422b293e 100644
--- a/schedule.md
+++ b/schedule.md
@@ -207,13 +207,16 @@ How to assess whether a technology is accessible; and whether an accessibility t
{: .topic} 5:30-6:00 Introduction to Accessible Evaluation
: **Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
-{: .topic} 6:00-6:20 Practice Study Design
+{: .topic} 6:00-6:15 Practice Study Design
: **Amazon Alexa**
1. Write down a list of accessibility assessment goals (metrics)
2. Write down a sampling goal (who is included)
3. Discuss
-{: .break} 6:20-6:40
+{: .topic} 6:15-6:30 Plain Language Writing
+: **Slides** {% include slide.html title="Plain Language Writing Introduction" loc="plainlanguage.html" %}
+
+{: .break} 6:30-6:40
: Break / Food
{: .topic} 6:40-7:30 Slides & Discussion:
@@ -238,6 +241,11 @@ Discussion of Disability Dongle Paper
- {: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
- {: .homework} **Post-module Reflection:** [Accessibility Basics Reflection](https://forms.gle/Wk8C51m5Sbq8RX7W8)
- **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**](TODO)
+ - 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)
+
+
{% enddetails %}
diff --git a/slides/3dprinting.html b/slides/3dprinting.html
index 12714d5c92642958a2a8b5d59a0b7f88fac8b14c..a311439dc68895150d082e7e8b44b565b44aca11 100644
--- a/slides/3dprinting.html
+++ b/slides/3dprinting.html
@@ -131,6 +131,27 @@ Exceptional at addressing unique and individual needs
---
+---
+# Modern crafting technology
+<BR>
+.left-column50[
+- New ways to ideate and create
+ - Faster, easier, sometimes better
+- New ways to customize
+ - Faster iteration
+ - Mass customization
+- New materials
+- New and/or more compilicated shapes
+]
+
+--
+count: false
+
+.right-column50[
+![:youtube Video of child using a 3D printed hand, WoZ2BgPVtA0]
+
+]
+
---
[//]: # (Outline Slide)
# Who crafts?
@@ -140,7 +161,7 @@ Crafters with Disabilities
---
# Crafters with disabilities
-We interviewed 16 disabled knitters1 about their motivations, process, needs, and experiences of bias
+We interviewed 16 disabled knitters about their motivations, process, needs, and experiences of bias
- 11 Blind or Low-Vision
- 7 Motor-impaired
@@ -159,7 +180,7 @@ Not just about nonvisual access
For example P14-MC, who wrote out patterns in detail, said:
-.quote[...if it says you need to go and knit 16 rows, I’ll write out [all of them] and then I’ll mark them off as I go]
+.quote[...if it says you need to go and knit 16 rows, I’ll write out [all of them] and then I’ll mark them off as I go. (P14-MC)]
.footnote[MC indicates motor and cognitive impairment]
@@ -172,7 +193,7 @@ Both circular knitting needle and loom knitters experienced difficulty executing
.quote[...when I purl …[I] have to push my thumb down like that to get
tension… And so there’s a lot more pinching for me… and that
-definitely causes discomfort the fastest.] (P3-M)
+definitely causes discomfort the fastest. (P3-M)]
---
# Making Accessible Objects
@@ -188,7 +209,7 @@ The results of knitting solved accessibility problems for some knitters
Tops for wheelchair users with a shorter back and longer front
-.quote[if your sweater is too long in the back at all and it goes underneath you, it makes it hard to transfer.] (P14-M)
+.quote[if your sweater is too long in the back at all and it goes underneath you, it makes it hard to transfer. (P14-M)]
Patterns for toy robots with disabilities to increase the inclusion and representation of disability in the knitting community (P10-M)
]
@@ -210,6 +231,10 @@ Crafters with Disabilities
Domain Experts
+- Medical makers
+- People with disabilities
+- ...
+
---
# Domain Experts
@@ -228,24 +253,26 @@ Production and personalization of interactive systems
This is the focus of a lot of my group's work
---
+# Traditional Manufacturing
----
-# Story time...
-.left-column40[
-
-]
+<div class="mermaid">
+graph LR
+A(Materials) --> B(Factory)
+B --> D(Shipping)
+D --> E(Storage)
+E --> F(Shipping)
+F --> G(You)
---
-.right-column50[
-<br><br>
- 
+classDef blue font-size:14pt;
+classDef green font-size:14pt;
-]
+class B,D,E,F blue
+class A,G green
+</div>
---
-# Traditional Manufacturing
-
+# The future (is here)
<div class="mermaid">
graph LR
A(Materials) --> B(Factory)
@@ -261,43 +288,100 @@ class B,D,E,F blue
class A,G green
</div>
----
-.left-column[
-# Legacy ... literally
+<br>
+<div class="mermaid">
+graph LR
+A(Design) -->|Prepare| B(Geometry)
+B -->|Interpret| D(Manufacturing instructions)
+D -->|Machine| E(Made Object)
+E -->|Clean Up| F(Final Object)
+class A,B,D blue
+class E green
+</div>
-]
-.right-column[
-
-]
+<!-- ![:youtube Time lapse video liquid printing, l3TgmvV2ElQ?t=23] -->
+<!-- ![:youtube Time lapse video explaining 3D printing, m_QhY1aABsE] -->
+<!-- ![:youtube Time lapse video laser sintering, 9E5MfBAV_tA?t=53] -->
+
+![:youtube Time lapse video of powder printing, kBHsfNDsbCs?t=7s]
+
---
-# It worked!
