diff --git a/_config.yml b/_config.yml
index 862f3f3e95efc9b437f5cd6cea34f0677fe6a6f1..d280f60f47cd2c947bbed19f3a2447f1da425e46 100644
--- a/_config.yml
+++ b/_config.yml
@@ -14,7 +14,7 @@ git_username: jmankoff
git_url: https://gitlab.cs.washington.edu/pmp-accessibility
git_branch: CSE590b-23WI
discussion: https://edstem.org/us/courses/31170/discussion/
-staff_email: mailto:pmp-accessibility-staff@u.washington.edu
+staff_email: pmp-accessibility-staff@u.washington.edu
canvas: https://canvas.uw.edu/courses/1619674
canvas_course: 1619674
gitlab: NA
@@ -73,8 +73,7 @@ sass:
kramdown:
toc_levels: '1'
-mermaid:
- src: 'https://cdn.jsdelivr.net/npm/mermaid/dist/mermaid.min.js'
+mermaid: 'https://cdn.jsdelivr.net/npm/mermaid/dist/mermaid.min.js'
remarkConfig:
# possible highlight options:
diff --git a/_config_production.yml b/_config_production.yml
index f63900ebc10f1b94985654d1e7a96a0a4604ee51..b8ce4bc3add0a7b7860e813ec56d38fd5ec27506 100644
--- a/_config_production.yml
+++ b/_config_production.yml
@@ -69,8 +69,7 @@ sass:
kramdown:
toc_levels: '1'
-mermaid:
- src: 'https://cdn.jsdelivr.net/npm/mermaid/dist/mermaid.min.js'
+mermaid: 'https://cdn.jsdelivr.net/npm/mermaid/dist/mermaid.min.js'
remarkConfig:
# possible highlight options:
diff --git a/_data/navigation.yml b/_data/navigation.yml
index 4c64a4f2d917def1440c14ee0962ab9e3a95f987..d10e637d3a7ab3e420a58e70b5e94c3851c1e463 100644
--- a/_data/navigation.yml
+++ b/_data/navigation.yml
@@ -10,5 +10,7 @@ nav_list:
url: canvas
- title: Ed
url: discussion
-- title: COVID-19 Safety
+- title: COVID-19
url: /docs/covid/index.html
+- title: Academic Conduct
+ url: /academic-conduct.html
\ No newline at end of file
diff --git a/_includes/header.html b/_includes/header.html
index 9fec4a01d434f30f223d164b7dccad4a2cb7bd0e..e341f4a43af5865fcf66e9fe2bfc4559fa9722c1 100644
--- a/_includes/header.html
+++ b/_includes/header.html
@@ -1,10 +1,9 @@
<header class="page-header" role="banner">
{% include navigation.html %}
- <br> <br> <br> <br> <br>
+ <br> <br> <br> <br>
<h1 class="project-name">{{ site.title | default: site.github.repository_name }}</h1>
<h2 class="project-tagline">{{ site.description | default: site.github.project_tagline }}</h2>
-
<script type="text/javascript">
var menubar = new Menubar(document.getElementById('menubar1'));
menubar.init();
diff --git a/_layouts/assignment.html b/_layouts/assignment.html
index 311d9a4d1b40e0388abfb08e9364661735a9a577..28efdfaace4ea9663f28a1ac5d2ac5586cfddaf8 100644
--- a/_layouts/assignment.html
+++ b/_layouts/assignment.html
@@ -55,7 +55,7 @@
{% include footer.html %}
</main>
- <script type="text/javascript" src="{{'assets/js/mermaid.8.8.2.js' | relative_url}}"></script>
+ <script type="text/javascript" src="{{site.mermaid}}"></script>
<link rel="stylesheet" href="{{ '/assets/css/mermaid.css' | relative_url }}">
<link rel="stylesheet" href="{{ '/assets/css/assignment.css' | relative_url }}">
<script>
diff --git a/_layouts/default.html b/_layouts/default.html
index f33e4f67ee5e3119d2d893627857cac8d9005860..31a9cbf66f2b020c2f3408dc3c58604d32d80e4a 100755
--- a/_layouts/default.html
+++ b/_layouts/default.html
@@ -24,7 +24,7 @@
<script src="{{ '/assets/js/bootstrap.min.js' | relative_url}}"></script>
- <script type="text/javascript" src="{{'assets/js/mermaid.8.8.2.js' | relative_url}}"></script>
+ <script type="text/javascript" src="{{site.mermaid}}"></script>
<link rel="stylesheet" href="{{ '/assets/css/mermaid.css' | relative_url }}">
<script>
var config = {
diff --git a/_layouts/presentation.html b/_layouts/presentation.html
index 903bd61da0817f3f96eac83eb10dcaeb7ce437cf..5023f295408e5d39890848035e85ba2fb0be38e3 100644
--- a/_layouts/presentation.html
+++ b/_layouts/presentation.html
@@ -45,7 +45,7 @@
<script type="text/javascript" src="{{'assets/js/mathjax-sre.js' | relative_url}}"></script>
<script type="text/javascript" src="{{'assets/js/html2canvas.min.js' | relative_url}}"></script>
<script type="text/javascript" src="{{'assets/js/presentation-export.js' | relative_url}}"></script>
- <script type="text/javascript" src="{{'assets/js/mermaid.8.8.2.js' | relative_url}}"></script>
+ <script type="text/javascript" src="{{site.mermaid}}"></script>
<script type="text/javascript">
var slideshow = remark.create({
diff --git a/_layouts/presentation_production.html b/_layouts/presentation_production.html
index 43154e9fc43a35d6be7a110dc54890e401c37cac..a285b4bb215ebfc284c98945bc2f90c1ff6c9893 100644
--- a/_layouts/presentation_production.html
+++ b/_layouts/presentation_production.html
@@ -45,7 +45,7 @@
<script type="text/javascript" src="{{'assets/js/mathjax-sre.js' | relative_url}}"></script>
<script type="text/javascript" src="{{'assets/js/html2canvas.min.js' | relative_url}}"></script>
<script type="text/javascript" src="{{'assets/js/presentation-export.js' | relative_url}}"></script>
- <script type="text/javascript" src="{{'assets/js/mermaid.8.8.2.js' | relative_url}}"></script>
+ <script type="text/javascript" src="{{site.mermaid}}"></script>
<script type="text/javascript">
var slideshow = remark.create({
diff --git a/academic-conduct.md b/academic-conduct.md
index 616b0eb51c30921f899393f34f387acffdf3408a..cd197eb82b0d55bc4a8153ccc6d17d3c300b1962 100644
--- a/academic-conduct.md
+++ b/academic-conduct.md
@@ -3,22 +3,21 @@ layout: default
(no)warning: old
---
-
----
-
Integrity is a crucial part of your character and is essential for
a successful career. We expect you to demonstrate integrity in
-CSE 154 and elsewhere.
-
-The Paul G Allen School has an entire page on
-[Academic Misconduct](https://www.cs.washington.edu/academics/misconduct)
-within the context of Computer Science, and the University of
-Washington has an entire page on how
-[Academic Misconduct](https://www.washington.edu/cssc/for-students/academic-misconduct/)
-[Community Standards and Student Conduct Page](https://www.washington.edu/cssc/).
-Please acquaint yourself with both of those pages, and in
-particular how academic misconduct will be reported to the
-University.
+this class and elsewhere.
+
+The Paul G Allen School has an [Academic
+Misconduct](https://www.cs.washington.edu/academics/misconduct)
+policy, and the University of Washington an [Academic
+Misconduct](https://www.washington.edu/cssc/for-students/academic-misconduct/)
+and [Community Standards and Student Conduct
+Page](https://www.washington.edu/cssc/) policy. Please acquaint
+yourself with those pages, and in particular how academic misconduct
+will be reported to the University. Knowingly violating any of these principles of academic conduct,
+privacy or copyright may result in University disciplinary action
+under the Student Code of Conduct.
+
Your academic conduct in this course is evaluated in at least the
four areas described in detail below.
@@ -26,160 +25,110 @@ four areas described in detail below.
* TOC
{:toc}
-# Honesty in Communications
+# Honesty and Respect in Communications
Individuals are expected to be honest and forthcoming
-in communications with TAs and the instructor.
+in communications with TAs and the instructor.
+
+In addition, individuals are expected to show respect for the
+intellectual contributions of others through citation. The essence of
+academic life revolves around respect not only for the ideas of
+others, but also their rights to those ideas. It is therefore
+essential that we take the utmost care that the ideas (and the
+expressions of those ideas) of others always be handled appropriately,
+and, where necessary, cited. This is an issue of [Citational
+Justice](nature.com/articles/d41586-022-00793-1), and a core value of
+this course.
+
+When ideas or materials of others are
+used (particularly in your creative projects), they must be cited. The
+citation format is not that important - as long as the source material
+can be located and the citation verified, it's OK. In any situation,
+if you have a question, please feel free to ask. Here are some examples of how you might use (and cite) different types of content:
+
+- Media you have created or generated yourself (i.e. pictures you have created or taken yourself, text you have written yourself) do generally not require citation. However if you have published them (on a blog, in an article etc), they may belong to the publisher and require citation.
+- Images that are in the public domain (something from Wikipedia), or with a creative commons license that allows for reuse without explicit permission of the owner, require citation based on their license. Instructions on how to search for images that are fair use are [here](https://support.google.com/websearch/answer/29508?hl=en). [Creative Commons Kiwi](https://creativecommons.org/about/videos/creative-commons-kiwi/) is a really informative video on Creative Commons licensing; and here are [best practices](https://wiki.creativecommons.org/wiki/Best_practices_for_attribution) for citing Creative Commons works.
+- If you are writing some text (a paper, analysis, etc), you can use quotes as long as you give attribution to the sources of the quote. You can not write an entire document out of the quotes of others, or include copied text with no citations. The citation format is not that important - as long as the source material can be located and the citation verified (a url in a comment is generally fine), it's OK.
+- If you are writing code, clearly indicate (e.g. with comments) which portions of your code are completely original and which are used or modified from external sources, if any code is used that builds off of/is inspired by external sources (e.g. adaption of an example exercise, online tutorial you find). Note that solely changing identifier names or rearranging other source material is not considered your original work - see the examples of appropriate use below for details.
-# Application Content
-
-## School Appropriateness of Content
+Some examples of appropriate use:
+- A student finds a blog post explaining why and how to address WCAG guidelines. They rewrite much of it in their own words, but for a few sections that are particularly clear, they copy the information, put it in quotations, and name the source and provide a link to it right next to the quote.
