diff --git a/assets/css/my-remark.scss b/assets/css/my-remark.scss
index 48600c2922d40d7c8cd08f12661d47a345272424..853a402eb273df0ae258612d713c3401337030a6 100644
--- a/assets/css/my-remark.scss
+++ b/assets/css/my-remark.scss
@@ -4,15 +4,17 @@
$fa-font-path: "../fonts/font-awesome/";
@import 'fontawesome.all.min.css';
@import "remark-base";
-$body-font: 22pt;
-$list-font: 20pt;
+$body-font: 28pt;
+$list-font: 24pt;
$code-font: 18pt;
-$mediumsmall-font: 16pt;
-$title-font: 28pt;
+$mediumsmall-font: 20pt;
+$title-font: 2em;
+$h2-font: 1.5em;
$footnote-font: 12pt;
$blue: #0066ff;
$lightblue: #39d;
$lightgreen: #2c7;
+$green: #8fb47d;
$turqouise: #1b9;
$purple: #95b;
$violet: #ffe6ff;
@@ -99,7 +101,11 @@ pre {
ul {
font-size: $list-font;
}
-
+
+ol {
+ font-size: $list-font;
+}
+
.remark-code {
font-family: 'Ubuntu Mono';
font-size: $code-font;
@@ -224,7 +230,7 @@ blockquote p {
color: $light;
}
.p {
- font-size: 1.5em;
+ font-size: $body-font;
}
.footnote {
font-size: $footnote-font;
@@ -251,6 +257,15 @@ blockquote p {
padding-left: 1em;
}
+.remark-slide-content h1 {
+ font-size: $title-font;
+}
+
+.remark-slide-content h2 {
+ font-size: $h2-font;
+}
+
+
.remark-slide-content {
background-position: right;
font-size: $body-font;
@@ -270,10 +285,10 @@ body.compact {
}
.font-medium {
- font-size: $list-font !important;
+ font-size: $list-font;
}
.font-mediumsmall {
- font-size: $mediumsmall-font !important;
+ font-size: $mediumsmall-font;
}
.font-smaller {
@@ -297,6 +312,10 @@ body.compact {
color: $lightest;
}
+.green {
+ color: $green;
+}
+
.contrast71 {
color: #2E2EFF;
background: #FFFFFF;
@@ -357,6 +376,7 @@ body.compact {
left: -50px;
text-align: center;
line-height: 50px;
+ font-size: $mediumsmall-font;
letter-spacing: 1px;
color: $light;
transform: rotate(-45deg);
@@ -408,10 +428,10 @@ body.compact {
}
.corner-ribbon.tr{
- top: 100px;
- left: 500px;
+ top: 150px;
+ left: 850px;
font-size: $body-font;
- width: 1000px;
+ width: 500px;
transform: rotate(45deg);
-webkit-transform: rotate(45deg);
z-index: 10;
diff --git a/assets/css/style.scss b/assets/css/style.scss
index aa7c679e905ef773063bfc9e4de6c53ce0288802..2434329d792e6fdcbce1b0d6a34ba74691078ab6 100644
--- a/assets/css/style.scss
+++ b/assets/css/style.scss
@@ -323,6 +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/technology-review.md b/assignments/technology-review.md
index 6602a9263f9f830391b1f47fad533693e360d6cf..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.
@@ -41,15 +43,14 @@ Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners h
## 2. Write/Talk about the technology using plain language techniques
-Next, you should write or talk about the technology using the plain language techniques you learned in class. 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), 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
@@ -67,7 +68,7 @@ format). In the case of a video, you should present accessibly; and
include captions and verbally describing important visual elements.
Please choose at least five of the ten plain language
-principals presented in class and include an addendum saying which five you picked.
+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
diff --git a/index.md b/index.md
index 71a5ca2aa265076825b34c9e3138babbdbbcb971..3628f2ed3ff92036fb6bb75a8cbd81fc7fef6104 100755
--- a/index.md
+++ b/index.md
@@ -225,7 +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.