+# Fabrication technologies are not
-.left-column50[
-
-]
-.right-column50[
-
-]
+Not the startrek replicator
+Not as fast as the best manufacturing solutions for bulk manufacturing
+Not as fast as your 2d printer
+
+Often expensive
+
+Material range is limited
+
+... But they can do a lot of interesting things
---
-# The future (is here)
+# Additive/Subtractive Manufacturing
+
+<div class="mermaid">
+graph LR
+A(Materials) --> B(Factory)
+B --> D(Shipping)
+D --> E(Storage)
+E --> F(Shipping)
+F --> G(You)
+
+classDef blue font-size:14pt;
+classDef green font-size:14pt;
+
+class B,D,E,F blue
+class A,G green
+</div>
+
<br>
<div class="mermaid">
graph LR
-A(3D Modeling, <br> e.g. OpenSCAD) -->|Prepare| B(Geometry <br> e.g. .stl file)
-B -->|Slice| D(Printer instructions<br>G-code file)
-D -->|Printer| E(Printed Object)
+A(Design) -->|Prepare| B(Geometry)
+B -->|Interpret| D(Manufacturing instructions)
+D -->|Machine| E(Made Object)
+E -->|Clean Up| F(Final Object)
class A,B,D blue
class E green
</div>
-- __Prepare__ for printing
-- __Slice__ the model
-- __Printer__ Controller
+<br>
+<div class="mermaid">
+graph LR
+A(CAD software) -->|Prepare| B(Geometry)
+B -->|Slice| D(G-Code)
+D -->|3D Printer: additive<BR>CNC:subtractive| E(Plastic/Wood/Metal)
+E -->|Snip & Sand & Finish | F(Final Object)
+
+class A,B,D blue
+class E green
+</div>
+
+---
+# Additive Vs Subtractive (e.g. CNC) Printing
+
+.left-column50[
+- Additive printing puts down material, building up the object layer by layer
+ - Some are done with extruded plastic or other material
+ - Others are done with powders that are sealed together (powder printers)
+- Subtractive removes materials from around the object
+]
+
+.right-column50[
+
+
+]
+
+---
+# Example: CNC Spoon
+
+![:youtube Video of a person using a CNC machine to make a spoon, caf5WDeBUaA]
---
# Prepare for Printing
@@ -322,7 +406,7 @@ __Shells/Boundaries__
]
---
-# .stl File
+# Example: .stl File (Additive)
Almost every software package can save the files as a `.stl` file (stereolithography)
@@ -432,109 +516,78 @@ G1 X8.8 Y12.69 Z0.47 F381.198 E27.768
---
# Results
-
-
+
---
-# Fabrication technologies provide
-
-.left-column50[
-- New ways to ideate and create
- - Faster, easier, sometimes better
-- New ways to customize
- - Faster iteration
- - Mass customization
-- New materials
-- New and/or more compilicated shapes
-]
-
---
-count: false
-
-.right-column50[
-Magic arms
-![:youtube Video of child using a 3D printed hand, WoZ2BgPVtA0]
+# Other Materials
-]
+- [Lisa Harouni Talk](https://www.ted.com/talks/lisa_harouni_a_primer_on_3d_printing#t-120717) (@2:12)
+- [Powder printer](https://youtu.be/kBHsfNDsbCs?t=29s)
+- [Liquid Based additive printers](https://www.popsci.com/new-liquid-based-3d-printer-takes-minutes-not-hours/) (@1:07)
+- [Candy](https://www.youtube.com/watch?time_continue=5&v=rU6RAM0Wrck&feature=emb_logo),
+[Chocolate](http://youtu.be/BIFi8but3Vw) other [Confections](https://www.youtube.com/watch?v=U3TmrCzVZ6w)
+- [Pancake bot](https://www.youtube.com/watch?v=f3Q8nbtRNT0)
+- Cement for houses [old](https://www.youtube.com/watch?v=WzmCnzA7hnE), [new](https://www.youtube.com/watch?v=8zt_3Gs1ksg)
+- [MIT’s glass printer](https://gizmodo.com/watching-mits-glass-3d-printer-is-absolutely-mesmerizin-1725433454)
+- [Ceramics](https://www.youtube.com/watch?v=1JjaqKUUMMw) (with sound vibrations), [Sample art](https://www.foransuon.com/)
---
-# Fabrication technologies are not
-
-Not the startrek replicator
-
-Not as fast as the best manufacturing solutions for bulk manufacturing
-
-Not as fast as your 2d printer
-
-Often expensive
+# What not to print
-Material range is limited
+- Food handling articles (unless on a special printer)
+- Safety critical strong things
+- High heat tolerance things
+- Things for chemically harsh environments
---
-# Additive Vs Subtractive Printing
+# Printing: Beyond plastic
.left-column50[
-- Additive printing puts down material, building up the object layer by layer
- - Some are done with extruded plastic or other material
- - Others are done with powders that are sealed together (powder printers)
-- Subtractive removes materials from around the object
+
+
+
+
]
.right-column50[
-
-
-]
+
+
+[Shorey Designs](https://www.shoreydesigns.com/3d-printing-on-fabric)
+]
---
-# Additive Fused Deposition Modeling (FDM)
-
-.left-column50[
+# Printing with Kinetics
-
+.left-column-half[
+
+
]
-.right-column50[
-
-![:youtube Time lapse video explaining 3D printing, m_QhY1aABsE]
+.right-column-half[
+![:youtube Examples of embedded fabric, 9xqze9csLmY]
]
+???
+- String or wire (like a tendon)
----
-# Powder printing (@0:28)
+<!-- --- -->
+<!-- # Printing with Kinetics -->
-![:youtube Time lapse video of powder printing, kBHsfNDsbCs?t=28]
+<!--  -->
+<!--  -->
+<!--  -->
+<!--  -->
----
-# Liquid printing (@0:23)
-![:youtube Time lapse video liquid printing, l3TgmvV2ElQ?t=23]
---
-# Laser Sintering (@0:53)
-![:youtube Time lapse video laser sintering, 9E5MfBAV_tA?t=53]
+# Printing new interactions
----
-# Other Materials
+<iframe title="vimeo-player" src="https://player.vimeo.com/video/551468278" width="640" height="360" frameborder="0" allowfullscreen></iframe>
-- [Lisa Harouni Talk](https://www.ted.com/talks/lisa_harouni_a_primer_on_3d_printing#t-120717) (@2:12)
-- [Powder printer](https://youtu.be/kBHsfNDsbCs?t=29s)
-- [Liquid Based additive printers](https://www.popsci.com/new-liquid-based-3d-printer-takes-minutes-not-hours/) (@1:07)
-- [Candy](https://www.youtube.com/watch?time_continue=5&v=rU6RAM0Wrck&feature=emb_logo),
-[Chocolate](http://youtu.be/BIFi8but3Vw) other [Confections](https://www.youtube.com/watch?v=U3TmrCzVZ6w)
-- [Pancake bot](https://www.youtube.com/watch?v=f3Q8nbtRNT0)
-- Cement for houses [old](https://www.youtube.com/watch?v=WzmCnzA7hnE), [new](https://www.youtube.com/watch?v=8zt_3Gs1ksg)
-- [MIT’s glass printer](https://gizmodo.com/watching-mits-glass-3d-printer-is-absolutely-mesmerizin-1725433454)
-- [Ceramics](https://www.youtube.com/watch?v=1JjaqKUUMMw) (with sound vibrations), [Sample art](https://www.foransuon.com/)
