academic-conduct.md

@@ -38,7 +38,7 @@ 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. 
+this course. It is also in line with the disability justice values of the course. 
 
 When ideas or materials of others are
 used (particularly in your creative projects), they must be cited. The

assignments/index.md

@@ -12,7 +12,7 @@ Reminder, our class discussion happens using the class [discussion board]({{site
 questions or run into issue, please contact the course staff.
 
 
-# Major Assignments 
+# Assignments 
 
 
 | Link to Assignment                                                                         | Turn in Link                                                                  | Due Date |
@@ -21,7 +21,8 @@ questions or run into issue, please contact the course staff.
 | 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 |
+| HW5: [Plain Language]({{site.baseurl}}/assignments/plain-language.html) | | Last week of class | 
+| HW7: [Final Project]({{site.baseurl}}/assignments/project.html)                            | TBD                                                                           | Multiple |
 
 # Competencies 
 
@@ -51,13 +52,14 @@ Your grade in the class will be based on whether you achieve competency in each
 ## Accessible Media
 (incomplete list)
 
-| Competency                                            | Asesssed in Which Assignment? |
-|-------------------------------------------------------|-------------------------------|
-| Accessible Document Creation                          | HW1, HW3, HW4, Final Project  |
-| Acessible Presentation Creation                       | HW2, Final Project            |
-| Image Description                                     | HW2, HW3, Hw4, Final Project  |
-| Plain Language Writing                                | HW1, HW4                      |
-| Presenting Accessibly                                 | HW2, Final Project            |
+| Competency                           | Asesssed in Which Assignment?        |
+|--------------------------------------|--------------------------------------|
+| Accessible Document Creation         | ALl                                  |
+| Accessible Video Creation (Optional) | HW4, HW5, Final Project                   |
+| Acessible Presentation Creation      | HW2, Final Project                   |
+| Image Description                    | HW2, HW3, Hw4, Final Project         |
+| Plain Language Writing               | HW5, may apply to other HW by choice |
+| Presenting Accessibly                | HW2, Final Project                   |
 
 
 ## TBD

assignments/plain-language.md

+---
+layout: assignment
+published: true
+
+title: Plain Language
+code: hw5
+
+assigned: Anytime
+due: 
+   - Last week of class
+  
+revised: Feb 5, 2023
+
+---
+
+* TOC
+{:toc}
+
+# Learning Goals
+
+Practice plain language writing
+
+## 1. Select Text and Audience
+
+
+Select one assignment, reading question answer, or other text you need to *write* or *make a video* about.. Pick a topic you think would be useful to practice plain writing for. A good choice is an introduction to a topic; or a short essay such as an answer to a reading question; a video summary, or something you are writing anyway for a general audience.
+
+You also need to select an audience. This could be a general, non-scientific public; or could go beyond that to focus on someone with an intellectual disability. The Plain Writing Act of, described on [plainlanguage.gov](https://www.plainlanguage.gov/law/), "requires federal agencies use clear government communication that the public can understand and use." According to [WCAG guidelines](https://www.w3.org/WAI/GL/WCAG3/2021/how-tos/clear-words/), plain language also "benefit individuals who live with cognitive and learning disabilities, language impairments, memory impairments, and autism." You can decide which of these audiences to focus on, and should specify that when you hand in this assignment.
+
+
+## 2. Write/Talk about the technology using plain language techniques
+
+Write or rewrite that paragraph using the plain language techniques you [learned in class](https://courses.cs.washington.edu/courses/csep590b/23wi/slides/plain-language.html). Please note that if you choose to create a video, we cannot provide as
+many resources about plain language. However, many of the same
+principals that you would use for an essay apply. Some apply to the
+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 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 and verbally describing important visual elements.
+
+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 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, if any
+
+# Competencies
+This homework may contribute to your competency grade on 
+- Image description
+- Accessible document creation
+- Accessible video creation 
+- Plain language writing techniques
+- Your participation grade, as a percentage of completeness (are all the required parts present)

assignments/project.md

@@ -3,7 +3,7 @@ layout: assignment
 published: true
 
 title: Final Project
-code: hw5
+code: hw7
 
 assigned: Feb 7, 2023
 due:

assignments/technology-review.md

@@ -23,7 +23,7 @@ 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 <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)
+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 for a general audience 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. 
 