diff --git a/schedule.md b/schedule.md
index 0704f57b7f851fe51b2107171a1e2fd15b0ecc2b..f509d440642eebbc0221df96026aaf9b7e36b80d 100644
--- a/schedule.md
+++ b/schedule.md
@@ -32,13 +32,13 @@ layout: default
{: .activity} Skill Goal: Learn how accommodations can make a meeting more inclusive
: **In class Exercise** Put your accommodation needs into PollEverywhere; discuss what comes up and what else might be relevant
-: **Small Group Discussion** How would you implement this in your workplace? ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347303))
+: **Small Group Discussion** How would you implement this in your workplace? ([post on Ed]({site.discussion}2347303))
{: .activity} Skill Goal: Analyze a piece of technology from a Disability Rights perspective
-: **Small Group Discussion** Analysis of the iPhone ([post on Ed](https://edstem.org/us/courses/31170/discussion/2342976))
+: **Small Group Discussion** Analysis of the iPhone ([post on Ed]({site.discussion}2342976))
{: .activity} Skill Goal: Analyze a topic from a disability justice perspective
-: **Small Group Discussion** Analyze masking from a disability justice perspective ([post on Ed](https://edstem.org/us/courses/31170/discussion/2345037))
+: **Small Group Discussion** Analyze masking from a disability justice perspective ([post on Ed]({site.discussion}2345037))
{: .break} 7:50-8:00
: Break
@@ -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)
+ - Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**]({site.discussion}2345222)
- **Come to next class prepared** with an image you found on the web that does not have ALT text
- - ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345223)
- - Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) from [The Audio Description Project](https://www.acb.org/adp/ad.html) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345225)
-
-**Optional**
-- [Switches](https://axesslab.com/switches/)
+ - ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**]({site.discussion}2345223)
+ - Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) from [The Audio Description Project](https://www.acb.org/adp/ad.html) and [**Respond on Ed**]({site.discussion}2345225)
+- **Optional**
+ - [Switches](https://axesslab.com/switches/)
{% enddetails %}
@@ -85,7 +90,7 @@ Introduction to course syllabus & assignments
: **Slides** {% include slide.html title="Assessing Accessibility" loc="assessment.html" %}
{: .activity} Skill Goal: Image Description
-: **In class Exercise** Break into small groups and show each other the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347293))
+: **In class Exercise** Break into small groups and show each other the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed]({site.discussion}2347293))
{: .break} 6:20-6:40
: Break / Food
@@ -97,7 +102,7 @@ Introduction to course syllabus & assignments
: **Slides Continue** {% include slide.html title="Assessing Accessibility Cont..." loc="assessment.html#45" %}
{: .activity} Skill Goal: Automated Assessment
-: **In class Exercise** Use WebAIM [Wave](https://wave.webaim.org/) to [assess the Seattle Public Schools Website](https://wave.webaim.org/report#/https://www.seattleschools.org/) ([Post a UAR on Ed](https://edstem.org/us/courses/31170/discussion/2349808)
+: **In class Exercise** Use WebAIM [Wave](https://wave.webaim.org/) to [assess the Seattle Public Schools Website](https://wave.webaim.org/report#/https://www.seattleschools.org/) ([Post a UAR on Ed]({site.discussion}2349808)
{: .break} 7:40-7:50
: Break
@@ -113,24 +118,30 @@ Introduction to course syllabus & assignments
- Switch input
- Magnification
-Try to find something you didn't find with an automated tool. ([Post a UAR on Ed](https://edstem.org/us/courses/31170/discussion/2349808))
+Try to find something you didn't find with an automated tool. ([Post a UAR on Ed]({site.discussion}2349808))
{% enddetails %}
{% 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
-- **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)
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
-**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)
+{: .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**]({site.discussion}2363730)
+ - Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/) and [**Respond on Ed**]({site.discussion}2363732)
+- **If you want to dig deeper**
+ - Watch: [Google Video on Practical Web Accessibility](https://www.youtube.com/watch?v=x18vEEfpK3g) — this video provides a great overview of the Web and how to make web content accessible. Highly recommended as a supplement to what we will cover in class.
+ - Watch: [Latte: Use-Case and Assistive-Service Driven Automated Accessibility Testing Framework for Android](https://www.youtube.com/watch?v=Z84jeO0UZFE) and read [Lies, Damned Lies, Overlays, and Widgets](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/)
+ - 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 %}
@@ -161,7 +172,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
: **Slides** {% include slide.html title="Best Practices: Improving Accessibility" loc="best-practices.html" %}
{: .activity} Skill Goal: Video description
-: **In class Exercise** Break into small groups. Pick a video from [youdescribe.org](https://youdescribe.org/) and work on a description as a group. ([post a link to your video on Ed](https://edstem.org/us/courses/31170/discussion/2350670))
+: **In class Exercise** Break into small groups. Pick a video from [youdescribe.org](https://youdescribe.org/) and work on a description as a group. ([post a link to your video on Ed]({site.discussion}2350670))
{: .break} 7:40-7:50
@@ -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)**
-- **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)
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
-**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.)