---
# More examples!
-.left-column50[
-3d Printed car
-
-![:youtube Video of car being 3D printed, daioWlkH7ZI]
-
-]
-.right-column50[
<br>
- [3D Printed Medical Device Saves Baby's Life](https://www.youtube.com/watch?v=zr0HGCZSgE4)
- [Prosthetic hand](http://youtu.be/CHPuMCshkLU?t=42s) (up to ~2:10)
@@ -547,56 +600,177 @@ Material range is limited
- [3D printed pizza](http://youtu.be/dvjqmMfMU7w?t=15s)
- [3D printed fashion](http://youtu.be/63Xozzh_uHM)
- [3D Printing a Garden Sprinkler](https://www.youtube.com/watch?v=y9XRD3P2G-E)
-]
-
---
-# Printing: Beyond plastic
-.left-column50[
-
-
-
+# Machine Knitting
+<div class="mermaid">
+graph LR
+A(Materials) --> B(Factory)
+B --> D(Shipping)
+D --> E(Storage)
+E --> F(Shipping)
+F --> G(You)
-]
+classDef blue font-size:14pt;
+classDef green font-size:14pt;
-.right-column50[
-
-
+class B,D,E,F blue
+class A,G green
+</div>
-[Shorey Designs](https://www.shoreydesigns.com/3d-printing-on-fabric)
+<br>
+<div class="mermaid">
+graph LR
+A(Design) -->|Prepare| B(Geometry)
+B -->|Interpret| D(Manufacturing instructions)
+D -->|Machine| E(Made Object)
+E -->|Clean Up| F(Final Object)
+
+class A,B,D blue
+class E green
+</div>
+
+<br>
+<div class="mermaid">
+graph LR
+A(CAD software) -->|Prepare| B(Geometry)
+B -->|Slice| D(G-Code)
+D -->|3D Printer: additive<BR>CNC:subtractive| E(Plastic/Wood/Metal)
+E -->|Snip & Sand & Finish | F(Final Object)
+
+class A,B,D blue
+class E green
+</div>
+
+<br>
+<div class="mermaid">
+graph LR
+A(knit_script) -->|Prepare| B(Knit Graph)
+B -->|Compile| D(DAT)
+D -->|Knitting Machine| E(Knit Object)
+E -->|Cut & Sew| F(Final Object)
+
+class A,B,D blue
+class E green
+</div>
-]
---
-# Printing with Kinetics
-.left-column-half[
-
-
-]
-.right-column-half[
-![:youtube Examples of embedded fabric, 9xqze9csLmY]
-]
-???
-- String or wire (like a tendon)
+# Creating Knitted Objects
+
+
---
-# Printing with Kinetics
+# KnitScript: Striped Sheet
+
+```python
+import cast_ons;
+width = 40;
+height = 12;
+
+def knit_colored_stripe(new_carrier):{
+ with Carrier as new_carrier:{
+ knit_stripe();
+ }
+}
+
+def knit_stripe():{
+ for r in range(0, height):{
+ in reverse direction:{
+ knit Loops;
+ }
+ }
+}
+
+with Carrier as c1:{
+ cast_ons.alt_tuck_cast_on(width);
+ knit_stripe(); // uses c1
+ knit_colored_stripe(c2); // will use c2
+ knit_stripe(); // starts using c1 again
+}
+```
+---
-
-
-
-
+# Knitting a stripe
+![:youtube Video a knitting machine, jpDFHhmgsnk]
---
-# Printing new interactions
+# Creating Knitted Objects
-<iframe title="vimeo-player" src="https://player.vimeo.com/video/551468278" width="640" height="360" frameborder="0" allowfullscreen></iframe>
+![:youtube Video a knitting machine, t2Lpk4Jal6o]
+
+---
+
+
+# Laser Cutting
+<div class="mermaid">
+graph LR
+A(Materials) --> B(Factory)
+B --> D(Shipping)
+D --> E(Storage)
+E --> F(Shipping)
+F --> G(You)
+classDef blue font-size:14pt;
+classDef green font-size:14pt;
+
+class B,D,E,F blue
+class A,G green
+</div>
+
+<br>
+<div class="mermaid">
+graph LR
+A(Design) -->|Prepare| B(Geometry)
+B -->|Interpret| D(Manufacturing instructions)
+D -->|Machine| E(Made Object)
+E -->|Clean Up| F(Final Object)
+
+class A,B,D blue
+class E green
+</div>
+
+<br>
+<div class="mermaid">
+graph LR
+A(CAD software) -->|Prepare| B(Geometry)
+B -->|Slice| D(G-Code)
+D -->|3D Printer: additive<BR>CNC:subtractive| E(Plastic/Wood/Metal)
+E -->|Snip & Sand & Finish | F(Final Object)
+
+class A,B,D blue
+class E green
+</div>
+
+<br>
+<div class="mermaid">
+graph LR
+A(knit_script) -->|Prepare| B(Knit Graph)
+B -->|Compile| D(DAT)
+D -->|Knitting Machine| E(Knit Object)
+E -->|Cut & Sew| F(Final Object)
+
+class A,B,D blue
+class E green
+</div>
+
+<br>
+<div class="mermaid">
+graph LR
+A(Adobe/Powerpoint/etc) -->|Prepare| B(DXF or SVG)
+B -->|...| D(DXF or SVG)
+D -->|Laser Cutter| E(Wood/Cardboard/Leather)
+
+class A,B,D blue
+class E green
+</div>
+
+We'll try this out in a sec, but first a few closing thoughts
---
-# Accessible hobbies
+# Manufacturing Accessibility
Rapid iteration can help with accessible design
@@ -614,124 +788,57 @@ Rapid iteration can help with accessible design
]
---
-# What not to print
-
-- Food handling articles (unless on a special printer)
-- Safety critical strong things
-- High heat tolerance things
-- Things for chemically harsh environments
-
----
-# Printing to enhance a mobile phone
-
+# Manufacturing Accessibility
.right-column60[
-[Etch a Sketch!](https://www.thingiverse.com/thing:3251892)
-![:youtube Mobile phone case to use the phone like an etch a sketch, dcaErURbyIA]
-]
+[Interactiles: 3D Printed Tactile Interfaces to Enhance Mobile Touchscreen Accessibility](https://make4all.org/portfolio/interactiles/) (ASSETS 2018)
---
-count: false
-.left-column40[
-New ways of interacting!