@@ -41,9 +41,9 @@ Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners h
 - 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 using plain language techniques
+## 2. Write/Talk about the technology  
 
-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 
+You should write or talk about the technology. Your writeup should 
 
 1. Describe the topic 
    a. Introduce the technology you focused on (1 paragraph)
@@ -53,29 +53,19 @@ You should write or talk about the technology using the plain language technique
 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
-many resources about plain language. However, many of the same
-principals that you would use for an essay apply. Some apply to the
-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 using plain language techniques, please make sure that the document
+
+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 and verbally describing important visual elements.
 
-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 document or link to your video using plain language techniques
-- Upload a list of the principles that you applied
+- Upload your document or link to your video
 - Upload a document containing the ALT text for each figure and/or the caption file for your video
 
 # Competencies
@@ -84,5 +74,4 @@ This homework may contribute to your competency grade on
 - Accessible presentation 
 - Accessible video creation 
 - Accessible document creation
-- Plain language writing techniques
 - Your participation grade, as a percentage of completeness (are all the required parts present)

assignments/website.md

@@ -62,7 +62,10 @@ page to get the scanner working on your device. Another option is to install the
 For iOS, you should install the Accessibility Inspector, which is freely available through the App Store. More details on [testing for accessibility in iOS.](https://developer.apple.com/library/archive/documentation/Accessibility/Conceptual/AccessibilityMacOSX/OSXAXTestingApps.html)
 
 ### Test it yourself
-Use a screen reader and switch input to assess the website and/or app, and your ability to complete the assigned task using accessibility tools. You may also use other accessibility tools if you feel there are things that does not address.
+Use *multiple approaches*, including at a minimum  **a screen reader** and **switch input** to assess the website
+and/or app, and your ability to complete the assigned task using
+accessibility tools. You may also use other accessibility tools if you
+feel there are things that does not address.
 
 Here are some resources that may help you in gaining comfort with these accessibility technologies 
 - Switch control intro: [Switch Control overview](https://www.youtube.com/watch?v=GQKEE9nI1lk)
@@ -72,6 +75,7 @@ Here are some resources that may help you in gaining comfort with these accessib
 Short (1 page max) report for each group of similar issues you find using this [Usability Aspect Report Template](UAR_Template.doc)
 
 For example, consider this view of the the WebAIM automated accessibility checker. The red mountain with the X indicates that it is missing an image description. To write this up, you would record the
+- **Source** including *your initials*; *the type of AT used*; and a unique ID such as JM-SR-3 (which means, approximately, Jennifer Mankoff Screen Reader UAR # 3)
 - **Name** as "Missing Image ALT Text";
 - **Evidence** Guideline violated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives)); 
     - **Screen Shot** as the image and URL ([lib.washington.edu](https://www.lib.washington.edu/)); 
@@ -82,11 +86,12 @@ For example, consider this view of the the WebAIM automated accessibility checke
 - **Relationship to other problems** Since we only have one example UAR here we don't have much to say, but this could mention for example other areas of the website which are missing labels such as form entries or buttons. 
 
 # Turnin
-You will turn in your UARs on the problems you found **in one week** on the Ed discussion thread for your website (To be posted)
 
-In two weeks you will write up 5 page report documenting problems **that you and others found** on your website and suggesting solutions. Your report should be accessible (including proper use of headings, ALT text, table markup and so on) and have the following structure:
-- The first page should introduce the site or app, its purpose, and the task you assessed and state which tools you used in your assessment. 
-- The first page should also have an executive summary of the biggest (most frequent, severe) problems, and your recommendations for fixing them. Keep this brief, you will provide more detail in the following pages.
+(1) You will turn in your UARs on the problems you found **in one week** on  Ed, including images *with ALT text*
+
+(2) In two weeks you will write up 5 page report documenting problems **that you and others found** on your website and suggesting solutions. Your report should be accessible (including proper use of headings, ALT text, table markup and so on) and have the following structure:
+- The first page should introduce the site or app, its purpose, and the task you assessed and state which accessibility tools, both automated and manual, you and others used in your assessment. 
+- The first page should also have an executive summary of the biggest (most frequent, severe) problems, and your recommendations for fixing them. Keep this  to 1-2 paragraphs, you will provide more detail in the following pages.
 - The next section of the report should provide an overview, and detail, on the problems found. 
 	- You should start with an overview table that looks something like this. 
 