+{: .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**]({site.discussion}2364596)
+ - Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) [**Respond on Ed**]({site.discussion}2364598)
+ - Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**]({site.discussion}2364600)
+- **If you want to dig deeper**
+ - [How To Do Something Good In The Disability Community If You’re Not Disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=4befcb377d7f)
+ - [COVID 19 websites violate disability laws](https://www.latimes.com/california/story/2021-02-25/covid-19-vaccine-websites-violate-disability-laws-create-inequity-for-the-blind)
+ - [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 %}
@@ -233,13 +248,22 @@ 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)
- - Read [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2423831)
+ - Read [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and [**Respond on Ed**]({site.discussion}2424082)
+ - Read [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719) and [**Respond on Ed**]({site.discussion}2436103)
+ - Read [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/) and [**Respond on Ed**]({site.discussion}2423831)
{% enddetails %}
{: .module} # Module 2: Second Wave Accessibility
@@ -261,7 +285,7 @@ Discussion of Disability Dongle Paper
{% enddetails %}
-{% details Class Plan: %}
+{% details Class Plan %}
{: .topic 5:30-7:00} Presentations
: Accessibility Assessment Assignment
@@ -275,23 +299,24 @@ Discussion of Disability Dongle Paper
{% enddetails %}
+
+{% details Preparation for next week %}
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
{: .homework} Readings for next week
:
-{% details Preparation for next week %}
-**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
+- **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)
+ - [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**]({site.discussion}2485584)
+ - [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond on Ed**]({site.discussion}2485589)
-**Optional**
-- [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
-- [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)
+- **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 %}
@@ -313,50 +338,54 @@ Discussion of Disability Dongle Paper
{% details Class Plan %}
{: .topic} 5:35-6:20 Bias in Machine Learning
-: **Slides** {% include slide.html title="Draft Slides: Bias in Machine Learning" loc="bias-in-machine-learning.html" %}
+: **Slides** {% include slide.html title="Bias in Machine Learning" loc="bias-in-machine-learning.html" %}
{: .break} 6:20-6:30 Break / Food
:
-{: .topic} 6:30-7:00 Accessible Data Visualizations
+{: .topic} 6:30-7:20 Accessible Data Visualizations
: **Slides** {% include slide.html title="Accessible Data Visualizations" loc="accessible-data-viz.html" %}
-{: .activity} 7:00-7:40 Skill Goal: Various Techniques to Make Visualizations Accessible
-: **In class Exercise**
-<!-- - Implement a visualization using [VoxLens](https://github.com/athersharif/voxlens) following the documentation and examples on the GitHub repository. -->
-- Use VoxLens from to test different modes of making visualizations accessible (Summary, Sonification, Question-and-Answer) on different visualization types.
-- Identify the utility of each mode with each visualization type–when is one mode more suitable than the other and why.
-- Identify accessibility measures for demographics other than screen-reader users.
-- Discuss: Is any particular technique better suited than the others when considering visualizations types? What other techniques are worth exploring? Could ML help with this?
-{: .break} 7:45-7:55 Break
+{: .break} 7:20-7:30 Break
:
-{: .activity} 7:55-8:20 Discussion with Guest:
+
+{: .activity} 7:30-8:20 Discussion with Guest:
: Matthew Butler
{% enddetails %}
+{% details Preparation for next week %}
+
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
:
-{% details Preparation for next week %}
-**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-- TBD
-
-**Optional**
-- TBD
+{: .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. [**Respond on Ed**]({site.discussion}2545150)
+
+{% enddetails %}
{: .week}
# Week 8 (2/21): Making Accessibility: Fabrication and Physical Computing
-{% details Class Plan: STILL TBD %}
+{% details Class Plan %}
{: .topic 5:30-7:00} Fabrication and Accessibility
: **Slides** {% include slide.html title="Introduction to 3D Printing and Physical Computing" loc="3dprinting.html" %}
@@ -387,70 +416,88 @@ 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
-:
+
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week in response to either or both assigned readings. [Please post your response in this Ed thread]({site.discussion}2649283).