+- A student closely follows a tutorial to understand a new concept in Android Development (e.g. animations). The student cites the tutorial they used in the file header then substantially modifies the tutorial code to include what is specified for the creative portion of the assignment, documenting which portions of the code are their own so TAs know which portions to grade (and to determine whether the material cited as being learned from the tutorial is sufficiently adapted to be considered the student’s own work).
+- A student is having difficulty generating audio from text for an accessibility feature of an app they are building. They look for a solution and find an app very similar to the one they intend to build. They fork it, and modify it for their final project, and documents this with a comment that includes where it was found. When grading the app, the instructional staff may weight features that were provided by the original source less than features that the student added themselves.
-Recall that one of our course policies is to engender an
-inclusive environment. As such it is important that you are thoughtful about
-what you choose to post on your page. Please make sure that the
-images and text you are using are “school appropriate†and follow
-the guidelines of expected behavior. If you have any questions,
-please do not hesitate to ask a TA or your instructor. Inappropriate work
-submitted may be ineligible for credit on that assignment.
+Students with questions about any specific situation should ask the instructor for clarification.
+# Collaboration Policies
-## Copyright and Citations
+In this class, are encouraged to discuss class material, including
+assignments, lecture material and readings with your classmates. Even
+better if this takes place on Ed where other students can benefit and
+we can guide you as to what is supportive and what crosses the line to
+too much sharing.
+
+Some assignments are individual. Even when as assignment is
+individual, you **may discuss homework assignments with other
+students** (i.e. provide advice, brainstorm) as long your writing
+and/or implementation is entirely your own, and you document what you
+do. You may also look at other sources online to learn how to achieve
+new things, but we expect you to document this, and it may impact the
+credit you get for your work. You should never copy (plagiarize) from
+another person in this school (past or present) or from material that
+you find online directly and submit it as your own work.
+
+To facilitate this, and to be very clear
+- You **may not use code or writing directly from any external
+ sources** (including copying lecture/lab material directly into an
+ assignment) without appropriately crediting the source as described above in <q>Honesty and Respect in Communications</q>
+- You must credit a classmate when their advice had a significant intellectual impact on what you did
+
+# Privacy and Fair Use
-All of the expressions of ideas in this class that are fixed in
-any tangible medium such as digital and physical documents are
+To support an academic environment of rigorous discussion and open
+expression of personal thoughts and feelings, we, as members of the
+academic community, must be committed to the inviolate right of
+privacy of our student and instructor colleagues. As a result, we must
+forego sharing personally identifiable information about any member of
+our community including information about the ideas they express,
+their families, lifestyles and their political and social
+affiliations. If you have any questions regarding whether a disclosure
+you wish to make regarding anyone in this course or in the university
+community violates that person's privacy interests, please feel free
+to ask the instructor for guidance.
+
+In addition, out of respect for each other, and in accordance with
+federal guidelines such as FERPA, we will not share each other's
+discussion posts or assignments without permission. As instructors, we will
+ask you before sharing an assignment with a community sponser, for example.
+Similarly, you should not share your fellow classmates' work without permission, and credit.
+We also ask that you not share the ideas ideas presented in this class without credit.
+While the class website is public, we ask that you do not take things out of context.
+
+In addition, any tangible medium such as digital and physical documents are
protected by copyright law as embodied in title 17 of the United
States Code. These expressions include the work product of both:
(1) your student colleagues (e.g., any assignments published here
in the course environment or statements committed to text in a
discussion forum); and, (2) your instructor (e.g., the syllabus,
-assignments, reading lists, and lectures). Within the constraints
-of "fair use," you may copy these copyrighted
-expressions for your personal intellectual use in support of your
-education here in the UW. Such fair use by you does not include
-further distribution by any means of copying, performance or
-presentation beyond the circle of your close acquaintances,
-student colleagues in this class and your family. If you have any
-questions regarding whether a use to which you wish to put one of
-these expressions violates the creator's copyright interests,
-please feel free to ask the instructor for guidance.
-
-The essence of academic life revolves around respect not only for
-the ideas of others, but also their rights to those ideas. It is
-therefore essential that we take the utmost care that the ideas
-(and the expressions of those ideas) of others always be handled
-appropriately, and, where necessary, cited. When ideas or
-materials of others are used (particularly in your creative
-projects), they must be cited. The citation format is not that important -
-as long as the source material can be located and the citation
-verified, it's OK. In any situation, if you have a question,
-please feel free to ask.
-
-You must have the right to publish any of the images, videos,
-text, or other media on your creative sites. This means you may
-use:
-
-- Media you have created or generated yourself (i.e. pictures you have created or taken yourself, text you have written yourself.)
-- Images that are in the public domain (something from Wikipedia), or something with a creative commons license that allows for reuse without explicit permission of the owner.
- - [Creative Commons Kiwi](https://creativecommons.org/about/videos/creative-commons-kiwi/) is a really informative video on Creative Commons licensing.
- - Instructions on how to search for images that are fair use are [here](https://support.google.com/websearch/answer/29508?hl=en).
- - You must cite any works that you use that you did not generate yourself (although technically you only need to cite things that are [CC Attribution](https://creativecommons.org/licenses/by/2.0/). A handy site for knowing how to add your citations is
- [here](https://wiki.creativecommons.org/wiki/Best_practices_for_attribution).
+assignments, reading lists, and lectures).
+Within the constraints of <q>fair use,</q> you may copy these
+copyrighted expressions for your personal intellectual use in support
+of your education here in the UW. Such fair use by you does not
+include further distribution by any means of copying, performance or
+presentation beyond the circle of your close acquaintances, student
+colleagues in this class and your family. If you have any questions
+regarding whether a use to which you wish to put one of these
+expressions violates the creator's copyright interests, please feel
+free to ask the instructor for guidance.
-# Collaboration Policies
-
-> As a teacher, it’s not my goal in life to read a class’ worth of
-> programs on a topic that all basically look the same. My goal is
-> to assess whether you understand the material that we’ve taught in
-> class enough, and you demonstrate that to me through the work you
-> do. I can not assess that if you are turning in someone else’s
-> work.
-> - Dr. Tom Butler, Lakeside H.S.
-
-Computer science education is odd in that we expect you to turn in
-work that you do completely independently when in the
-"real world" that’s not how it works at all. In the real
-world, co-workers collaborate, bounce ideas off each other, they
-look up parts of solutions on the internet. But in the "real
-world" the people doing the work have years of experience,
-they have proved themselves to their teachers, co-workers and
-bosses to where they are at that moment and most importantly, they
-know <strong>how to evaluate which of the solutions they are
-receiving is an appropriate one to solve the task at hand.</strong>
-
-As your instructor, I need to be able to evaluate
-<strong>your</strong> work. Thus, unless otherwise specified all
-work in this and other CS classes must be your own. We realize you
-may look at other sources online to learn how to achieve new things, but we expect
-you to synthesize this information and not copy it directly. You
-should never copy (plagiarize) homework or code from another person
-in this school (past or present) or that you find online directly
-and submit it as your own work.
-
-All programming assignments must be completed individually. However,
-you **may discuss homework assignments with other students**
-(i.e. provide advice on difficult concepts, *etc*) and are encouraged
-to discuss class material, such as section exercises, lecture
-material, readings, etc. Even better if this takes place on Ed where other students can benefit and we can guide you as to what is supportive and what crosses the line to too much sharing. You may also discuss Creative Projects with
-other students, as long as the code you write is entirely your own,
-and discussion with students on Creative Projects should never involve
-details of how to code a solution. Specifically, you must abide by the
-following:
-
-- You **may not use code directly from any external sources** (including copying lecture/lab material directly into a programming assignments).
-- You may not post your homework solutions on a publicly accessible (non-password-protected) web server or Git repository, during the course or after it has been completed. Please see the course website for acceptable ways to show your work to others.
-- You may not look at or use prior solutions from any source.
-- You must document substantive discussions (i.e. when a classmate's advice helped you with a difficult concept)
-- You may not provide a classmate with actual code or with step-by-step instructions
-
-In short: you should think of most assignments in this class as assessments and as such, complete them independently - unless otherwise told.
-
-Under our policy, a student who gives inappropriate help is
-equally guilty with one who receives it. Instead of providing such
-help to a classmate, point them to other class resources such as
-lecture examples, OH, or a TA. You must take reasonable steps
-to ensure that your work is not copied by others, such as making
-sure to log out or lock shared computers, not leaving printouts of
-your code in public places, and not emailing code to other
-students or posting it on the web or public forums.
-
-We enforce our policies by running detection software during the
-quarter over all programs, including ones from past quarters.
-Please contact us if you are unsure whether a particular behavior
-falls within our policy.
-
-## If you make use of a source, or advice from a classmate
-
-Some portions of our projects will have a creative aspect to them. On occasion students may wish to use portions of sample code that has been obtained on our course website or others. In order to avoid academic misconduct for a Creative portion of your projects you must:
-
-- Ensure that substantive original work is submitted that can be evaluated by the course staff.
-- Cite the ideas or materials of others that are used. The citation format is not that important - as long as the source material can be located and the citation verified (a url in a comment is generally fine), it's OK.
-- Clearly indicate (e.g. with comments) which portions of your code are completely original and which are used or modified from external sources, if any code is used that builds off of/is inspired by external sources (e.g. adaption of an example exercise, online tutorial you find). We will only grade your original work. Note that solely changing identifier names or rearranging other source material is not considered your original work - see the examples of appropriate use below for details.
-
-A good analogy to this is if you were writing a history paper: You can use quotes in your paper as long as you give attribution to the sources of the quote, but you can not write a history paper out of the quotes of others (particularly with no citations).
-
-Some examples of appropriate use:
-
-- A student closely follows a tutorial to understand a new concept in Android Development (e.g. animations). The student cites the tutorial they used in the file header then substantially modifies the tutorial code to include what is specified for the creative portion of the assignment, documenting which portions of the code are their own so TAs know which portions to grade (and to determine whether the material cited as being learned from the tutorial is sufficiently adapted to be considered the student’s own work).
-- A student is having difficulty styling their website. They look for a solution and find one on a site such as Stack Overflow. The student uses the code they find in their solution, documents that small piece of code was not their own with a comment that includes where it was found. The TAs will not use that portion of the code in grading.
-
-Students with questions about any specific situation should ask the instructor for clarification.