@@ -96,14 +101,17 @@ In two weeks you will write up 5 page report documenting problems **that you and
 |:-------|:------------------|:--------------------|:---------------|
 
 - Next, there should be a subsection for each WCAG # 
-	- summarize the issue (s) found if any
+    - summarize the issue of concern 
+	- summarize the UAR(s) found if any
 	- give an example of a typical case
 	- provide details if there are any special cases
 	- list (briefly) all the other places it happens
-- Finally discuss the remedy that is needed
+    - Finally discuss the remedy that is needed
 
 If you directly quote anything when describing the issue (for example) include a footnote linking to your source, and put it in quotes.
 
+(3) You should also turn in a separate document with all of the UARS used in your report (both yours and those of any students who looked at the same website). Clearly label which are yours when you do this. 
+
 ## Accessibility of Deliverable
 We expect your submission to be a Word or Google Doc. We ask that you do four things to make the deliverable accessible:
 - Use headers. In Microsoft Word these are built-in "styles" and in Google Docs you can see these under "Format -> Paragraph Styles." Headers should be nested like they ar in HTML (e.g., H2 after and H1). Read [this for more guidance in how to do styles in Word.](https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d#bkmk_builtinheadings_win)

index.md

@@ -62,7 +62,9 @@ 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. 
+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, and there will be penalties if you do not follow these policies. These will be determined on a case by case basis, but at a minimum:
+- If you plagiarize you will receive a 0 on participation for that assignment
+- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
 
 # Course Structure
 
@@ -210,8 +212,10 @@ accessibly and turning in accessible documents.
 
 ## Grading Approach
 We’ll be using competency based grading for most elements of this
-class. We have a set of core learning goals in this class. If you
-learn them all, and participate in the class, you get an A. 
+class. We have a set of core learning goals in this class. For each of
+them, you may be "competent" or "excellent". If you excel at them all,
+and participate in the class, you get an 4.0. Various combinations of
+"competent" "excellent" and "not competent" result in other grades.
 
 Many of these competencies are assessed repeatedly. I don't care if
 you get them wrong at first, as long as you eventually learn them.
@@ -219,7 +223,6 @@ you get them wrong at first, as long as you eventually learn them.
 Some are assessed less frequently. For those, you have the opportunity
 to request a regrade if you feel you've improved on them.
 
-
 ## Grading Breakdown (tentative)
 Grades will be assigned approximately as follows:
 

schedule.md

@@ -222,7 +222,8 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
 {% details Class Plan %} 
 
 {: .topic}  5:30-6:15 Introduction to Accessible Evaluation 
-: **Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
+: **Slides** {% include slide.html title="Presenting Accessibly" loc="presenting-acessibly.html" %}
+**Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
 
 {: .topic}  6:15-6:25 Practice Study Design
 : **Amazon Alexa** 
@@ -235,6 +236,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
 
 {: .topic}  6:30-7:30 Slides & Discussion:
 : **Slides** {% include slide.html title="Designing for and with people with disabilities" loc="designing.html" %}
+**Slides** {% include slide.html title="Plain Language" loc="plain-language.html" %}
 
 Discussion of Disability Dongle Paper
 
@@ -254,6 +256,9 @@ Discussion of Disability Dongle Paper
 {: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
 : 
 
+{: .homework} [Plain Language](assignments/plain-language.html) Assigned: Write something up in plain language. 
+: 
+
 {: .homework} **Post-module Reflection:**  [Accessibility Basics Reflection](https://forms.gle/Wk8C51m5Sbq8RX7W8)
 : 
 

slides/designing.html

@@ -28,7 +28,6 @@ class:
 - Picking a direction that the disability community cares about
 - How to get a first person perspective without burdening the disability community
 - Running an inclusive need finding study to prove that something is (or is not) a disability dongle :) 
-- Plain Language Writing
 
 ---
 # Disability Dongle
@@ -73,35 +72,27 @@ In my own work, I try to do the following. Can any of this translate?
 