+ - [Difficulty Vs Accessibility](https://www.youtube.com/watch?v=sPehhHZvKE8&list=PLVEo4bPIUOskja9pfpqceY8qDrykFdubf&index=18)
+ - [My Disability Is Dynamic](https://medium.com/age-of-awareness/my-disability-is-dynamic-bc2a619fcc1)
+
+{% enddetails %}
{: .module} # Module 3: Third Wave Accessibility
:
{: .week}
-# Week 9 (2/28): Intersectionality with Race, Gender & Other Identities
-**Learning Goals** TBD
+# Week 9 (2/28): Accessibility in Games and Chronic Illness
+
+
+{% details Class Plan: %}
+
+{: .topic } 5:30-6:20 Accessibility in Games and Interactive Media
+: guest lecturer: Jesse Martinez
+
+{: .break} 6:20-6:30
+: Break / Food
+
+{: .topic } 6:30-7:30
+: Accessibility in Chronic Illness: guest lecturers: Emma McDonnell and Kelly Mack
-{% details Class Plan: STILL TBD %}
-...
+{: .topic } 7:30-8:30
+: Group project check ins (you can leave if your group is meeting with Jen at a different time)
{% enddetails %}
+{% details Preparation for next week %}
-{: .homework} Readings for next week
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
:
-{: .week}
-# Week 10 (3/7): Sustainability, Urban Access and Housing
-**Learning Goals** TBD
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week. [Please post your response in this Ed thread]({site.discussion}2655576).
+ - [Crippin' Jim Crow](https://drive.google.com/file/d/1QaRu4T3aax6jg73quHKgpfwJe3nQ4PEv/view?usp=share_link)
+ - [Traumatic Brain Injury: A Guide for Criminal Justice Professionals](https://www.brainline.org/article/traumatic-brain-injury-guide-criminal-justice-professionals)
-{% details Class Plan: STILL TBD %}
-...
+- **Optional Readings**
+ - [Disabling Incarceration: Connecting Disability to Divergent Confinements in the USA](https://journals.sagepub.com/doi/pdf/10.1177/0896920511430864?casa_token=4JF2JifTBBwAAAAA:FOPw2ZwZDMbyKoRLloJIhzc4ZQTf25dnTt1NnvR6yaD-S8OfE96U-Un8QLA3_sOw7EGBk3ro8hUv)
{% enddetails %}
+{: .week}
+# Week 10 (3/7): Sustainability, Urban Access and Housing
+{% details Class Plan %}
-{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} Readings for next week
-:
+{: .topic } 5:30-6:30 Traumatic Brain Injury and Incarceration
+: guest lecturer: Mark Harniss
+{: .break} 6:30-6:45
+: Break / Food
-<!-- {: .week} -->
-<!-- # Week 10 (3/7): Healthcare Technologies & Reproductive Justice -->
+{: .topic } 6:45- ~8:00
+: **Slides** {% include slide.html title="Sustainability and Accessibility" loc="sustainability.html" %}
-<!-- **Learning Goals** TBD -->
+{: .topic } 7:30-8:30
+: Group project check ins (you can leave if your group is meeting with Jen at a different time)
-<!-- {% details Class Plan: STILL TBD %} -->
+{% enddetails %}
+{% details Preparation for next week %}
-<!-- {: .lecture} Final project check-in -->
-<!-- : **Process** Teams present project status for in-class discussion. -->
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+:
-<!-- ... -->
-<!-- {% enddetails %} -->
+{% enddetails %}
-<!-- {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9) -->
-<!-- {: .homework} Post-module Reflection -->
-<!-- : -->
+<!-- {: .week} -->
+<!-- # Week 10 (3/7): Healthcare Technologies & Reproductive Justice -->
-<!-- {: .homework} Readings for next week -->
-<!-- : -->
{: .week}
-# Finals week: Final presentations 3/14, 6:30pm
+# Finals week: Final presentations 3/14, 5:30pm
{: .lecture} Final project presentations
:
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new file mode 100644
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--- /dev/null
+++ b/slides/sustainability.html
@@ -0,0 +1,412 @@
+---
+layout: presentation
+title: Sustainability & Disaster Response --Week 9--
+description: A discussion of accessibility concerns in sustainability and disaster response
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week 9, Sustainability & Disaster Response
+
+{{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
+
+---
+.left-column[
+## Disability
+
+and climate change
+]
+
+.right-column[
+
+]
+
+---
+
+Quote from “Disability, Climate Change, and Environmental Violence: The Politics of Invisibility and the Horizon of Hope†by Julia Watts Belser (Disability Studies Quarterly)
+
+.quote[Disability politics offer a vital resource for grappling with climate change…
+
+[they reveal] the political stakes of diagnosis—the way power contours how, when, and to what ends we recognize human and ecological impairment.]