-- Works by combining condutive plastic with custom interactor
-- Looks like touch input to the software
-- Gears control motion options mechanically
-]
----
-# Mechanically to enhance a mobile phone
+
-.right-column60[
-[Phone trigger buttons](https://www.thingiverse.com/thing:2960274)
-![:youtube Game playing hardware --trigger buttons--,X_C1Qxjg2WI]
-]
-.left-column40[
-New ways of interacting!
-- Similar approach, also conductive
-]
-
----
-# Printing to enhance a mobile phone
-.right-column60[
-Xiaoyi Zhang, Tracy Tran, Yuqian Sun, Ian Culhane, Shobhit Jain, James Fogarty, Jennifer Mankoff: [Interactiles: 3D Printed Tactile Interfaces to Enhance Mobile Touchscreen Accessibility](https://make4all.org/portfolio/interactiles/). ASSETS 2018
-
-
]
.left-column40[
-New ways of interacting!
-- Silicon & sewn conductive thread
+Combination of materials
+- Silicon & sewn conductive thread (could use conductive powder instead)
- Nuts and bolts
]
----
-# Printing to enhance a mobile phone
-.right-column60[
-Acoustruments
-![:youtube Printed objects whose use can be sensed, C2d1pB1qlvA]
-]
-.left-column40[
-New ways of interacting!
-- Leverages the phone's microphone
-- Uses flexible plastic with holes
-- Requires machine learning
-]
---
-# Printing to enhance a mobile phone
+# Phone as embedded computer
.right-column60[
+
Tactile map for the blind
+
]
-.left-column40[
-New ways of interacting!
+.left-column40[
Phone as embedded computer
- Better solution because reprinting a map is faster than making a whole new portable map for each region
- Similar to new interaction techniques, uses conductive plastic
]
---
-# Use your phone to control general hardware
-
-.left-column40[
-[IOIO](https://learn.sparkfun.com/tutorials/ioio-otg-hookup-guide) /
-[IOIO wiki](https://github.com/ytai/ioio/wiki)
-
-[[Arduino](https://www.arduino.cc/)
-]
-
-.right-column60[
-
-]
-
----
-# Printing to enhance a mobile phone
+# Adding in physical computing
.right-column60[
-C. Lee, [Intellisplash](https://www.christopherslee.org/home/cadiot#h.pstiqwwsc6zp)
+C. Lee, [Intellisplash](https://www.christopherslee.org/home/cadiot#h.pstiqwwsc6zp) water purity tester
]
.left-column40[
-New ways of interacting
-
-Combination of microcontroller and phone
+Combination of microcontroller, 3d printing, and phone
Uses WiFi, Bluetooth and other communication protocols
]
---
-# Printing to enhance a mobile phone
+# Other Sensing Adaptations
.right-column60[
+]
+.left-column40[
+[Biotoxicity
+sensing](https://www.sciencedirect.com/science/article/pii/S0925400515305992)
+
+Dark box
+
+Phone case
+
Many similar options -- e.g. [Ph
Meter](https://ieeexplore.ieee.org/abstract/document/6916991);
[Sensing sweat
@@ -749,18 +865,6 @@ make-up](https://pubs.rsc.org/en/content/articlehtml/2014/an/c4an01612b);
Nasa](https://www.nasa.gov/centers/ames/news/features/2009/cell_phone_sensors.html)
[more examples](https://www.sciencedirect.com/science/article/pii/S0167779914000572)
]
-.left-column40[
-New ways of interacting
-
-Phone as embedded computer
-
-New ways of sensing
-
-- [Biotoxicity
-sensing](https://www.sciencedirect.com/science/article/pii/S0925400515305992)
-- Dark box
-- Phone case
-]
???
By clicking the “start†button (b) the application runs and several
@@ -782,56 +886,13 @@ sensing](https://www.sciencedirect.com/science/article/pii/S0925400515305992)
---
# Printing to enhance a mobile phone
-.right-column50[
-[Phone for potentiostatic
-control](https://ieeexplore.ieee.org/abstract/document/6916991)
-
-
- ]
-.left-column50[
-New ways of interacting
-
-Phone as embedded computer
-
-New ways of sensing
-- exploits ability to play sounds
-- serves basic functions of a potentiostat in controlling an applied
- potential to oxidise ECL-active molecules
-- resultant photonic signal is monitored using the camera in video
- mode.
-- combined with paper microfluidic sensors
-
-]
-???
-
-The audio jack supplies the potential to the paper microfluidic
-sensor, while the resultant emission is detected by the camera in
-video mode. Both the excitation and detection processes are controlled
-by a software application which can also transmit the results via
-e-mail. The black plastic sleeve surrounding the top of the phone
-holds the sensor adjacent to the camera and blocks ambient light.
-
----
-# Printing to enhance a mobile phone
-
.right-column60[
-Printed Analytics
![:youtube Printed objects whose use can be sensed, W1V2AgDbgTQ]
]
.left-column40[
-New ways of interacting
-
-Phone as embedded computer
-
-New ways of sensing
-- uses backscatter technology
-- works in range of a modified wireless router
+Printed Analytics: Sensing prosthetic device use
+- Uses backscatter technology
+- Works in range of a modified wireless router
]
---
@@ -856,12 +917,284 @@ Benefits:
- modify a device beyond what the manufacturer expected
- rapid prototyping of novel solutions
]
+
---
-# Moon House Video
+# Now back to Laser Cutting: How Can it Create Access?
-![:youtube Video of a robot 3d printing a round house, 8zt_3Gs1ksg]
+<iframe src="https://embed.polleverywhere.com/free_text_polls/tyAgNOl6sJAzjQ8cwbDcx?controls=none&short_poll=true" width="800px" height="600px"></iframe>
---
-# Accessible Game Control
+# Bagholder
-![:youtube Xbox adaptive controller intro, 9fcK19CAjWM]
+.left-column50[
+
+]
+.right-column50[
+[Instructables project](https://www.instructables.com/Making-a-laser-cut-bag-holder/)
+
+How could you modify this to make it more comfortable?