 Break into small groups and [post your group's thoughts on Ed](https://edstem.org/us/courses/31170/discussion/2373160) about:
 
-1. Examples of products you have encountered that are award bait rather than valuable to users (ideally disabled, but others too if you can't think of disability specific ones)
-2. How should capitalist goals be balanced against the value of the ideas provided through experience design be balanced in industry settings? 
+Award Bait/disability dongles you found for the reading question 
 
 ---
 # Focusing in on Needfinding 
 
-- Participatory Design:  Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings
+Participatory Design/Research:  Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings; children & older adults
 
-- Participatory research: Has a wider use in research (i.e. not specific to disability- has been used with children and older adults)
+- Working directly with users (& other stakeholders) in the design of systems
 
-.footnote[Dr Jane Seale-- School of Education, University of Southampton]
-
----
-# Participatory Design
-
-Working directly with users (& other stakeholders) in the design of systems
+- Users are actively involved in setting design goals and planning prototypes
 
-Users are actively involved in setting design goals and planning prototypes
+  - Contrasts with methods where user input is sought only after initial concepts and prototypes have been produced (i.e. PD is more than user-testing)
 
-- Contrasts with methods where user input is sought only after initial concepts and prototypes have been produced (i.e. PD is more than user-testing)
-
-Early and continual participation of intended users to produce better technologies that better suit the needs of users
+- Early and continual participation of intended users to produce better technologies that better suit the needs of users
 
 .footnote[Dr Jane Seale-- School of Education, University of Southampton]
 
 ---
 # Participatory Research in Accessibility
 
-Aims to engage participants in the design, conduct and evaluation of research with the construction of non-hierarchical research relations  
+Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical  relations  
 
 Participants encouraged to own the outcome by setting the goals and sharing in decisions about processes 
 
@@ -113,7 +104,8 @@ Participants encouraged to own the outcome by setting the goals and sharing in d
 
 # Participatory Design: Issues
 
-Is the “right” user identified?  In education s/w design studies that use PD, frequently the teacher is the only defined user, and not the learner.
+Is the “right” user identified?  Which stakeholders are included (e.g. student & teacher?)
+- Value sensitive design is an excellent multi-stakeholder alternative 
 
 Changing role of user (as process progresses):  Informant through to designer
 
@@ -121,7 +113,7 @@ Nature of expertise of users:  Domain expert or design expert or both?
 
 Conceptions of the role of “user”:  Informant, designer, coach, participant, partner, knowledge-worker; expert
 
-True partnership?:  Rare for PD articles to have users have co-authors
+True partnership?:  Is user a co-author? A co-inventor on a patent? 
 
 .footnote[Dr Jane Seale-- School of Education, University of Southampton]
 
@@ -136,7 +128,6 @@ Asking people with disabilities to act as consultants or advisors to projects
 
 Provision of support, training and payment so that people with disabilities can undertake their own research
 
-.footnote[Dr Jane Seale-- School of Education, University of Southampton]
 
 ---
 # Participatory Research in Accessibility
@@ -147,41 +138,40 @@ Focus groups, interviews
 
 Action Research
 
-Involving interventions for change
-
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
-
 ---
-# Concerns to Address
-.left-column50[
-Finding ways to communicate
-
-- Participant can be reliant on the non-disabled person (researcher or support worker) for access to the spoken and written word
-- Can be a tendency for support workers to speak on behalf of the person with a 
-disability
+# Making participatory methods accessible
 
+.left-column50[
+Consider:
+- Communication
+- Materials
+- Time
+- Space
 ]
+--
 .right-column50[
-Gaining informed consent
+What might differ here from summative research?
+- bigger ask (more time) potetnially, especially in PD vs interview
+
+Special case: Children -- Assent versus Consent
 
-- In order to gain informed consent, people with disabilities need to understand what research is
-- Accessible information
-- Similar concerns in recruiting to summative; but bigger ask makes concerns bigger
+Special case: Nonspeaking individuals
+- Can be a tendency for support workers to speak on behalf of the person with a 
+disability
 ]
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
 
 ---
 # Concerns to Address
 
-Disabled people can occupy any part in the research pipeline (e.g, researcher)
+Disabled people can occupy any part in the design/research pipeline 
 Whether disabled or not, it is important o
 - Ensure integrity of “accounts” gained through narrative life history methods
-- Find ways to support participants with disabilities to become researchers in their own capacity
-- Play down skills of the researcher in PR (Walmsley 2004)
+- Find ways to support participants with disabilities to become researchers/designers in their own capacity
+- Play down skills of the designer/researcher in PR (Walmsley 2004)
 - Address power dynamics
 
 Accountability and ownership
-- Researcher is accountable to the funder- who owns the research agenda?
+- Designer/Researcher is accountable to the funder- who owns the research agenda?
 