+
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (1/10)
+
+- Government Services & Civic Engagement
+
+Essential to changing how we address climate change,
+and implementation of the same
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (2/10)
+
+- Government Services & Civic Engagement
+ - Process Accessibility
+ - Resource distribution
+ - Accessibility of voting
+
+---
+# Example: Disaster Response Planning
+
+- Decisions about who is included (e.g. disaster response plans) are often ableist -- actively de-prioritizing disabled lives
+ - E.g. during COVID; Hurricane Katrina
+- Emergency broadcasts often inaccessible (e.g. no captions; inaccessible data visualizations; no ASL interpretation; inaccessible websites)
+- Disabled people are often institutionalized (e.g. prison; hospital; “nursing homesâ€) and many institutions are deprioritized
+- Shelters may refuse people with disabilities
+
+---
+# Example: Conservation
+
+Conservation often asks people to change behavior to reduce environmental impact
+
+Yet such changes often fail to account for accessibility concerns (e.g. straws; inhalers) What priorities do these campaigns reflect?
+
+---
+
+# Governmentality, Ableism & Racism (1/2)
+
+.left-column50[
+
+
+]
+
+
+---
+
+# Governmentality, Ableism & Racism (2/2)
+
+.left-column50[
+
+
+]
+.right-column50[
+The government is often a site for algorithmic decision making; surveillance; etc
+
+This differentially impacts people of color, low-income people and people with disabilities
+]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (3/10)
+
+- Government Services & Civic Engagement
+ - Accessibility must be considered in the government response to climate change. Accessibility can impact safety, civic engagement, access to services, and who is included in the democratic process
+ - Top down decisions that don’t include people multiple viewpoints can be problematic
+- Give choice/agency to people many backgrounds
+- Give responsibility for support to governmental context
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (4/10)
+
+- Government Services & Civic Engagement
+- Education
+ - Source of future leaders and decision makers
+ - Source of future innovators
+ - Strongly associated with things that can help to mitigate climate change, such as empowered family planning for women
+ - Also generally not designed to include people with disabilities
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (5/10)
+
+- Government Services & Civic Engagement
+- Education
+ - STEM is particularly exclusive and a top interest for disabled people
+ - Tools & software rarely accessible
+ - Accessible teaching also helpful to non-english speakers; undiagnosed; etc.
+ - Lots of improvement possible -- disabled students felt MUCH more supported during COVID [TACCESS 2022]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (6/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Information is power
+ - Often critical in the fight to address environmental damage, climate change, etc
+ - Can help to support activist movements
+ - Can change the balance of power
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (7/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Example: Rentals and housing efficiency
+
+---
+# Research Questions
+
+Study 1: How does energy consumption in low-income areas differ or compare to those in “green†or typical households?
+
+--
+Study 2: What are the causes of conflict between landlords and tenants? What are the solutions?
+
+--
+Study 3: How can energy feedback help to mediate this [CSCW 2014]
+
+--
+Study 4: How does this differ in other contexts (India) [CHI 2013]
+
+---
+# Overall conclusions
+
+- Money, power imbalances, and lack of information all contribute to and impact how energy is used.
+- Individual action is limited in impact, particularly when renting.
+- Information can help activate communities to work together to fight policies that hurt them
+- Biggest opportunity for change is prior to lease signing
+
+---
+# Rentals and Temporary Housing
+
+More likely to include people with disabilities and health concerns
+
+More likely to include lower income households
+
+More likely to include people of color and immigrants/refugees
+
+Spend greater percentages of income on energy
+
+---
+<iframe src="https://embed.polleverywhere.com/free_text_polls/6BulXYeFmPsbUKKaVsFzf?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+---
+# What did we find in our studies?
+
+.left-column50[
+## Before Renting
+
+
+]
+
+--
+.right-column50[
+## After Renting
+
+
+]
+
+---
+# Edigs: Estimating Utilities From RECS
+
+.column[
+
+]
+
+.column[
+
+]
+
+.column[
+
+]
+.corner-ribbon.tr[COMPASS 2018]
+
+---
+# Existing Home Feedback Technology
+
+Not really targeted at renters (30% in US; 1-5 year turnover)
+
+Paucity of information about factors prospective tenants care about
+- Actual cost
+- Sunlight & noise
+- Housing quality
+
+---
+# Other data could address intersectional issues
+
+Housing choices linked to health outcomes & disability (lead, asthma, mold, air quality, etc.)