+# Appropriateness
-# Privacy
+Recall that one of our course policies is to engender an
+inclusive environment. As such it is important that you are thoughtful about
+what you say or write. Please make sure that
+images and text you are using are <q>school appropriate</q> and follow
+the guidelines of expected behavior. If you have any questions,
+please do not hesitate to ask the TA or your instructor. Inappropriate work
+submitted may be ineligible for credit on that assignment.
-To support an academic environment of rigorous discussion and open
-expression of personal thoughts and feelings, we, as members of
-the academic community, must be committed to the inviolate right
-of privacy of our student and instructor colleagues. As a result,
-we must forego sharing personally identifiable information about
-any member of our community including information about the ideas
-they express, their families, lifestyles and their political and
-social affiliations. If you have any questions regarding whether a
-disclosure you wish to make regarding anyone in this course or in
-the university community violates that person's privacy interests,
-please feel free to ask the instructor for guidance.
-
-Knowingly violating any of these principles of academic conduct,
-privacy or copyright may result in University disciplinary action
-under the Student Code of Conduct.
diff --git a/assets/css/my-remark.scss b/assets/css/my-remark.scss
index 8d7adf109945fc08c3928035c11b58237322966c..48600c2922d40d7c8cd08f12661d47a345272424 100644
--- a/assets/css/my-remark.scss
+++ b/assets/css/my-remark.scss
@@ -144,16 +144,14 @@ table tbody td {
table thead {
background: $dark;
color: $light;
- border-bottom: 4px solid $dark;
border-left: none;
border-right: none;
}
-table thead th {
+table thead tr {
font-size: 0.7em;
font-weight: bold;
color: $light;
- border-left: 2px solid $dark;
}
table thead th:first-child {
border-left: none;
diff --git a/assets/css/style.scss b/assets/css/style.scss
index af4ec0c2bdce67e51ff3d28c082dd9e02cd5f28c..2434329d792e6fdcbce1b0d6a34ba74691078ab6 100644
--- a/assets/css/style.scss
+++ b/assets/css/style.scss
@@ -307,6 +307,7 @@ table.schedule tfoot td {
.page-header {
background-image: linear-gradient(-120deg, $gradient-light, $gradient-dark, $gradient-dark);
padding-top: 1rem;
+ padding-bottom: 1rem;
}
.project-tagline {
@@ -322,6 +323,14 @@ img.ta-picture {
display: block;
}
+img.page-picture {
+ width: 50%;
+ max-width: unset;
+ margin-left: auto;
+ margin-right: auto;
+ display: block;
+}
+
.font-14pt {
font-size: 12pt;
}
diff --git a/assets/img/learningmastery.png b/assets/img/learningmastery.png
new file mode 100644
index 0000000000000000000000000000000000000000..57e4f24a3dda7610751c9f5b1023ef510f4485e2
Binary files /dev/null and b/assets/img/learningmastery.png differ
diff --git a/assignments/index.md b/assignments/index.md
index c486f536e4f4a9b6b5dd00977b3612aa88155934..4dc63f009602c8b626dce317240a09d98c6ec132 100644
--- a/assignments/index.md
+++ b/assignments/index.md
@@ -15,13 +15,13 @@ questions or run into issue, please contact the course staff.
# Major Assignments
-| Link to Assignment | Turn in Link | Due Date |
-|--------------------------------------------------------------------------------------|-------------|
-| HW1: [Disability Justice]({{site.baseurl}}/assignments/disabilityjustice.html) |[EdStem discussion post](https://edstem.org/us/courses/31170/discussion/new/)| 1/9 |
-| HW2: [Web/App Access Assessment]({{site.baseurl}}/assignments/website.html) |[Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7840155)| 1/23 |
-| HW3: [Finding AT around us]({{site.baseurl}}/assignments/finding-accessibility.html) |[Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7827848)| 1/31 |
-| HW4: [2nd Wave Accessibility Writeup]({{site.baseurl}}/assignments/technology-review.html) | TBD |
-| HW5: Final Project | TBD |
+| Link to Assignment | Turn in Link | Due Date |
+|--------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|----------|
+| HW1: [Disability Justice]({{site.baseurl}}/assignments/disabilityjustice.html) | [EdStem discussion post](https://edstem.org/us/courses/31170/discussion/new/) | 1/9 |
+| HW2: [Web/App Access Assessment]({{site.baseurl}}/assignments/website.html) | [Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7840155) | 1/23 |
+| HW3: [Finding AT around us]({{site.baseurl}}/assignments/finding-accessibility.html) | [Canvas Link](https://canvas.uw.edu/courses/1628215/assignments/8008424) | 1/31 |
+| HW4: [2nd Wave Accessibility Writeup]({{site.baseurl}}/assignments/technology-review.html) | [Canvas Link](https://canvas.uw.edu/courses/1628215/assignments/8081613) | 2/7 |
+| HW5: [Final Project]({{site.baseurl}}/assignments/project.html) | TBD | Multiple |
# Competencies
diff --git a/assignments/project.md b/assignments/project.md
index 1a7acf70c0d3e458d7432ba8812571df4cd42a41..7fd0b7e76a8c8d08c0a2ecfb5aae391915d1efaa 100644
--- a/assignments/project.md
+++ b/assignments/project.md
@@ -3,89 +3,97 @@ layout: assignment
published: true
title: Final Project
-code: as5
+code: hw5
-assigned: May 5, 2021
+assigned: Feb 7, 2023
due:
- - <strong>Discussion post on canvas with ideas</strong> before class on May 10, 2021
- - <strong>Email staff about final teams</strong> May 12, 2021
- - <strong>Submit slides on Canvas and present your project in class</strong> May 17, 2021
- - <strong>Submit slides on Canvas and present progress in class</strong> May 24, 2021
- - <strong>Final presentations and deliverables due</strong> June 9, 2021
+ - <strong>Post and comment on ideas on Ed</strong> by Feb 10, 2023
+ - <strong>Submit slides on Canvas and present your project in class</strong> Feb 14, 2023
+ - <strong>Checkpoint Meetings with Course Staff</strong> Feb 28-March 7, 2023
+ - <strong>Final presentations and deliverables due</strong> Final Exam Timeslot, March 14, 6:30pm, 2023
-revised: April 27, 2021
+revised: February 5, 2023
objective: Make the world slightly more accessible
---
-The goal of your final project is to explore an accessibility issue in more depth than you’ve been able to do in our projects so far. In choosing this project, you may want to draw from personal expertise, literature, or user data should you have access to it. There is requirement for this project and three things that are strongly encouraged. One note: given the number of weeks available, be careful not to overcommit (e.g. creating a significant novel device and a lengthy study!)
+The goal of your final project is to build an accessibility technology or make an existing technology more accessible. Some examples of what people have done in the past include:
+- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
+- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
+- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
+- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
+- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
-**Requirement** You should take a "disability studies" perspective meaning you should be able to make a case for how your project either directly, or indirectly, improves agency and control that people with disabilities have over their technology/lives You should think critically about whether and how your project empowers and gives agency to people with disabilities, as well as the extent to which it expects/engages the larger structural issues around the problem you’re trying to solve. If you don’t have personal experience justifying the choice of problem, it is important to find studies that involved people with disabilities that help justify the sense of your proposed work. It is not feasible to do a full iterative design cycle in this project (and not necessarily an ethical use of the time of people with disabilities), but equally important not to come in with a ‘hero complex’ and simply believe you know what people need.
+In choosing this project, you may want to draw from personal expertise, literature, or user data should you have access to it.
+- You must take a disability justice perspective on your project, meaning you should be able to make a case for how your project either directly, or indirectly, addresses one or more principals of disability justice. Think critically about whether and how your project empowers and gives agency to people with disabilities, as well as the extent to which it expects/engages the larger structural issues around the problem you’re trying to solve.
-- *Encouraged* You should inform your project from first person accounts if at all possible.
+- You should inform your project from first person accounts if at all possible.
- If you cannot find first person commentary on the topic, please reach out to the course staff for help. We may tell you not to worry about it, or point you at resources
- - This should not unduly burden the disability comumnity. Some projects may allow for direct collaboration with or feedback from people with disabilities, others may not. Please reach out to us for guidance on this if you intend to work with disabled participants. Since we haven’t really taught that aspect of accessibility in this class, we want you to prioritize skills you learned here!
-- *Encouraged* You should work in a group. If you wish to work alone, please ask the course staff for approval.
-- *Encouraged* Your project should include an implementation component. If it does not, please check with the course staff for approval.
+ - This should not unduly burden the disability comumnity. Some projects may allow for direct collaboration with or feedback from people with disabilities, others may not. Please reach out to us for guidance on this if you intend to work with disabled participants.
-Your final project will have four phases:
+- Your project must include an implementation component. Your implementation should include an accessibility assessemnt.
+- It is not feasible to do a full iterative design cycle in this project (and not necessarily an ethical use of the time of people with disabilities). However if you want to include data from interviewing, or testing with, people with disabilities, that is permissable.
-# Idea pitch and team formation
-By May 10, 2021, you will make a discussion post with an idea of your choosing, or express interest on one of the ideas posted by the staff or by other students on [Canvas](https://canvas.uw.edu/courses/1465814/discussion_topics/6329593) before class. *Every student needs to make a discussion post*. We will form breakout groups in class on May 10 and help you form teams. You are encouraged to continue conversations on Canvas or in a platform of your choosing, but final team formation must be completed by May 12, 2021 (see below).
+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
-## Finalizing team formation
-By May 12, 2021, please email the course staff following up on any conversation and with a *final list of team members*. Please also join and name a team/group in Canvas. This will give you access to a discussion board and turn in resources for group components of the project. In addition, pleaseemail the course staff when your team is finalized. We do not anticipate any changes in teams at this point, but we can work with you on a case-by-case basis if there is a need to change teams. Please indicate this in your email to us.
+# 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]({{site.discussion}}/2501386) before class. *Every student needs to make a discussion post*.
-# Proposal
-By May 17, 2021, Please preopare a slide deck to present in class. Here is an outline of things we expect in the slides:
+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 support agency and control for people with disabilities
- - What do you think the importance is of this problem to the disability community.
-3. Report on the status of your team formation. Who are your team members? If you are working by yourself on the project, please indicate this in your proposal. You should have reached out to us and received approval to work solo by this point.
+ - What will you do? How does it address disability justice?
+ - How will you do it? Why is this feasible (timeline, etc)
+ - Who is in your group, if you're working in a team.