+
+]
+
+---
+# Book Opener ([Etsy](https://www.etsy.com/listing/883330413/book-buddy-book-holder-wood-thumb-page))
+
+
+
+---
+# Cup Holder ([Thingiverse:1863196](https://www.thingiverse.com/thing:1863196))
+
+
+
+---
+# Key Guard ([Thingiverse:1365497](https://www.thingiverse.com/thing:1365497))
+
+
+
+---
+# Bottle Opener ([Thingiverse:40131](https://www.thingiverse.com/thing:40131))
+
+
+
+---
+# Key Handle ([Thingiverse:2802082](https://www.thingiverse.com/thing:2802082))
+
+.left-column50[
+
+]
+.right-column50[
+How would you attach this securely?
+]
+
+---
+# Cookbook Holder ([Home Depot](https://www.homedepot.com/p/Honey-Can-Do-Natural-Acacia-and-Steel-Tablet-or-Cookbook-Stand-KCH-08569/312111086))
+
+
+
+---
+# Pillbox ([Etsy](https://www.etsy.com/listing/1321874671/laser-cut-3-or-4-mm-18-inch-svg-7-days?ga_order=most_relevant&ga_search_type=all&ga_view_type=gallery&ga_search_query=laser+cut+pill&ref=sr_gallery-1-6&organic_search_click=1))
+.left-column50[
+
+]
+.right-column50[
+Probably made with [boxes.py](https://www.instructables.com/Lasercut-Little-Wood-Boxes/)
+
+]
+
+
+---
+# Cutting Board ([rehab-store.com](https://www.rehab-store.com/p-one-handed-deluxe-maple-cutting-board.html))
+
+
+
+---
+# Keyboard Risers ([Amazon](https://www.amazon.com/SUPBEE-Laptop-Computer-Keyboard-Pockets/dp/B0B21VHY57))
+
+
+
+---
+# Now it's your turn. Some key things to know
+
+.left-column50[
+We're using a [Glowforge](https://glowforge.com/).
+- It takes SVGs as input
+- It can engrave, cut, etc
+- We're providing plywood, 3mm thick [double check with calipers]
+]
+
+.right-column50[
+Software options
+
+- Powerpoint: Can even [merge shapes](https://www.indezine.com/products/powerpoint/learn/shapes/2016/shape-union.html). Probably best for total beginners if you have it.
+- [Adobe Illustrator](https://www.adobe.com/products/illustrator.html). Best for most tasks if you have it
+- [AutoCAD](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free for students). Probably overkill
+- [Inkscape](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free). Best free option
+]
+
+---
+# What can you do?
+
+.left-column40[
+
+]
+.right-column60[
+Cutting: Makes a hole.
+- Any line can be cut
+
+Scoring: Doesn't cut all the way through.
+- Again, any line
+
+Engraving: Burns. Can do greyscale.
+- Expand with fill
+- Images. Make sure they're not too dark.
+]
+
+---
+# Essential Measurements
+
+The amount of wood removed by the laser cutter as it burns through the wood.
+
+Should always test for each new type of wood and wood thickness
+
+[Instructable](https://www.instructables.com/How-to-Adjust-for-Wood-Thickness-and-Kerf-on-a-Las/) on how to do this
+
+Only an issue if you're making a box or something else that has to assemble
+
+Use calipers to measure!
+
+---
+
+# Your process
+
+.left-column50[
+Measure thrice
+
+Make an svg
+
+Print it on paper
+
+Cut it out and check your measurements AGAIN
+]
+.right-column50[
+Decorate
+
+Save to SVG
+- First "expand" (if needed)
+- Include mm as units
+- Include images
+]
+
+---
+---
+# If you want more
+
+.left-column50[
+
+[3D printing for health](http://make4all.org/portfolio/3d-printing-for-health/)
+
+[More materials](http://make4all.org/portfolio/3d-printing-in-a-range-of-materials/)
+
+[Metamaterials](http://make4all.org/portfolio/metamaterials/)
+
+[3D printing for education](http://make4all.org/portfolio/3d-printing-for-education/)
+
+]
+.right-column50[
+
+[Interactive objects](http://make4all.org/portfolio/3d-printing-of-interactive-objects/)
+
+[3D printing and sustainability](http://make4all.org/portfolio/3d-printing-and-sustainability/)
+
+[Options for rapid fabrication with 3D printing](http://make4all.org/portfolio/rapid-fabrication-prototyping/)
+]
+
+---
+# The End!
+
+---
+
+<!-- --- -->
+<!-- # Printing to enhance a mobile phone -->
+
+<!-- .right-column60[ -->
+<!-- [Etch a Sketch!](https://www.thingiverse.com/thing:3251892) -->
+
+<!-- ![:youtube Mobile phone case to use the phone like an etch a sketch, dcaErURbyIA] -->
+<!-- ] -->
+
+<!-- -- -->
+<!-- count: false -->
+<!-- .left-column40[ -->
+<!-- New ways of interacting! -->
+<!-- - Works by combining condutive plastic with custom interactor -->
+<!-- - Looks like touch input to the software -->
+<!-- - Gears control motion options mechanically -->
+<!-- ] -->
+<!-- --- -->
+<!-- # Mechanically to enhance a mobile phone -->
+
+<!-- .right-column60[ -->
+<!-- [Phone trigger buttons](https://www.thingiverse.com/thing:2960274) -->
+<!-- ![:youtube Game playing hardware --trigger buttons--,X_C1Qxjg2WI] -->
+<!-- ] -->
+<!-- .left-column40[ -->
+<!-- New ways of interacting! -->
+<!-- - Similar approach, also conductive -->
+<!-- ] -->
+
+<!-- --- -->
+<!-- # Printing to enhance a mobile phone -->
+<!-- .right-column60[ -->
+
+<!-- Acoustruments -->
+<!-- ![:youtube Printed objects whose use can be sensed, C2d1pB1qlvA] -->
+<!-- ] -->
+
+<!-- .left-column40[ -->
+<!-- New ways of interacting! -->
+<!-- - Leverages the phone's microphone -->
+<!-- - Uses flexible plastic with holes -->
+<!-- - Requires machine learning -->
+<!-- ] -->
+
+<!-- --- -->
+<!-- # Use your phone to control general hardware -->
+
+<!-- .left-column40[ -->
+<!-- [IOIO](https://learn.sparkfun.com/tutorials/ioio-otg-hookup-guide) / -->
+<!-- [IOIO wiki](https://github.com/ytai/ioio/wiki) -->
+
+<!-- [[Arduino](https://www.arduino.cc/) -->
+<!-- ] -->
+
+<!-- .right-column60[ -->
+<!--  -->
+<!-- ] -->
+
+<!-- --- -->
+<!-- # Printing to enhance a mobile phone -->
+
+<!-- .right-column50[ -->
+<!-- [Phone for potentiostatic -->
+<!-- control](https://ieeexplore.ieee.org/abstract/document/6916991) -->
+
+<!--  -->
+<!-- ] -->
+<!-- .left-column50[ -->
+<!-- New ways of interacting -->
+
+<!-- Phone as embedded computer -->
+
+<!-- New ways of sensing -->
+<!-- - exploits ability to play sounds -->
+<!-- - serves basic functions of a potentiostat in controlling an applied -->
+<!-- potential to oxidise ECL-active molecules -->
+<!-- - resultant photonic signal is monitored using the camera in video -->
+<!-- mode. -->
+<!-- - combined with paper microfluidic sensors -->
+
+<!-- ] -->
+<!-- ??? -->
+
+<!-- The audio jack supplies the potential to the paper microfluidic -->