+
+Landlord citations -- is a landlord trustworthy
+
+Sunlight [crowdsourced comparable estimates] -- impacts health & energy use
+
+Noise -- impacts health/disability & comfort
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (8/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Example: Rentals and housing efficiency
+ - Example: Transportation and public spaces
+
+
+---
+# ubi .green[green] (1/3)
+
+.left-column[
+
+
+
+]
+
+.right-column[
+Investigating a Mobile Tool for Tracking and Supporting Green Transportation Habits [Froehlich et al, CHI 2009]
+
+]
+
+---
+# ubi .green[green] (2/3)
+
+.left-column[
+
+
+]
+.right-column[
+Two formative studies
+
+In-situ deployment
+]
+
+---
+# ubi .green[green] (3/3)
+
+
+
+---
+# Real-time Recommendations
+
+- post-study survey, “what could help you take more green tripsâ€
+ - Reliable transportation (76.8%)
+ - Financial incentives (71.4%)
+ - Knowledge about alternatives (56%)
+- future designs could suggest alternative forms of transit based on trip history
+- recommendations could also come in form of neighborhood:
+ - “42% of the people who live in your neighborhood and work in Capitol Hill take the bus.â€
+
+---
+# Potential for behavior change
+
+.quote[The motivation for me is moer of the tracking and kind of seeing how I am doing and just the reminder factor of it (Participant 11)]
+
+.quote[It really encourages you to analyze your own performance (Participant 8)]
+
+.quote[I feel I already travel in a relatively eco-friendly way and the study did not change that (Participant 15)]
+
+---
+# But is this approach inclusive?
+
+Sidewalks, public transit, and businesses can be inaccessible to those with disabilities
+
+.left-column30[
+
+
+
+
+
+]
+
+.right-column70[
+
+.font-mediumsmall[[Project Sidewalk](http://projectsidewalk.org) combines remote crowdsourcing + machine learning to map and assess accessibility features of sidewalks]
+
+.font-mediumsmall[[AccessMap](http://accessmap.io) provides a personalized and interactive view of a city's accessibility, including road grade, sidewalk locations, and curb ramps]
+]
+
+---
+# Urban Accessibility and Mobility
+
+Sidewalks, public transit, and businesses can be inaccessible to those with disabilities. Three-fold aim [All work by Froehlich & Caspi]:
+1. Develop scalable techniques to map and assess every sidewalk, transit stop, and business in the world
+3. Create new digital tools that provide personalized routing, government accountability, and support new urban analytics.
+3. Examine geo-spatial patterns of and influences on urban accessibility, barriers and facilitators of accessible infrastructure, and socio-cultural contexts of urban access across the globe.
+
+---
+# Third Spaces also not accessible
+
+
+
+.corner-ribbon.tr[COMPASS 2021]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (9/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+ - Innovation is part of how we address the climate crisis
+ - Accessibility has driven innovation over the years
+ - Who innovates matters and impacts what is made (back to education…)
+
+---
+# Case study: Medical Making
+
+- Conflict between Community and Clinical Values in the U.S.
+ - Have seen in multiple case studies
+ - Wish to help where you can, right away vs “do no harmâ€
+ - Emphasis on doing what you can vs longitudinal support/whole case management
+ - Deeply rooted differences
+ - One team member was threatened with COVID-infected artifacts when asking about safety
+- Complete rift in one COVID site of study between medical making and community making
+
+.corner-ribbon.tr[Savage, TACCESS 22]
+
+---
+# Study Population:
+
+Makers; recipients; clinicians in seven countries
+
+- United States (E-Nable; and two private companies)
+- Mexico (E-Nable with and without government)
+- India (E-Nable)
+- Chile (E-Nable)
+- Costa Rica (E-Nable)
+- Brazil (E-Nable with government)
+- France (E-Nable
+
+---
+# Key differences between U.S. and other countries
+- Multi-stakeholder collaborations (innovators and clinicians)
+ - Formal collaborations with documented guidelines
+ - Express support for follow up
+ - Often include funding
+- Community engagement
+ - Families/community working and learning together
+- Follow up included in process
+- Legal context more forgiving?
+---
+# A disability-informed technology agenda for addressing the climate crisis (10/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+
+
+
+
+
+
+
+
+
+
+
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