-# Milestone one presentation
-On May 23, 2021, you will submit a slide deck with six slides that describe your progress with the project. The slides should contain:
-- Promise: How the world will be better based on your project?
+# Proposal Presentation
+On February 14, 2023, you will present a slide deck with up to six slides that describe your proposed project. The slides should contain:
+- Promise: How the world will be better based on your project? What Disability Justice principal does this address.
- Obstacle: Why we don’t have this already?
-- Solution: How you will achieve the promise? This will most likely be primarily technical.
-- Related work: It should also include a related work section with at least 3 references showing some evidence for the importance of this problem, and any first person evidence you found. Related work should as much as possible be informed by perspectives or your end users, people with disabilities.
+- Solution: How you will achieve the promise? This will most likely be primarily technical
+- Related work: It should also include a related work section with at least one first person account, existing technology, etc. Related work should as much as possible be informed by perspectives or your end users, people with disabilities.
- Timeline: Finally, it should include a timeline showing that this is feasible.
+Also report on the status of your team formation if you have a team. Who are your team members? If you are working by yourself on the project, please indicate this in your proposal.
-*Development*: Please drop by office hours if you need guidance on any aspect of your project. The course staff can work with you on a case-by-case basis if you are unable to attend office hours and would like to meet at a different time.
+# CheckPoints
+
+*Development*: Please drop by office hours if you need guidance on any aspect of your project. The course staff can work with you on a case-by-case basis if you are unable to attend office hours and would like to meet at a different time. We will also hold a day of individual meetings with groups in the final week of the quarter.
+
+There will also be a midpoint checkin individually with Jen & Kelly; Details TBD.
# Final project deliverables
-On June 9, 2021, you will turn-in the final set of deliverables. These are:
- - a public-facing web page containing a write-up of your project.
- - a 2-3 minute video about your project.
- - a slide deck presenting your work.
- - a presentation of this slide deck in the scheduled final exam time for your class (9 June, 2021 6:30-8:20PM).
+Your final set of deliverables are due March 14:
+ - a slide deck presenting your work (you will present this in the class final exam slot). Presentation length TBD depending on the number of groups.
+ - a public-facing web page containing a write-up of your project on a platform we will announce (e.g. [instructables](https://www.instructables.com/))
## Slides
-You will submit, and present slides in-class. You will follow a similar format as your milestone 1 presentations, but will focus more on your solutions. Presentation time will be decided based on group formation and number of projects. Please ensure that your submitted slides are accessible and that you are making best-effort to present accessibly while staying on-time.
-
-## Video
-You should create a brief, accessible, two-three minute captioned and audio-described video motivating your project and describing your solution.
+You will submit, and present slides in-class. You will follow a similar format as your proposal 1 presentations, but will focus more on your solutions. Presentation time will be decided based on group formation and number of projects. Please ensure that your submitted slides are accessible and that you are making best-effort to present accessibly while staying on-time.
## Webpage
+You will make a (minimum W3C Level A) accessible, public-facing webpage. There are several simple options for you to host a public-facing page, we'll post more details about that.
-You will make an accessible, public-facing webpage. There are several simple options for you to host a public-facing page. You can use github pages to host a one-page page (here is a [link to documentation](https://guides.github.com/features/pages/)). UW CSE also has resources to host pages; here is a [related FAQ](https://homes.cs.washington.edu/FAQ.html).
-
-[Here is an example tool from Microsoft](https://accessibilityinsights.io/docs/en/web/overview/) that will help you check for accessibility of your page. [Here is an article](https://www.smashingmagazine.com/2020/08/accessibility-chrome-devtools/) talking about ways to do this using Chrome's DevTools.
+You should also follow the writing guidelines put out by [SIGACCESS for writing about disability](https://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-writing-guide/)
-We recognize that it may not be possible to produce a page with zero accessibility bugs if you are using built-in frameworks; while that should be your goals when designing pages, we expect you to make your best effort and minimize accessibility bugs on your page for this submission. You should follow the writing guidelines put out by [SIGACCESS for writing about disability](https://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-writing-guide/)
- Your page should contain the following:
+Your page should contain the following:
-- Embedd your video
- Text describing:
- - Introduction– 1-3 paragraphs: Present the promise/ obstacle/ solution for your project— What is the problem you are solving and why is it important to solve it?
+ - Introduction– 1-3 paragraphs: Present the promise/ obstacle/ solution for your project— What is the problem you are solving and why is it important to solve it?
- Related Work– 1-3 paragraphs: Talk about relevant work that closely connects with your project.
- Methodology– about 3 paragraphs: What did you do in your project- what did you design or implement? What role did people with disabilities play in this, if any
- - Disability Studies Perspective– 1 paragraph: How did a disability studies perspective inform your project?
+ - Disability Justice Perspective– 1 paragraph: How did a disability studies perspective inform your project?
- Learnings and future work -- 1-2 paragraphs: Describe what you learned and how this can be extended/ built on in the future.
+ - How you made your app accessible -- 1-2 paragrphs and (optionally) UARS you found in an appendix
+
+## Competencies
+
+Your final project will contribute to your competency grade on:
+- Disability Awareness and Justice (including Disability Justice Framing; Finding First Person Accounts)
+- Accessibility Compliance (including Accessibility Problem Fixes; Automated Checking (if you turn in relevant UARS); AT based Checking (if you turn in relevant UARS))
+- Accessible Media and Documents (including Accessible Document Creation; Accessible Presentation Deck; Accessible Presenting; Image Description).
+- Participation (one participation grade for each phase -- i.e. Idea pitching; Milestone 1 presentation; Final Project Deliverables)
diff --git a/assignments/technology-review.md b/assignments/technology-review.md
index d8ef58113fec90b6244211ff50222933e6be6f04..d22af7dbe60accb7ceb84c64308f5a431dcd5fc0 100644
--- a/assignments/technology-review.md
+++ b/assignments/technology-review.md
@@ -8,9 +8,9 @@ code: hw4
assigned: Jan 31, 2023
due:
- Feb 7, 2023, 5pm Pacific
- - Two day grace period, Feb 9, 2023, due at the start of class
+ - Two day grace period, Feb 9, 2023
-revised: Jan 23, 2023
+revised: Feb 5, 2023
---
@@ -23,7 +23,9 @@ This assignment will expose the class to a range of in-use accessibility technol
## 1. Select one example of second wave technology and read about it/try it
-Select an example of a so-called "second wave" technology, that you will *write* or *make a video* about. We have a couple of requests from community partners, and you can also select something based on interest. Once you select that technology, you should pick one paper to read deeply, and also try out some of accessible examples of the technology that are available now (you may need to search around to find these). The details of what you read, and try out, may vary with the topic you pick ad you can check with the instructors if you are unsure.
+Select an example of a so-called <q>second wave</q> technology, that you will *write* or *make a video* about. Your goal is to (1) summarize some accessibility research with that technology in plain language and then (2) give a survey of some common accessible solutions available today for people with disabilities who want to try the technology (here you can do more of a survey, links to actual available stuff is ideal)
+
+We have a couple of requests from community partners, and you can also select something based on interest. Once you select that technology, you should pick one paper to read deeply, and also try out some of accessible examples of the technology that are available now (you may need to search around to find these). The details of what you read, and try out, may vary with the topic you pick ad you can check with the instructors if you are unsure.
{% details Possible technologies %}
Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners have asked us to provide them with content about. Those with MA are *Maybe Ask* topics, i.e. relevant to a community partner but not a direct ask. Essays on those topics may be shared more broadly in CREATE or partner publications.
@@ -35,21 +37,20 @@ Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners h
- MA: Visualization. Research papers: [Communicating Visualizations without Visuals: Investigating Visualization Alternative Text for People with Visual Impairments](https://ieeexplore.ieee.org/document/9552938); [Infosonics: Accessible Infographics for people who are blind using sonification and voice](https://dl.acm.org/doi/10.1145/3491102.3517465); [How accessible is my visualization? Evaluating visualization accessibility with Chartability](https://onlinelibrary.wiley.com/doi/full/10.1111/cgf.14522?casa_token=6uJ3npedmwsAAAAA%3ABeZrqQUFLWkVzgZHtxa29Oqh199mf4_A_eSPsdzpREK0Wm-n5uRCPymODes0W2MDSlUr1yBXX6f-MVY). Available now: The best tools available now still require a *programmer* to use them [HighCharts](https://www.highcharts.com/docs/accessibility/accessibility-module); [Voxlens](https://github.com/athersharif/voxlens). A "live" list that has the latest on what's available [DataViz A11y](https://github.com/dataviza11y/resources)
- 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); 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/);
+- MA VR/AR (e.g. [Northwest School for the Deaf and Hard of Hearing](https://www.northwestschool.com/)). Research papers: [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719); [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); [Honor Everywhere](https://www.oculus.com/experiences/go/1634724596608007/); [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 %}
-## 2. Write/Talk about the technology in plain language
+## 2. Write/Talk about the technology using plain language techniques
-Next, you should write or talk about the technology using plain language. Your writeup should
+You should write or talk about the technology using the plain language techniques you [learned in class](https://courses.cs.washington.edu/courses/csep590b/23wi/slides/designing.html#24). Your writeup should
1. Describe the topic
a. Introduce the technology you focused on (1 paragraph)
- b. Summarize what might be important to know about the technology from a disability perspective (1-2 paragraphs)
+ b. Summarize what might be important to know about the technology from a disability perspective (1-2 paragraphs), including things that can impact its accessibility
+
2. Summarize what you learned about the topic from the research article. It is ok to mention more than one article, and we selected articles that complement each other. However, you are only *required* to summarize a single article. (4-5 paragraphs)
-3. Describe solutions and/or options available now to people with disabilities. For each one
- a. Describe it briefly; Provide a link
+3. Describe solutions and/or options *available now* to people with disabilities. For each one, Describe it briefly; Provide a link
4. Conclude by summarizing the key take aways
Please note that if you choose to create a video, we cannot provide as
@@ -59,21 +60,21 @@ video script (such as don't use jargon) and some might apply to the
video structure (such as having clear transitions rather than
headers).
-In addition to plain language, please make sure that the document
+In addition to using plain language techniques, please make sure that the document
and/or video you produce is accessible. In the case of the document,
you should use a single column format; label headers properly (in
word, pdf, or html); and include alt text for images (again in any
format). In the case of a video, you should present accessibly; and
-include captions.
+include captions and verbally describing important visual elements.
-Please choose at least five of the following ten plain language
-principals and include an addendum saying which five you picked.