+<!-- sensor, while the resultant emission is detected by the camera in -->
+<!-- video mode. Both the excitation and detection processes are controlled -->
+<!-- by a software application which can also transmit the results via -->
+<!-- e-mail. The black plastic sleeve surrounding the top of the phone -->
+<!-- holds the sensor adjacent to the camera and blocks ambient light. -->
+
+<!-- --- -->
+<!-- # Moon House Video -->
+
+<!-- ![:youtube Video of a robot 3d printing a round house, 8zt_3Gs1ksg] -->
diff --git a/slides/designing.html b/slides/designing.html
index b61afee68479e515a6bf6c847a2c9b726fb7de1b..203ca5fe9847f7ae3fcecb909bc20ce6ceff29ee 100644
--- a/slides/designing.html
+++ b/slides/designing.html
@@ -166,29 +166,22 @@ Gaining informed consent
- In order to gain informed consent, people with disabilities need to understand what research is
- Accessible information
-
-Negotiating access
-
-- Professional gatekeepers can be “difficultâ€
-- Perceptions that people with disabilities can have of researchers as “just another professional, conducting professional surveillanceâ€
+- Similar concerns in recruiting to summative; but bigger ask makes concerns bigger
]
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Concerns to Address
-Role of non-disabled researcher
-
-- Ensuring integrity of “accounts†gained through narrative life history methods
-- Finding ways to support people with disabilities to become researchers in their own capacity
-- Non-disabled researchers need training if they are to work in PR and take on a support role
-- Skills of the researcher in PR can be played down (Walmsley 2004)
+Disabled people can occupy any part in the research pipeline (e.g, researcher)
+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)
+- Address power dynamics
Accountability and ownership
-
-- Non disabled researcher remains accountable to the funder- who owns the research agenda?
-
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
+- Researcher is accountable to the funder- who owns the research agenda?
---
# Concerns to Address
@@ -196,7 +189,7 @@ Accountability and ownership
Participation versus Emancipation
- Emancipatory research
- - Non-disabled researcher is accountable to the people with disabilities. Their skills are at the disposal of the people with disabilities
+ - Researcher is accountable to participants with disabilities. Their skills are at the disposal of the people with disabilities
- Under the control of disabled people and pursued in their interests (Mike Oliver)
- Brings about a change, emancipation
- Participatory research
@@ -207,47 +200,15 @@ Participation versus Emancipation
---
# Concerns to Address
-Understanding and meanings
-
-Motivations for participation
-
-Rewards for participation
-
-Recruitment
-
-Gate-keepers
-
-The nature of participation
-
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
-
----
-# Motivations for Participation
-
-Over-whelming desire to do something that could benefit others
-
-Adds to the feeling of responsibility that the researchers have, to deliver on this expectation
+Non-disabled researchers need training if they are to work in PR and take on a support role
----
-# Methodological Notes
-- The Anticipate and Adjust paper covered important considerations in running studies with disabled stakeholders:
- - Disabled people can occupy any part in the research pipeline (e.g, researcher)
- - Power dynamics come into play when negotiating access needs
- - Access needs can synergize and conflict; try to plan for these when designing your studies
-
----
-# Take Home Points
-
-Think about universal design principles – helps all users, not just disabled
-
-Technology can help provide access and control of computer
+Potential problematic motivations
+- Over-whelming desire to do something that could benefit others
+sponsibilityto deliver on this expectation
-Technology can also help people function better in everyday world
-
-Solutions include wide range of physical and software solutions
-
-Work with users!
+Access needs can synergize and conflict; try to plan for these when designing your studies
+Power dynamics come into play when negotiating access needs
---
[//]: # (Outline Slide)
@@ -389,6 +350,20 @@ So please, don’t do this to your audience members. Be a responsible presenter.
- Make sure it is captioned
- Make sure it has audio descriptions if non-verbal content is important
+---
+# Research Opportunity
+.left-column50[
+I (Kelly) made a Google Slides Add-On that automatically checks for some accessibility issues
+
+You may join the study (use the tool, provide some feedback) and you will be compensated
+
+**You do not have to participate in this study. Your grade will not be affected if you do or do not participate in this study.**
+]
+
+.right-column50[
+
+]
+
---
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (1 of 2)
@@ -399,6 +374,7 @@ So please, don’t do this to your audience members. Be a responsible presenter.
]
---
+
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (2 of 2)
.left-column50[
@@ -422,6 +398,7 @@ Key points
---
# Handin requirements
.left-column40[
+Handin:
- Two accessible slides per AT (see Canvas for slide deck)
- Present one of them next week (accessibly) in 3-4 minutes (will take about half of class)
]
diff --git a/slides/evaluation.html b/slides/evaluation.html
index f21a1fd57be7ee3722acb663e2c69caad181c891..a1d3a373f83e4960668231eee3ca628d34db9f43 100644
--- a/slides/evaluation.html
+++ b/slides/evaluation.html
@@ -11,12 +11,14 @@ background-image: url(img/people.png)
{{site.classnum}}, {{site.quarter}}
]
+
---
name: normal
layout: true
class:
---
+
# Important Reminder
## This is an important reminder
@@ -24,12 +26,14 @@ class:
---
[//]: # (Outline Slide)
+
# Learning Goals for Today
- How to build inclusive experiment designs
-- Including people with disabilities in data collection in general
- Running an inclusive summative study
+- Plain Language Translation
---
+
# Summative User Testing
So you have an app and you think it's accessible. How do you check that?
@@ -37,9 +41,18 @@ 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
---
-# Summative User Testing
-Why are we talking about them first?