 ---
 # Concerns to Address
@@ -195,16 +185,14 @@ Participation versus Emancipation
 - Participatory research
    - A useful compromise, a step towards ER (Chappell, 2000)
 
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
-
 ---
-# Concerns to Address
+# Training the Team
 
 Non-disabled researchers need training if they are to work in PR and take on a support role
 
 Potential problematic motivations
 - Over-whelming desire to do something that could benefit others
-sponsibilityto deliver on this expectation
+- Responsibility to deliver on this expectation
 
 Access needs can synergize and conflict; try to plan for these when designing your studies
 
@@ -216,7 +204,6 @@ Power dynamics come into play when negotiating access needs
 - Picking a direction that the disability community cares about
 - How to get a first person perspective without burdening the disability community
 - Running an inclusive need finding study to prove that something is (or is not) a disability dongle :) 
-- Plain Language Writing
 
 ---
 # Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (1 of 2)
@@ -280,86 +267,3 @@ You may join the study (use the tool, provide some feedback) and you will be com
 ![:img screenshot of the correction interface; it includes the features fix color contrast; give slides unique titles; identify slides missing layouts; identify missing alt text; identify bad linkt text; enlarge small fonts., 60%, width](img/wk04/correction_interface.PNG)
 ]
 
----
-
-# Plain Language Guidelines 
-We are asking you to focus on this subset
-
-.left-column50[
-- Use simple words
-- Use positive language
-- Use short paragraphs
-- Use short sentences
-- Avoid jargon
-]
-.right-column50[
-- Use active voice
-- Use present tense
-- Use examples
-- Use headers
-- Use transition words
-]
-
----
-
-# Use Simple Words
-- <q>as a means of</q>  &rarr;  <q>to</q>
-- <q>at the present time</q>  &rarr; <q>now</q>
-
----
-
-# Use Positive Language
-- Avoid double negatives
-- <q>no fewer than</q> &rarr; <q>at least</q>
-
----
-
-# Use Short Paragraphs and Sentences
-- Consider if a clause should become a new sentence
-
----
-
-# Avoid Jargon
-- Sometimes the complex word isn't necessary
-- If you must use jargon, define it
-
----
-
-# Use Active Voice
-- <q>The lake was polluted by the company</q> &rarr;  <q>The company polluted the lake</q>
-- A good check to see if you're using passive voice: are you using
-	- A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
-	- A verb ending in <q>-ed</q>
-
----
-
-# Use Present Tense
-- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
-- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
-
----
-
-# Use Examples
-- Especially for more complicated topics
-
-
----
-
-# Use Transition Words
-- Use words: <q>for instance,</q> <q>also,</q> <q>however,</q> <q>to summarize</q>
-- Echo previous ideas
-- Avoid ambiguous <q>this</q>
-
-
----
-
-# Use Headers
-- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
-- If those are not available, styling text in bold or underlined can still help visual readers
-- Live Demo!
-
----
-
-# Plain Language Resources
-- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).
-

slides/evaluation.html

@@ -32,163 +32,13 @@ class:
 - How to build inclusive experiment designs
 - Running an inclusive summative study
 
----
-# Presenting Accessibly
-
-- First, make your slides accessible (and share them ahead of time)
-      
----
-# Slideshow Rules of Thumb (1 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
---
-.right-column50[
-- unique slide titles
-   - makes navigation easier
-   - put (x of y) in the title if repeating
-]
-
----
-# Slideshow Rules of Thumb (2 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-]
-
----
-# What is clutter?
-
-Please, for the love of all that is good on this fine planet we call home, do not do this to your poor audience members
-
-They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as he
-ck for me to type out this thing just to make a point!
-
-So please, don’t do this to your audience members. Be a responsible presenter. Practice your talks so you don’t have to read off the slide (or use speaker notes! also okay!). Break up your content so looking at your slides isn’t like getting smacked in the face with a wall of text.
-
-**But there are exceptions! (e.g., if you have a thick accent)**
-
-
----
-# Slideshow Rules of Thumb (3 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-]
-
----
-# Slideshow Rules of Thumb (4 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-- 9/10, you don’t need sound effects
-
-]
-
----
-# Slideshow Rules of Thumb (5 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-- 9/10, you don’t need sound effects
-- you rarely ever NEED that movement-based slide transition
-]
-
----
-# Slideshow Rules of Thumb (6 of 6)
-
-.left-column50[
-- image descriptions
-- use headers & styles
-- color contrast
-- san serif fonts
-- plain language
-]
-
-.right-column50[
-- unique slide titles
-- avoid clutter
-- don't use color to convey meaning
-- 9/10, you don’t need sound effects
-- you rarely ever NEED that movement-based slide transition
-- check slide order (like DOM order)
-]
-
----
-# If you have a video in your slides
-- Make sure it is captioned
-- Make sure it has audio descriptions if non-verbal content is important
-
----
-# When presenting
-- Speak slowly and clearly
-- Read entire quotes
-- describe images and videos
-
----
-[//]: # (Outline Slide)
-
-# Learning Goals for Today
-- Presenting Acessibly
-- **How to build inclusive experiment designs**
-- **Running an inclusive summative study**
-
 ---
 