+Please choose at least five of the ten plain language
+principals [presented in class](https://courses.cs.washington.edu/courses/csep590b/23wi/slides/designing.html#24) and include an addendum saying which five you picked.
# Turnin
You will turn this assignment in on canvas.
-- Upload your plain language document/or video
+- Upload your document or link to your video using plain language techniques
- Upload a list of the principles that you applied
- Upload a document containing the ALT text for each figure and/or the caption file for your video
@@ -83,5 +84,5 @@ This homework may contribute to your competency grade on
- Accessible presentation
- Accessible video creation
- Accessible document creation
-- Plain language writing
+- Plain language writing techniques
- Your participation grade, as a percentage of completeness (are all the required parts present)
diff --git a/docs/covid/index.md b/docs/covid/index.md
index 86f8b83e4338ddfb94d53d32f46f010fc827db2b..345a1d3da13cc208b59322fc9303c00aaf89f235 100644
--- a/docs/covid/index.md
+++ b/docs/covid/index.md
@@ -13,7 +13,7 @@ will update this page as rules/regulations change.
# Masking
-Masking is currently optional, but ``recommended indoors'' according to the [UW face covering policy](https://www.ehs.washington.edu/covid-19-prevention-and-response/face-covering-policy).
+Masking is currently optional, but ``strongly recommended indoors'' according to the [UW face covering policy](https://www.ehs.washington.edu/covid-19-prevention-and-response/face-covering-policy).
In this class, people in the room include those who are high risk with respect to COVID and people who live with vulnerable family members. To help support the needs of these individuals, masks will be available in the classroom as you enter, and if you would like to mask, you are welcome to make use of them.
diff --git a/index.md b/index.md
index 6b20264bd4f8aed571733609631559fc19b0d7ca..3628f2ed3ff92036fb6bb75a8cbd81fc7fef6104 100755
--- a/index.md
+++ b/index.md
@@ -28,15 +28,15 @@ See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office
# Mailing Lists
-**Staff** mailing list: [Mail]({{site.staff_email}})
+**Staff** mailing list: [Mail](mailto:{{site.staff_email}})
-**Class** mailing list: [Mailman]({{site.discussion}})
+**Class** mailing list: [Ed]({{site.discussion}})
# Course Staff
## Instructor
-{:width="80px"} | [Jennifer Mankoff]({{site.author.url}}) (she/her) <br> Office Hours: 12:30-1:30 Fridays; 4:30-5:0 Mondays. See link on canvas.
+{:width="80px"} | [Jennifer Mankoff]({{site.author.url}}) (she/her) <br> Office Hours: 12:30-1:30 Fridays; 5:30-6:00 Mondays. See link on canvas.
## TA
@@ -62,6 +62,8 @@ Taking a class is a big commitment, and you will work hard in this class. So we
The only requirement for this class is that you are comfortable programming and picking up new languages and tools that you have not been exposed to before. You will have some control over this, however, basic web skills are likely to be useful. The primary programming project in this class is one you design yourself.
+In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. We will grade on the assumption that you have read and understood it.
+
# Course Structure
Many of the goals in this class center around learning by doing. This
@@ -105,7 +107,7 @@ We want you to succeed in this class, and an important way that you do that is b
- We hold office hours (see above).
- If none of those times work for you, you can also discuss matters with us privately on the
[Ed]({{site.discussion}}) discussion board. Using Ed notifies the whole course staff at once and is usually faster than email.
-- If none of these work for you you can send an email asking to set up an appointment.
+- If none of these work for you you can send an [email](mailto:{{site.staff_email}}) asking to set up an appointment.
# Class Expectations
@@ -223,7 +225,27 @@ Grades will be assigned approximately as follows:
### 80%: Competency in key skills.
-The competencies needed for this course are listed on the [assignments page](assignments/index.html), and can all be found in canvas as well.
+The competencies needed for this course are listed on the [assignments page](assignments/index.html), and can all be found in canvas as well. There are three categories of skills: (1) Accessible Media and Documents (includes 5 possible competencies + a bonus); (2) Accessibility Compliance (includes 4 possible competencies); and (3) Disability Awareness and Justice (includes 3 possible competencies). Accessible videos is a "bonus" meaning it can add a competency, but won't count against you if you don't do it.
+
+Your grade is based on the number of skills you achieve competence, and excellence in for each category. For example, if you achieve excellence in 4/5 skills and are above competence in all skills in the Accessible Media and Documents category, you would receive a 4.0 for that category.
+
+Your grade will be calculated separately for each category and then averaged.
+
+The correspondance between competencies and grades in each categories is shown in the table below. The columns in this table show the Max number of skills that can be below competence to get a certain grade (specifically, if even 1 skill in a category is below competence, the highest possible grade is 3.2 for all skill groups). Next is the minimum number of skills that must be competent to get a certain grade (for example, you have to be competent in at least 4 skills to get a 3.4 in accessible media and documents; at least 3 in the case of accessibility compliance; and at least 2 in the case of disability justice); and the minimum number of skills that must be excellent to get a certain grade.
+
+| Outcome Category | Score | | 4 (A) | 3.8 (A-) | 3.4 (B+) | 3.2 (B) | 2.8 (B-) | 1.1 (D) | 0 (E) |
+|---------------------|-----------|----|-------|----------|----------|---------|----------|---------|-------|
+| Media/Docs | !Comp | <= | | | | 1 | 2 | 3 | 4 |
+| (All = 5 ) | Excellent | >= | 4/5 | 3/5 | 2/5 | 1/5 | | | |
+| Compliance | !Comp | <= | | | | 1 | 2 | 3 | 4 |
+| (All = 4) | Excellent | >= | 4/4 | 3/4 | 2/4 | 1/4 | | | |
+| Awareness / | !Comp | <= | | | | 1 | 2 | | 3 |
+| Justice (All=3) | Excellent | >= | 3/3 | 2/3 | 1/3 | | | | |
+| Bonus: Video Access | | | | | | | | | |
+
+You can view your progress in each category on Canvas:
+{:class="page-picture"}
+
### 10%: Assignment Completion
Assignment completion is 10% of your grade. This is listed as the "participation" competency for each assignment in canvas. The weight of each assignment is simply the number of weeks long it is, so a longer assignment would contribute more to your assignment completion grade than a shorter one.
@@ -241,7 +263,7 @@ Extra credit on this can also be earned by engaging in other ways, such as helpi
Reflecting on feedback is one of the most valuable ways you can learn from your mistakes,
and we encourage you to do so. If you have a question about a grade you received or if you
-feel the grade you received is incorrect, please **email an instructor for an appointment to
+feel the grade you received is incorrect, please **[email an instructor](mailto:{{site.staff_email}}) for an appointment to
discuss the assignment and your grade in detail**.
It is also possible for the graders to make mistakes. If that happens we certainly would like to
diff --git a/schedule.md b/schedule.md
index 41e2a2433ec5318656b9f4cec0d0a1e5fa9777eb..3361c9157ff7c4b9c8e56c4dfe799bc403df1bf5 100644
--- a/schedule.md
+++ b/schedule.md
@@ -51,17 +51,22 @@ Introduction to course syllabus & assignments
{% details Preparation for next week %}
-- {: .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.
+{: .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.
+:
+
+{: .homework} Readings for next week
+:
- **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/)
+- **Optional**
+ - [Switches](https://axesslab.com/switches/)
{% enddetails %}
@@ -119,18 +124,24 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
{% details Preparation for next week %}
-- {: .homework} **1/10 [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
-- {: .homework} **Homework:** [Website/app accessibility](assignments/website.html) Assigned: Assess and write a report
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
+
+{: .homework} [Website/app accessibility](assignments/website.html) Assigned: Assess and write a report
+:
+
+{: .homework} Readings for next week
+:
+
- **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)
-
-**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/)
-- Read: [Semantics for Eye tracking](https://dl.acm.org/doi/pdf/10.1145/3338844)
-- Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
-- Read: [Is your web page accessible? A comparative study of methods for assessing web page accessibility for the blind](https://dl.acm.org/doi/10.1145/1054972.1054979)
+- **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/)
+ - Read: [Semantics for Eye tracking](https://dl.acm.org/doi/pdf/10.1145/3338844)
+ - Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
+ - Read: [Is your web page accessible? A comparative study of methods for assessing web page accessibility for the blind](https://dl.acm.org/doi/10.1145/1054972.1054979)
{% enddetails %}
@@ -174,17 +185,21 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
{% enddetails %}
{% details Preparation for next week %}
-- {: .homework} **[Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
+
+{: .homework} Readings for next week
+:
+
- **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)
-
-**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)
-- [Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)
-- [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.)
+- **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)
+ - [Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)
+ - [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.)
{% enddetails %}
@@ -233,9 +248,18 @@ Discussion of Disability Dongle Paper
{% enddetails %}
{% details Preparation for next week %}
-- {: .homework} **[Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
-- {: .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)
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
+
+{: .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)
+:
+
+{: .homework} Readings for next week
+:
+
- **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)
@@ -245,9 +269,6 @@ Discussion of Disability Dongle Paper
{: .module} # Module 2: Second Wave Accessibility
:
-{: .alert} # DRAFT ALERT: Everything below here is not well defined yet
-:
-
{: .week}
# Week 5 (1/31): AT Around us Presentations + AR/VR
{% details Learning Goals %}
@@ -278,27 +299,91 @@ Discussion of Disability Dongle Paper
{% enddetails %}
+
+{% details Preparation for next week %}
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
{: .homework} Readings for next week
:
+- **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)
+
+- **Optional**
+ - [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
+ - [The Future of Urban Accessibility for People with Disabilities: Data Collection, Analytic, Policy, and Tools](https://dl.acm.org/doi/fullHtml/10.1145/3517428.3550402)
+ - [Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
+ - [Rich Screen Reader Experiences for Accessible Data Visualization](https://arxiv.org/pdf/2205.04917.pdf)
+ - [VoxLens: Making Online Data Visualizations Accessible With an Interactive JavaScript Plug-In](https://athersharif.me/documents/chi-2022-voxlens.pdf)
+
+{% enddetails %}
+
{: .week}
# Week 6 (2/7): Data Equity
-**Learning Goals** TBD
+{% details Learning Goals %}
+- Bias in Machine Learning
+ - What is Machine Learning (ML)?
+ - What are the components of ML?
+ - How do we collect data? Who do we collect the data from?
+ - Is the data "good"?
+ - How do we minimize disability bias?
+- Accessible Data Visualizations
+ - What are the commonly-used techniques to make data visualizations accessible?