+# What is Summative User Testing
+
+Lots of variables here, but
+- typically checks that an app works as expected on standard tasks when used by the target population
+- may compare features or apps quantitatively
+- may involve think aloud or other qualitative data
+
+---
+
+# Why not Start with Formative User Testing?
+
- Many of the apps we deploy are designed for people in general
- Disabled people need to be able to use those apps too
- Summative testing is the gold standard in assessing accessibility
@@ -49,39 +62,37 @@ Of course the entire design process *should not just include majority class peop
We'll also cover that later today when we talk about designing apps *for* and *with* people with disabilities
---
-# Summative User Testing
-Best Practices
-
-- Eliminate obvious accessibility & usability problems ahead of time
-- Consider a remote study, or go to their home (familiar spaces & tech)
-- Don’t be overly sensitive (don’t overcompensate)
-- Don’t rely on useless cues (audio/visual) to convey encouragement
-- Monitor participant fatigue carefully
----
# *Accessible* Summative User Testing
- Accessibility doesn't come by accident when planning studies
- All research should be accessible research (regardless of if it is accessibility research)
+- You have to make your system accessible (using inspection techniques) *before* doing this
+- We will discuss accessibility *for evaluators* and *for participants* today
+
+Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibility/testing/); [Anticipate and Adjust](https://a11ykelly.medium.com/anticipate-and-adjust-cultivating-access-in-human-centered-methods-1e46c6845e34)
---
+
# Accessible Study Planning Workflow
-
-]
+
---
+
# An Example
-- Supposed you are hired to perform usability testing of new food-delivery app with people with sensory disabilities.
+Supposed you are hired to perform usability testing of new food-delivery app with people with sensory disabilities.
---
+
# Identify Stakeholders
-- Supposed you are hired to perform usability testing of new food-delivery app with people with sensory disabilities.
+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
@@ -93,201 +104,232 @@ Best Practices
- El -- project team member, non-disabled
---
-# Identify Tasks
-- Supposed you are hired to perform usability testing of new food-delivery app with people with sensory disabilities.
-- What tasks should this team plan for?
+# Design Study
+
+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?
+- What is the right structure for the study?
---
-# Tasks List
-- Perform standard usability testing on the app based on disabilities represented in sample
-- Pilot with people with disabilities
-- Book the space
-- Prepare interview materials (e.g., print out protocols)
-- Hire access support staff
-- Perform the interviews
-- Participate in interviews
-- Compensate participants
+# Design Study (1 of 4)
+
+This is a usability study, so it should include the same tasks as tested for users without disabilities
+
+Metrics should be similar as well -- for example the [System Usability Scale](https://www.usability.gov/how-to-and-tools/methods/system-usability-scale.html) might be useful at the end
+
+---
+# Design Study (2 of 4)
+
+This is also a study of accessibility, with disabled users. The study design needs to consider
+.left-column50[
+- 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)
+]
+.right-column50[
+- Ensure that participants' hardware/software also addresses study needs (e.g. do participants have a working monitor?)
+- Study length (estimate before and after piloting)
+ - Study length may increase for some disabled participnats
+ - Study length may negatively impact participants with fatigue-related concerns
+]
+
+---
+# Design Study (3 of 4)
+
+Study metrics may also need revision.
+.left-column50[
+Consider adding
+- Click errors
+- Success criteria & ratings
+- Accessibility errors
+]
+.left-column50[
+Consider changing
+- Any metrics that include abelist assumptions
+- Approach to time based measurements
+]
+
+
+---
+# Design Study (4 of 4)
+
+It is also important to consider ethical issues
+.left-column60[
+- What responsibility do you have to participants in terms of providing skills and help in & out of study?
+- What responsibility do you have to give participants a participatory role in design?
+- How do you ensure the integrity of your record of their experience?
+- Are you compensating them appropriately and addressing costly transportation needs?
+]
+.right-column40[
+These changes may in turn impact
+- Expense
+- Scalability
+]
---
+# Plan Study Tasks
+
+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?
+- What is the right structure for the study?
+- What study tasks should this team prepare for?
+
+---
+
+# Tasks List
+To perform standard usability testing on the app based on disabilities represented in sample
+
+0. Assign Tasks
+1. Train study team
+2. Handle recruitment
+3. Pilot with people with disabilities
+4. Run the Study
+ - Prepare study materials (e.g., print out protocols)
+ - Hire access support staff
+ - Participate in the study
+ - Compensate participants
+5. Analyze the data
+
+---
---
-# Assign Tasks
+
+# 0. Assign Tasks
- Consider:
- access needs
- effects of familiarity with the task
- personal preferences
- other institutional constraints
- For this scenario:
- - Lua has significant experience interviewing; Lua needs interview materials in large print with a specific font
- - El wants to gain more experience interviewing
+ - Lua has significant experience running studies; Lua needs a study script in large print with a specific font
+ - El wants to gain more experience running studies
- Jay has significant experience with ASL and Deaf Space; Jay prefers to have interpreters
---
-# Task Assignment List
-- All: Perform standard usability testing on the app based on disabilities represented in sample
-- Lua and El: Pilot with people with disabilities
-- Jay: Book the space
-- Lua: Prepare interview materials (e.g., print out protocols)
-- Jay: Hire access support staff
-- Lua: Perform the interviews
-- Participants: Participate in interviews
-- El: Compensate participants
----
-# Plan Accommodations
-- Consider:
- - Communication
- - Materials
- - Time
- - Space
+# Task Assignment List
+1. **Lua**: Train study team
+2. **Jay**: Handle recruitment
+3. **Jay**: Pilot with people with disabilities
+4. **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
---
-# Accommodations List
-- Hire interpreters (at least 2 weeks in advance)
-- Print out accessible interview materials
-- Set up the room
----
-# Reflect
-- Lua gets tired from reading overtime
-- Jay knows ASL and Deaf norms
-
----
-# Update Based on Reflection
-- All: Perform standard usability testing on the app based on disabilities represented in sample
-- Lua and El: Pilot with people with disabilities
-- Jay: Book the space
-- Lua: Prepare interview materials (e.g., print out protocols)
-- Jay: Hire access support staff
-- *All*: Perform the interviews
-- Participants: Participate in interviews
-- El: Compensate participants
+# 1. Train study team (1 of 2)
+As study lead, and a person with both disability and study related experience, Lua will train the study team.