 # Summative User Testing
 
 So you have an app and you think it's accessible. How do you check that? 
 
-.quote[Summative evaluations describe how well a design performs, often compared to a benchmark such as a prior version of the design or a competitor. Unlike formative evaluations, whose goals is to inform the design process, summative evaluations involve getting the big picture and assessing the overall experience of a finished product. Summative evaluations occur less frequently than formative evaluations, usually right before or right after a redesign.] - Nielsen Norman Group
-
----
-
-# What is Summative User Testing
+.quote[Unlike formative evaluations, whose goals is to inform the design process, summative evaluations involve getting the big picture and assessing the overall experience of a finished product...] - Nielsen Norman Group
 
 Lots of variables here, but 
 - typically checks that an app works as expected on standard tasks when used by the target population
@@ -223,6 +73,8 @@ Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibili
 # Accessible Study Planning Workflow
 ![:img A flow chart for planning accessible studies. The first two phases occur in parallel and are "identify stakeholders" and "identify tasks". These tasks flow into the "assign tasks" phase where one should consider access needs, effects of familiarity with the task, personal preferences, and other institutional constraints. The next phase is "planning accommodations", where one can consider the dimensions of communication, materials, time and space. And the final phase is reflect on the study plan while considering access synergies and conflicts and power dynamics.](img/wk04/access_workflow.PNG)
 
+.red[*needs arrows going back]
+
 ---
 
 # An Example
@@ -236,18 +88,14 @@ Supposed you are hired to perform usability testing of new food-delivery app wit
 Supposed you are hired to perform usability testing of new food-delivery app with people with sensory disabilities.
 - Who are the stakeholders who you need to take into account for this study?
 
-
----
-
-# Stakeholders List
-- Disabled participants
-	- Blind people
+  - Disabled participants
+  	- Blind people
 	- Deaf people
 	- Hard-of-hearing people
-- Research team
-	- Lua -- lead researcher, has dyslexia
-	- Jay -- project team member, Deaf person who uses sign language.
-	- El -- project team member, non-disabled
+  - Research team
+  	- Lua -- lead researcher, has dyslexia
+  	- Jay -- project team member, Deaf person who uses sign language.
+  	- El -- project team member, non-disabled
 
 ---
 
@@ -272,7 +120,7 @@ This is also a study of accessibility, with disabled users. The study design nee
 - Choice of method 
   - e.g. think aloud may be more difficult for a nonspeaking individual, or someone with fatigue
   - Check in on study measures and statistical design. Does user heterogeneity impact this?
-- Study venue (It may be difficult to duplicate participant hardware/software)
+<!-- - Study venue (It may be difficult to duplicate participant hardware/software) -->
 ]
 .right-column50[
 - Ensure that participants' hardware/software also addresses study needs (e.g. do participants have a working monitor?)
@@ -391,24 +239,19 @@ Some things they might discuss include
 # 3. Handle Recruitment
 As a person already connected to the disability community, the team determins that Jay will be most likely to be trusted, and to identify opportunities to build trust throughout the recruitment process
 
-Lots of details here
 - Are your recruitment materials accessible
 - How will you find participants?
 - How much do you know about the group your are targeting and what to expect from/of them?
 - Will they see you as trustworthy? 
 - Are you giving them enough agency in the study process?
-
----
-# The Importance of Gatekeepers
-
-Negotiating access often requires working with gatekeepers
-
-Participants may see researchers as “just another professional, conducting professional surveillance”
+- Maybe start with gatekeepers
+  - Negotiating access often requires working with gatekeepers
+  - Participants may see researchers as “just another professional, conducting professional surveillance”
 