+ - What are the pros and cons of these techniques?
+ - What are some of the nuances in making data visualizations accessible?
+{% enddetails %}
-{% details Class Plan: STILL TBD %}
-...
+{% details Class Plan %}
+
+{: .topic} 5:35-6:20 Bias in Machine Learning
+: **Slides** {% include slide.html title="Bias in Machine Learning" loc="bias-in-machine-learning.html" %}
+
+{: .break} 6:20-6:30 Break / Food
+:
+
+{: .topic} 6:30-7:20 Accessible Data Visualizations
+: **Slides** {% include slide.html title="Accessible Data Visualizations" loc="accessible-data-viz.html" %}
+
+
+{: .break} 7:20-7:30 Break
+:
+
+{: .activity} 7:30-8:20 Discussion with Guest:
+: Matthew Butler
+
+{% enddetails %}
+
+{% details Preparation for next week %}
+
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
+
+{: .homework} [Final Project](assignments/project.html) presentation preparation
+:
{% enddetails %}
+{: .week}
+# Week 7 (2/14): Final Project Proposals
+
+
+{% details Preparation for next week %}
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
+
{: .homework} Readings for next week
:
+- **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
+
+{% enddetails %}
+
{: .week}
-# Week 7 (2/14): Making Accessibility: Fabrication and Physical Computing
-**Learning Goals** TBD
+# Week 8 (2/21): Making Accessibility: Fabrication and Physical Computing
{% details Class Plan: STILL TBD %}
@@ -331,34 +416,26 @@ I'm also thinking about having them use fusion360 or something else to make some
{% enddetails %}
+{% details Preparation for next week %}
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} Post-module Reflection
:
-{: .homework} Readings for next week
+{: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
:
-{: .module} # Module 3: Third Wave Accessibility
+{: .homework} **Post-module Reflection:** 2nd Wave Accessibility Reflection (TBD)
:
-{: .week}
-# Week 8 (2/21): Intersectionality with Race, Gender & Other Identities
-**Learning Goals** TBD
-
-{% details Class Plan: STILL TBD %}
-...
-
{% enddetails %}
-
-
-{: .homework} Readings for next week
+{: .module} # Module 3: Third Wave Accessibility
:
{: .week}
-# Week 9 (2/28): Sustainability, Urban Access and Housing
-**Learning Goals** TBD
+# Week 9 (2/28): Intersectionality with Race, Gender & Other Identities
+{% details Learning Goals: STILL TBD %}
+{% enddetails %}
{% details Class Plan: STILL TBD %}
...
@@ -366,32 +443,35 @@ I'm also thinking about having them use fusion360 or something else to make some
{% enddetails %}
+{% details Preparation for next week %}
+
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} Readings for next week
:
+{% enddetails %}
{: .week}
-# Week 10 (3/7): Healthcare Technologies & Reproductive Justice
-
-**Learning Goals** TBD
+# Week 10 (3/7): Sustainability, Urban Access and Housing
+{% details Learning Goals: STILL TBD %}
+{% enddetails %}
{% details Class Plan: STILL TBD %}
-
-{: .lecture} Final project check-in
-: **Process** Teams present project status for in-class discussion.
-
...
{% enddetails %}
+{% details Preparation for next week %}
+
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} Post-module Reflection
:
-{: .homework} Readings for next week
-:
+{% enddetails %}
+
+
+<!-- {: .week} -->
+<!-- # Week 10 (3/7): Healthcare Technologies & Reproductive Justice -->
+
{: .week}
# Finals week: Final presentations 3/14, 6:30pm
diff --git a/slides/3dprinting.html b/slides/3dprinting.html
index a311439dc68895150d082e7e8b44b565b44aca11..9bbbf9af6a47cabda7e886d4614b51909cdff19f 100644
--- a/slides/3dprinting.html
+++ b/slides/3dprinting.html
@@ -23,6 +23,7 @@ class:
## This is an important reminder
## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
---
layout:false
diff --git a/slides/accessible-data-viz.html b/slides/accessible-data-viz.html
new file mode 100644
index 0000000000000000000000000000000000000000..582839a0e5c073bbeefb47196eb43c87264dd0d0
--- /dev/null
+++ b/slides/accessible-data-viz.html
@@ -0,0 +1,311 @@
+---
+layout: presentation
+title: Accessible Data Visualizations --Week 6--
+description: Comparison of Assessment Approaches
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Week 6: Accessible Data Visualizations
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+
+---
+# COVID-19 Visualizations
+
+
+
+---
+[//]: # (Outline Slide)
+
+# Some questions to consider about information access
+
+Who can access visualizations that other people have created?
+
+Who can create accessible information?
+
+How do we support the full data science lifecycle?
+
+---
+# Who can Access Visualizations?
+
+Due to the inaccessibility of online data visualizations, screen-reader users answered questions **62%** less accurately and spent **211%** more time than non-screen-reader users *(Sharif, 2021)*.
+
+
+
+---
+# How Can We Make These Visualization Accessible?
+
+- What strategies and techniques **do** you use to make these visualizations accessible to screen-reader users?
+
+- What strategies and techniques **could** you use to make these visualizations accessible to screen-reader users?
+
+---
+# Commonly-Used Techniques
+
+Summary ("Alt-Text")
+
+Sonification (Audio Graphs)
+
+Tables
+
+Braille Prinouts/3-D Printing
+
+---
+# Summary ("Alt-Text")
+
+Alt-text is an HTML attribute that can provide a summary of the visualization and the information it contains.
+
+**Benefits**
+- Most commonly-used strategy
+
+- Easy to integrate into web elements
+
+---
+# Sonification (Audio Graphs)
+Sonification (or audio graphs) enable listeners to interpret data trends by mapping data to a musical scale.
+
+
+.left-column40[
+
+**Benefits**
+- Can help users to understand overall trends
+
+- Already integrated into commerical products (e.g., Apple)
+]
+.right-column60[
+![:youtube Video of a graph being sonified, gssjuSnMR60]
+]
+
+---
+# Tables
+
+Tables are HTML elements that can be used to convey data to users.
+
+**Benefits**
+- Provide users access to raw data
+
+- Already integrated into Google Charts
+
+---
+# Tactile Graphics/3-D Printing
+
+Tactile graphics and 3-D printed graphs are raised surfaces that enable blind and low vision individuals to interpret data by feeling the graphs.
+
+**Benefits**
+- Can assist users in developing a mental model of the visualization
+
+- Enables users to interact with the visualization without using a screen reader
+
+---
+# Holistic vs. Drilled-Down Exploration
+
+Screen-reader users perform a holistic exploration first and then drill-down into the data *(Sharif, 2021)*.
+
+.left-column50[
+- Summary ("Alt-Text")
+- Sonification (Audio Graphs)
+- Tables
+- Braille Prinouts/3-D Printing
+]
+.right-column50[
+
+- Which of these techniques enable **holistic** exploration?
+- Which of these techniques enable **drilled-down** exploration?
+]
+
+---
+# Supporting Interaction
+
+Highly relevant even when just *using* a visulazation
+- When interacting with static visualizations, sighted people intuitively construct complex visual queries [Ware, 2019].
+- Interactive charts afford selection, filtering & more [Yi, IEEE TOVCG, ’07]
+
+Supporting this requires going past verbal descriptions and tactile graphics
+
+---
+# [VoxLens](https://github.com/athersharif/voxlens).
+
+[VoxLens](https://github.com/athersharif/voxlens) is an open-source JavaScript plug-in that improves the accessibility of online data visualizations for screen-reader users using a multi-modal approach, requiring only a single line of code for integration into online data visualizations.
+
+VoxLens offers three modes:
+
+- **Question-and-Answer mode**
+- **Summary mode**
+- **Sonification mode**
+
+.center[https://github.com/athersharif/voxlens]
+
+---
+# VoxLens
+
+
+
+---
+# Evaluation of VoxLens
+
+VoxLens improved the accuracy of screen-reader users by **122%** and interaction times of screen-reader users by **36%**.
+
+
+
+---
+[//]: # (Outline Slide)
+
+# Some questions to consider about information access
+
+Who can access visualizations that other people have created?
+
+**Who can create accessible information?**
+
+How do we support the full data science lifecycle?
+
+---
+# *Who* Can Creating Accessible Visualizations
+
+Can BLV people create new information
+- Are they included in the employment opportunities and learnings associated with data science?
+- Can they access information when someone didn’t already decide it needs to be accessible
+ - Maps and other individualized needs
+ - Live data exploration
+
+---
+# Non Programmers
+
+.left-column40[
+## Maptimizer
+
+
+(Hofmann, CHI 2022)
+]
+
+.right-column60[
+## Generative Design
+*Generative design* is a common approach to support end users (used a lot for fabrication)
+
+Lets each user specify their information priorities and preferred representations in familiar terms through a simple GUI
+
+]
+
+---
+# What About Direct Authoring?
+
+We should also support more advanced creation
+- In Kim et al.’s survey of 56 accessible visualization papers published between 1999 and 2020 only two papers supported interactive authoring of charts by BVI users [Kim, CGF ‘21]
+
+Equivalent experiences is an important access goal
+- Same information conveyed
+- Same *interactive experience*
+
+---
+# PSST
+
+Based on RxJS: everything is a stream
+
+.left-column40[
+<div class="mermaid">
+
+graph TD
+ LS[Sensor] --> DS[DataSink]
+ OE[OutputEngine] --> DS
+ DS -->|Sensor values| NH[Handler]
+ NH -->|converts sensor values to appropriate format| O[Output]
+
+</div>
+]
+
+---
+# PSST Example
+
+Sonifying a light sensor
+.left-column40[
+<div class="mermaid">
+
+graph TD
+ LS[Light Sensor] --> DS[DataSink]
+ OE[OutputEngine] --> DS
+ DS -->|Light sensor values| NH[NoteHandler]
+ NH -->|converted light sensor values to audible range| O[NoteOutput]
+
+</div>
+]
+.right-column60[
+![:youtube A sound can be heard with the pitch rising and lowering as a light moves closer and further from the circuit board, aSe-QkSl12c]
+]
+
+<!-- --- -->
+<!-- # PSST -->
+
+<!-- PSST allows BVI developers to make their own data visualizations -->
+
+<!-- <div class="mermaid"> -->
+<!-- sequenceDiagram -->
+<!-- Lightsensor->>+DataSink: New Value as Datum -->
+<!-- OutputEngine->>+DataSink: Status is "Playing" -->
+<!-- DataSink-\->>+NoteHandler: Status, Datum -->
+<!-- NoteHandler->>+NoteOutput: Status, Datum adjusted using Mel Scale -->
+<!-- NoteOutput->>+User: Plays note if status is "Playing" -->
+<!-- </div> -->
+
+---
+# Code or GUI Configuration
+
+.column[
+GUI automatically created from spec
+
+User can select, parameterize and attach outputs to streaming data
+]
+.column[
+![:youtube A user configuring a sonification using the accessible PSST GUI while a screenreader plays a description, xl70zqfW2H0]
+
+]
+
+--
+.column[
+.quote[I’ve seen these sonifications for decades . . . but I’ve never seen anything nice in a dashboard like this that lets you add and remove multiple ones and tweak the parameters of each.]