+Her goal is to ensure that El and Jay are aware of best practices and considerations that might impact study design before they begin interacting with participants.
---
-# Consider Accessibility in These Common Tasks
-- Picking a method
-- Recruiting
-- Have a conversation with participants about access needs
-- Transportation
-- Preparing the space
-- Obtaining consent
-- Running the Study
-- Writing up results from the study
-- Member checking
+# 1. Train study team (2 of 2)
+Some things they might discuss include
+- Ensuring that they address access needs and communication support from recruitment onward
+- Providing basic DEIA training as needed so that all those with participant contact know basics.
+ - Don’t be overly sensitive (don’t overcompensate)
+ - Don’t rely on useless cues (audio/visual) to convey encouragement
+ - Monitor participant fatigue carefully
+ - When to help and when to end a task if participants have trouble
---
-#Lab Testing (often must take place in the home).
-Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibility/testing/); [Anticipate and Adjust](https://a11ykelly.medium.com/anticipate-and-adjust-cultivating-access-in-human-centered-methods-1e46c6845e34)
-Little details matter
+# 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?
-- How will you communicate?
-- Can you duplicate the custom hardware/software they use, or must you go to them?
-- Do they have hardware you need (e.g. working monitor?)
+- Will they see you as trustworthy?
+- Are you giving them enough agency in the study process?
---
-# Issues
-Heterogeneous Users
+# The Importance of Gatekeepers
-Accountability
-- What responsibility do you have to participants in terms of providing skills and help in & out of study?
-- What responsibility do you have to give participants a participatory role in design?
-- How do you ensure the integrity of your record of their experience?
+Negotiating access often requires working with gatekeepers
-Expense
-
-Scalability
-
-Hard to do with early prototypes
+Participants may see researchers as “just another professional, conducting professional surveillanceâ€
---
-# Possible Metrics
-Click errors
-
-Success criteria & ratings
+# 3. Pilot study
-Satisfaction
+First, plan accommodations
-Impact when users fail to complete tasks
-- Help them?
-- Quantitative study impact
-- Qualitative study impact
-
----
-# Plain Language Translation
-- Guidelines for how to write clearly, with a goal of supporting people with a variety of cognitive abilities and reading comprehension levels
-
----
-# Guidelines We Ask You to Practice
.left-column50[
-- Use simple words
-- Use positive language
-- Use short paragraphs
-- Use short sentences
-- Avoid jargon
+Consider:
+- Communication
+- Materials
+- Time
+- Space
]
+--
.right-column50[
-- Use active voice
-- Use present tense
-- Use examples
-- Use headers
-- Use transition words
+Prepare:
+- Hire interpreters (at least 2 weeks in advance)
+- Print out accessible study materials, consent form, etc
+- Set up the room
]
---
-# Use Simple Words
-- "as a means of" ---> "to"
-- "at the present time" ---> "now"
----
-# Use Positive Language
-- Avoid double negatives
-- "no fewer than" ---> "at least"
+# Reflect
+- Lua gets tired from reading overtime
+- Jay knows ASL and Deaf norms
+- Study length was problematic for one Blind participant who also had a chronic illness
+- Sometimes sightlines made it hard for Jay to see the interpreter
---
-# 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
+# Update Study Design Based on Reflection
----
-# Use Active Voice
-- "The lake was polluted by the company" ---> "The company polluted the lake"
-- A good check to see if you're using passive voice: are you using
- - A form of "to be" (e.g., am, is, are, was, be, being, been)
- - A verb ending in "-ed"
+- Institute a protocol for monitoring fatigue
+- Add a cutoff for tasks that take a long time
+- Rearrange the room to better support communication with interpreters
+- ...
---
-# Use Present Tense
-- Don't: "These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program."
-- Do: "These sections tell you how to meet the requirements of Circular A-110 for this grant program."
+# 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)
+ - **Jay**: Hire access support staff
+ - **Participants**: Participate in the study
+ - **El**: Compensate participants
+5. **All**: Analyze the data
---
-# Use Examples
-- Especially for more complicated topics
+# 4. Run the Study
+
+At this point the team should be well prepared. However, it is still important to monitor both the team's and the participants' needs and adjust as accessibility concerns arise.
---
-# Use Transition Words
-- Use words: "for instance," "also," "however," "to summarize"
-- Echo previous ideas
-- Avoid ambiguous "this"
+# 5. Analyze the Data
----
-# 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!
+This is another area where access concerns may come up.
+- Data analysis tools may not be accessible
+- Team members may have different needs with respect to written versus audio transcripts
+- <q>Member Checking</q>
---
-# 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/).
\ No newline at end of file
+# Try it
+
+You read about Alexa's use by people with disabilities in class. Form small groups
+- Identify potential tasks to test
+- Write down a sampling goal (who is included)
+- Write down a list of accessibility assessment goals (metrics)
+- Identify potential accessibility concerns
+
+Post on [Ed](https://edstem.org/us/courses/31170/discussion/2427390)
+
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diff --git a/slides/plainlanguage.html b/slides/plainlanguage.html
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index 0000000000000000000000000000000000000000..8ae1364fa8544f4cf2e1ecec2377347dbe84a82c
--- /dev/null
+++ b/slides/plainlanguage.html
@@ -0,0 +1,111 @@
+---
+layout: presentation
+title: Evaluation --Week 4--
+description: Accessibility Needfinding and Evaluation
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Week 4: Plain Language Writing
+
+- Guidelines for how to write clearly, with a goal of supporting people with a variety of cognitive abilities and reading comprehension levels
+]
+
+---
+name: normal
+layout: true
+class:
+
+---
+
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+
+---
+[//]: # (Outline Slide)
+
+
+---
+
+# Guidelines We Ask You to Practice
+.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/syllabus.html b/slides/syllabus.html
index 26c31ff04baeccd064251432c32bbd386431c018..773f84c5936c0f300906269ac2894b7b338862f3 100644
--- a/slides/syllabus.html
+++ b/slides/syllabus.html
@@ -100,7 +100,7 @@ If you run into problems, or have preferences about these issues, please tell me
# How do I participate remotely?
1. You watch the whole video for the class you are remote for. This does *not* have to be done live
-2. You contribute an Ed post to every small group discussion linked to in the [class schedule]({{{site.baseurl}}/schedule)
+2. You contribute an Ed post to every small group discussion linked to in the [class schedule]({{site.baseurl}}/schedule)
3. You fill out the remote participation survey portion of the [class participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
---