+]
+
+---
+[//]: # (Outline Slide)
+
+# Some questions to consider about information access
+
+Who can access visualizations that other people have created?
+
+Who can create accessible information?
+
+**How do we support the full data science lifecycle?**
+- Data collection
+- Data cleaning
+- Modeling and Analysis
+- Representation
+
+---
+# Data Science Accessibility
+
+Very much still a wide open area, at least for BLV people
+
+- Data collection -- not particularly supported (even coding tools very inaccessible)
+- Data cleaning -- not studied to my knowledge
+- Modeling and Analysis -- Common tools like Jupyter Notebooks wholly inaccessible. Venkatesh (first author of PSST) is starting to work on this
+- Representation -- Accessible visualization & Data physicalization are the big opportunities
+
+---
+# One last PSST Video
+... and then on to our guest!
+
+![:youtube A user turns a handle on a music box. A laser cut strip containing data moves through producing notes, EKaaP0TKQog]
+
diff --git a/slides/arvr.html b/slides/arvr.html
index e69de29bb2d1d6434b8b29ae775ad8c2e48c5391..33b71b8fd987a3ed47b1df0499626c7068bce4af 100644
--- a/slides/arvr.html
+++ b/slides/arvr.html
@@ -0,0 +1,140 @@
+---
+layout: presentation
+title: AR/VR --Week 5--
+description: Discussion of the accessibility of AR/VR interactions
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week 5, AR/VR
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- How might we want to evaluate *any* advanced technology from an accessibility perspective
+- Upcoming Technology Review Assignment
+- How can AR/VR improve accessibility (guest speaker)
+
+---
+# How might we evaluate *any* advanced technology
+
+Are things made with that technology accessible
+
+- How is accessibility supported in the building of apps with that technology
+- Does this technology depend on secondary things (such as data sets) that may not be accessible/inclusive?
+- Does this technology have societal implications or risks that impact access?
+- How can accessibility be assessed
+
+Are people with disabilities able to build apps with this technology
+
+- Are programming tools and so on accessible
+
+Can this technology be used to make new accessibility solutions?
+
+---
+# Case study (1 of 3)
+Let's consider the workshop paper on AI Systems that Augment Sensory Abilities
+
+What does it say about making AR/VR apps accessible?
+- Does not directly address accessibility of AR/VR apps
+- Sensory augmentation may be a "secondary" technology used in AR/VR, in which case accessibility of models (and data they are based on) is highly relevant
+- Privacy analysis directly relevant to AR/VR (they discuss head mounted displays)
+- Does not directly address assessment of AR/VR accessibility
+
+---
+
+# Case study (2 of 3)
+Let's consider the workshop paper on AI Systems that Augment Sensory Abilities
+
+What does it say about making the creation of AR/VR apps accessible?
+- It discusses the fact that inaccessible models can make personalization difficult
+- It discusses making model training more accessible
+
+---
+
+# Case study (3 of 3)
+Let's consider the workshop paper on AI Systems that Augment Sensory Abilities
+
+Can this technology be used to make new accessibility solutions?
+- Not a focus of the article
+- Definitely something we'll talk about later today with our guest speaker, Xia
+
+---
+# Second case study (1 of 2)
+Survey paper on handheld AR
+
+Are things made with that technology accessible?
+- In the building of apps with that technology
+- In secondary things it depends on
+- Societal implications
+- Assessment practices
+
+Does it address creation of AR/VR by people with disabilities?
+
+Can this technology be used to make new accessibility solutions?
+
+Form small groups; discuss; [post on Ed](https://edstem.org/us/courses/31170/discussion/2449907)
+
+---
+# Second case study (2 of 2)
+My Answers
+- Does not really discuss the underlying toolkits that enable accessibility
+- But it does discuss how apps implement accessibility
+ - Interaction techniques (a sort of conceptual tool). Table 3 lays out a broad range of these that have been experimented with in different surveyed papers
+ - Specific techniques used to achieve POUR (Table 4) and which surveyed papers they are used in
+- Does not discuss secondary things that it might rely on
+- Does not really address societal implications
+- Talks about evaluation methods used in surveyed papers
+ - Survey focused on research literature. All papers used UX Evaluation techniques
+ - Does not discuss automated tools or whether they exist
+
+Does it address creation of AR/VR by people with disabilities? No
+
+Can this technology be used to make new accessibility solutions? No
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- How might we want to evaluate *any* advanced technology from an accessibility perspective
+- **Upcoming Technology Review Assignment**
+- How can AR/VR improve accessibility (guest speaker)
+
+---
+# Technology Review (1 of 2)
+
+Assignment is due in one week
+
+Slightly different from the exercise we just did
+- Write plain language summary of one academic article
+- Also summarize of *examples available now* that someone interested in this technology can go try
+
+---
+# Technology Review (2 of 2)
+
+Some important notes
+- It is ok to leave things out, you should emphasize what will be relevant to a lay audience
+ - For example in summarizing the AR/VR survey paper, you might focus on summarizing common approaches used by apps that are accessible to different kinds of disabilities (Tables 3 and 4)
+- It is also ok to draw from more than one paper if that is helpful
+- We have provided example technologies and articles; but you can pick your own articles, or even technology, *with instructor approval*
+
+Field trip: [Technology Review]({{site.baseurl}}/assignments/technology-review.html)
+
+---
+# Switching over to Xia now
+
diff --git a/slides/bias-in-machine-learning.html b/slides/bias-in-machine-learning.html
new file mode 100644
index 0000000000000000000000000000000000000000..b50f09345a770e56bf8ac705fa783e254688004d
--- /dev/null
+++ b/slides/bias-in-machine-learning.html
@@ -0,0 +1,527 @@
+---
+layout: presentation
+title: Bias in Machine Learning --Week 6--
+description: Comparison of Assessment Approaches
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Week 6: Bias in Machine Learning
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for Today
+
+- What is Machine Learning (ML)?
+
+- What are the components of ML?
+
+- How do we collect data? Who do we collect the data from?
+
+- Is the data "good"?
+
+- How do we minimize disability bias?
+
+---
+# Machine Learning
+
+
+
+.center[**But really, *what is it*?**]
+
+---
+# Machine Learning
+
+Machine Learning changes the way we think about a problem.
+
+But *how*?
+
+- What is the *traditional* approach to solve a problem?
+
+- How does Machine Learning solve a problem?
+
+
+---
+# Helping Computers Learn Patterns
+
+.left-column50[
+![:fa bed, fa-7x]
+]
+.right-column50[
+## How might you recognize sleep?
+
+- Can you come up with a yes/no question or a set of categories or simple description of sleep?
+ - Sleep quality?
+ - Sleep start/end?
+- What data would you learn from?
+- How might you need to take disabilites into account?
+]
+???
+
+(sleep quality? length?...)
+
+How to interpret sensors?
+
+---
+# How do we program this?
+
+Old Approach: Create software by hand
+- Use libraries (like JQuery) and frameworks
+- Create content, do layout, code up functionality
+- Deterministic (code does what you tell it to)
+
+New Approach: Collect data and train algorithms
+- Will still do the above, but will also have some functionality based
+on ML
+- *Collect lots of examples and train a ML algorithm*
+- *Statistical way of thinking*
+
+---
+# Shift in Approaches
+
+.left-column50[
+## Old style of app design
+<div class="mermaid">
+graph TD
+
+I(Input) --Explicit Interaction--> A(Application)
+A --> Act(Action)
+
+classDef normal fill:#e6f3ff,stroke:#333,stroke-width:2px;
+
+class U,C,A,I,S,E,Act,Act2 normal
+</div>
+]
+
+
+--
+count: false
+.right-column50[
+## New style of app design
+<div class="mermaid">
+graph TD
+
+U(User) --Implicit Sensing--> C(Application)
+S(System) --Implicit Sensing--> C
+E(Environment) --Implicit Sensing--> C
+C --> Act2(Action)
+
+classDef normal fill:#e6f3ff,stroke:#333,stroke-width:2px;
+
+class U,C,A,I,S,E,Act,Act2 normal
+</div>
+]
+---
+# This is *Machine Intelligence*
+
+Often used to process sensor data
+
+Goal is to develop systems that can improve
+performance with more experience
+- Can use "example data" as "experience"
+- Uses these examples to discern patterns
+- And to make predictions
+
+Not really intelligent, just my word for Machine Learning, AI, Neural Programming, etc etc
+
+---
+# Components of Machine Intelligence
+
+- **Collect data (and lots and lots of it!)**
+
+- Discern patterns
+
+- Make predictions
+
+---
+# Data Collection
+
+- How do we collect data?
+
+- Where do we collect data from?
+
+- Who do we collect data from?
+
+---
+# Problems with Data
+- System timeouts that are trained on movement speeds of <q>typical</q> people
+- Biometrics that cannot function on a person who isn't still for long enough
+- Inferencing about people that doesn't account for height; stamina; range of motion; or AT use (e.g. wheelchairs)
+
+When groups are historically
+marginalized and underrepresented, this is
+.quote[imprinted in the data that shapes AI
+systems... Those who have borne discrimination in the past are most at risk of harm from
+biased and exclusionary AI in the present. (Whittaker, 2019)]
+
+--
+This can cascade -- e.g. measurement bias can exacerbate bias downstream. For example, facial mobility, emotion expression, and facial structure impact detection and identification of people; body motion and shape impact activity detection; etc.
+
+---
+# How might we address bias/fairness in data sets
+
+We need to know it is there (Aggregate metrics can hide performance problems in under-represented groups)
+
+We need to be careful not to eliminate, or reduce the influence, of outliers if that erases disabled people from the data because of the heterogeneity of disability data.
+
+---
+# Approaches to measuring fairness
+
+We may need to rethink <q>fairness</q> in terms of individual rather than group outcomes, and define metrics that capture a range of concerns
+- Movement speed might favor a wheelchair user
+- Exercise variety might favor people who do not have chronic illness
+- Exertion time might covers a wide variety of different types of people.
+
+Defining such unbiased metrics requires careful thought and domain knowledge, and scientific research will be essential to defining appropriate procedures for this.
+
+---
+# Small Group Discussion [Post on Ed]({{site.discussion}}2514887)
+
+Who might be excluded in the data set you found?
+
+How was fairness measured in the data set you found, if it was discussed?
+
+How would you go about testing for fairness in that data?
+
+
+---
+# Best Practices For Data Fairness
+
+How do we motivate and ethically compensate disabled people to give their data?
+
+What should we communicate at data collection time?
+
+Is the data collection infrastructure accessible? Does it protect sensitive information about participants adequately given the heterogeneous nature of disability?
+
+
+Does the meta data collected oversimplify disability? Who is labeling the data and do the have biases affecting labeling?
+ - Whittaker (2019) discusses the example of clickworkers who label people
+as disabled <q>based on a hunch</q>.
+
+---
+# Components of Machine Intelligence
+
+- Collect data (and lots and lots of it!)
+
+- **Discern patterns**
+
+- Make predictions
+
+
+---
+# Two main approaches
+
+![:fa eye] *Supervised learning* (we have lots of examples of what should be
+ predicted)
+
+![:fa eye-slash] *Unsupervised learning* (e.g. clustering into groups and inferring what
+they are about)
+
+![:fa low-vision] Can combine these (semi-supervised)
+
+![:fa history] Can learn over time or train up front
+
+---
+# Our Focus: Supervised Learning
+
+![:fa eye] *Supervised learning* (we have lots of examples of what should be
+ predicted)
+
+![:fa eye-slash] *Unsupervised learning* (e.g. clustering into groups and inferring what
+they are about)
+
+![:fa low-vision] Can combine these (semi-supervised)
+
+![:fa history] Can learn over time or train up front
+
+---
+# Supervised Learning
+
+.left-column50[
+## Training Process
+
+<div class="mermaid">
+graph TD
+
+L(Label) --> MI(Training Algorithm)
+D(Input Data) -- Extract Features--> MI
+MI --> C(Symbolic Predictor)
+
+classDef normal fill:#e6f3ff,stroke:#333,stroke-width:2px;
+
+class D,U,C,A,I,S,E,Act,Act2 normal
+</div>
+]
+
+
+.right-column50[
+## Extracting Features
+
+Symbolic requires feature engineering (humans deciding how to *summarize* data using features. Tends to be more *interpretable* (you can figure out why they make predictions)
+
+]
+
+---
+# Supervised Learning
+
+.left-column50[
+## Training Process
+
+<div class="mermaid">
+graph TD
+
+L(Label) --> MI(Training Algorithm)
+D(Input Data) --> MI
+MI --> C(Neural Predictor)
+
+classDef normal fill:#e6f3ff,stroke:#333,stroke-width:2px;
+
+class D,U,C,A,I,S,E,Act,Act2 normal
+</div>
+]
+
+
+.right-column50[
+## Designing Networks
+
+Neural approaches (e.g. ChatGPT) use massive amounts of data to train a network according to base principales. Designing the right network is critical. Cannot be sure *why* they make the predictions they do.
+]
+
+---
+# Supervised Learning
+
+.left-column50[
+## Training Process
+
+<div class="mermaid">
+graph TD
+
+L(Label) --> MI(Training Algorithm)
+D(Input Data) --> MI
+MI --> C(Symbolic/Neural Predictor)
+
+classDef normal fill:#e6f3ff,stroke:#333,stroke-width:2px;
+
+class D,U,C,A,I,S,E,Act,Act2 normal
+</div>
+]
+
+
+.right-column50[
+## Prediction Process
+
+<div class="mermaid">
+graph TD
+
+D(Input Data) --> C(Symbolic/Neural Predictor)
+C --> P(Prediction)
+
+classDef normal fill:#e6f3ff,stroke:#333,stroke-width:2px;
+
+class P,D,U,C,A,I,S,E,Act,Act2 normal
+</div>
+]
+
+
+---
+# How do we Evaluate Predictors?
+
+Compare to Prior probabilities
+- Probability before any observations (ie just guessing)
+- Ex. ML classifier to guess if an animal is a cat or a ferret based on the ear location
+ - Assume all pointy eared fuzzy creatures are cats (some percentage will be right)
+
+Compare to simplistic algorithms
+- Ex. Classifying cats vs ferrets based on size
+- Your model needs to do better than these too
+
+Surprising how often this doesn't happen in published work/before deployment
+
+???
+We did this to study gender's impact on academic authorship; doctors reviews
+
+---
+# Adding Nuance
+.left-column50[
+## <q>Confusion Matrix</q>
+
+]
+.right-column50[
+Don't just measure accuracy (percent correct)
+
+Lots of other metrics based on false positives and negatives
+- Precision = TP / (TP+FP) Intuition: Of the positive items, how many right?
+- Recall = TP / (TP+FN) Intuition: Of all things that should have been positive, how many actually labeled correctly?
+- ... Many More
+]
+
+---
+# Using Proper Methods
+
+.left-column50[
+**Symbolic Methods Can Easily Overfit**
+
+When your ML model is too specific for data you have, it might not generalize well
+
+Best test is a data set you haven't seen before
+
+
+
+]
+
+.right-column50[
+**Neural Methods Can Have Hidden Biases**
+
+
+
+]
+
+---
+# Disability Biases to Watch Out For
+
+Norms are baked deeply into algorithms which are designed to learn about the most common cases. As human judgment is increasingly replaced by biometrics, *norms* become more strictly enforced.
+- Do outliers face higher error rates?
+- Do they disproportionately represent and misrepresent people with disability?
+- How does this impact allocation of resources?
+
+---
+# How does norming harm people with disabilities?
+
+Machine intelligence already being used to track allocation of assistive technologies, from CPAP machines for people with sleep apnea (Araujo 2018) to prosthetic legs (as described by Jullian Wiese in
+Granta and uncovered in Whittaker et al 2019), deciding who is <q>compliant enough</q> to deserve them.
+
+Technology may also fail to recognize that a disabled person is even present (Kane, 2020), thus <q>demarcating what it means to be a legible human and
+whose bodies, actions, and lives fall outside... [and] remapping and calcifying the boundaries
+of inclusion and marginalization</q> (Whittaker, 2019).
+
+---
+# How does norming harm people with disabilities?
+
+Many biometric systems gatekeep access based on either individual identity, identity as a human, or class of human, such as <q>old enough to buy cigarettes.</q>
+Examples:
+- a participant having to falsify data because <q>some apps [don’t allow] my height/weight combo for my age.</q> (Kane (2020))
+- a person who must ask a stranger to ‘forge’ a signature at the grocery store <q>.. because I can’t reach [the tablet]</q> (Kane (2020))
+- at work, activity tracking may define <q>success</q> in terms that exclude disabled workers. (may also increase the likelihood of work-related disability, by forcing workers to work at maximal efficiency)
+
+---
+# Components of Machine Intelligence
+
+- Collect data (and lots and lots of it!)
+
+- Discern patterns
+
+- **Make predictions**
+
+---
+# Concerns at Prediction Time
+
+Denial of insurance and medical care, or threaten employment (Whittaker,
+2019, p. 21).
+- HireVue, an AI based video
+interviewing company has a patent on file to detect disability (Larsen, 2018).
+- This is illegal under the ADA, which
+ - forbids asking about disability
+status in a hiring process (42 U.S.C. § 12112(a))
+ - forbids <q>using qualification
+standards, employment tests or other selection criteria that screen out or tend to screen out
+an individual with a disability</q> (42 U.S.C. § 12112(b)(6)).
+
+---
+# Concerns at Prediction Time
+
+Denial of insurance and medical care, or threaten employment
+
+Disability identification
+- Examples: detect Parkinsons from gait (Das, 2012), and mouse movement (Youngmann,
+2019); detecting autism from home videos (Leblanc, 2020).
+- What are the ethics of doing this without consent?
+- Many of these algorithms encode medical model biases
+
+Relatedly, failure to identify disability
+- Legally under the ADA, if you are treated as disabled, you are disabled. Yet biometrics cannot detect how people are treated.
+
+---
+# Concerns at Prediction Time
+
+Denial of insurance and medical care, or threaten employment
+
+Disability Identification / Failure to Identify
+
+Apps that Harm
+- Example: Training behaviors in <q>support</q> of autistic individuals without regard to debates about agency and independence of the target audience [Demo, 2017];
+- As with regular accessibility apps, AI based aps can harm, be disability dongles, etc
+- As with regular apps, AI based apps may not be accessible
+
+---
+
+# Concerns at Prediction Time
+
+
+
+---
+# Concerns at Prediction Time
+Denial of insurance and medical care, or threaten employment
+
+Disability Identification / Failure to Identify
+
+Apps that Harm
+
+AI with Baked in Biases
+- Consequences of biased data and lack of control over training results more nuanced than just accuracy (as with headlines we just read)
+- Privacy can also be a concern.
+ - For rare conditions, an algorithm may learn
+to recognize the disability, rather than the individual, reducing
+security when used for access control, allowing multiple people with
+similar impairments to access the same data.
+
+---
+# Concerns at Prediction Time
+
+Denial of insurance and medical care, or threaten employment
+
+Disability Identification / Failure to Identify
+
+Apps that Harm
+
+AI with Baked in Biases
+
+Transparency and Accountability
+- Power differences between builders and users
+- Representation of disabled people among builders
+- Algorithms that are not *interpretable* or *correctable*
+- Users of algorithms whose use them to enforce larger societal harms
+
+---
+# Small Group Discussion [Post on Ed]({{site.discussion}}2515387)
+
+Revisit the data set you chose
+
+Do you know what sort of predictions it was used for if any?
+
+What possible harms could be done with those predictions?
+
+Reminder of our list
+- Denial of insurance and medical care, or threaten employment
+- Disability Identification / Failure to Identify
+- Apps that Harm
+- AI with Baked in Biases
+- Transparency and Accountability
+
+
+---
+# End of Deck
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--- a/slides/proto-deck.html
+++ b/slides/proto-deck.html
@@ -23,6 +23,7 @@ class:
## This is an important reminder
## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
---
[//]: # (Outline Slide)