 ---
 # 4. Pilot study
 
-First, plan accommodations
+First, revisit accommodations plan
 
 .left-column50[
 Consider:
@@ -449,8 +292,8 @@ Prepare:
 2. ~~Lua: Train study team~~ (done)
 3. **Jay**: Handle recruitment (ongoing)
 4. ~~Jay: Pilot with people with disabilities~~ (done)
-5. **Jay & El**: Run the Study
-    - **El**: Prepare study materials (e.g., print out protocols)
+5. ~~Lua~~ **Jay & El**: Run the Study
+    - **Lua**: Prepare study materials (e.g., print out protocols)
     - **Jay**: Hire access support staff
     - **Participants**: Participate in the study
     - **El**: Compensate participants

slides/plain-language.html

+---
+layout: presentation
+title: Plain Language  --Week N--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week N, Plain Languages
+
+{{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
+- Understanding how to apply plain language guidelines
+- Understanding when to apply plain language guidelines
+
+---
+# Why Plain Language
+
+Helps make text accessible to the non-scientific public (including disabled people). 
+- Important when you do research about people with disabilities
+- Helps make sure that study participants or other interested parties can learn about your research
+- The  Plain Writing Act of, described on [plainlanguage.gov](https://www.plainlanguage.gov/law/), "requires federal agencies use clear government communication that the public can understand and use."
+
+---
+# Why Plain Language
+
+Helps make text accessible to the non-scientific public (including disabled people). 
+
+Can also directly help someone with an intellectual disability. 
+- [WCAG guidelines](https://www.w3.org/WAI/GL/WCAG3/2021/how-tos/clear-words/) state that plain language also "benefit individuals who live with cognitive and learning disabilities, language impairments, memory impairments, and autism." 
+
+--
+Somewhat different requirements for these different audiences
+
+---
+
+# Plain Language Guidelines 
+We are asking you to focus on this subset
+
+.left-column50[
+- Use simple words
+- Use positive language
+- Use short paragraphs
+- Use short sentences
+- Avoid jargon
+]
+.right-column50[
+- Use active voice
+- Use present tense
+- Use examples
+- Use headers
+- Use transition words
+]
+
+---
+
+# Use Simple Words
+- <q>as a means of</q>  &rarr;  <q>to</q>
+- <q>at the present time</q>  &rarr; <q>now</q>
+
+---
+
+# Use Positive Language
+- Avoid double negatives
+- <q>no fewer than</q> &rarr; <q>at least</q>
+
+---
+
+# Use Short Paragraphs and Sentences
+- Consider if a clause should become a new sentence
+
+---
+
+# Avoid Jargon
+- Sometimes the complex word isn't necessary
+- If you must use jargon, define it
+
+---
+
+# Use Active Voice
+- <q>The lake was polluted by the company</q> &rarr;  <q>The company polluted the lake</q>
+- A good check to see if you're using passive voice: are you using
+	- A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
+	- A verb ending in <q>-ed</q>
+
+---
+
+# Use Present Tense
+- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
+- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
+
+---
+
+# Use Examples
+- Especially for more complicated topics
+
+
+---
+
+# Use Transition Words
+- Use words: <q>for instance,</q> <q>also,</q> <q>however,</q> <q>to summarize</q>
+- Echo previous ideas
+- Avoid ambiguous <q>this</q>
+
+
+---
+
+# Use Headers
+- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
+- If those are not available, styling text in bold or underlined can still help visual readers
+- Live Demo!
+
+---
+
+# Plain Language Resources
+- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).
+
+
+---
+# Assignment
+
+You get to choose what to apply this to and when
+- Can be part of an existing class assignment
+- Can be a response to a reading question
+- Can be other writing you are doing
+- Can be the text of video you are making for some reason
+
+Important to keep it short and be specific about your audience. This is *very hard* to do right. Keep it very short to make that more feasible. 
+
+---

slides/presenting-accessibly.html

+---
+layout: presentation
+title: Presenting Accessibly  --Week N--
+description: Information on how to present accessibly
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week N, Presenting Accessibly
+
+{{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 this slide deck
+
+- Presenting Accessibly
+
+---
+# Presenting Accessibly
+
+- First, make your slides accessible (and share them ahead of time)
+      
+---
+# Slideshow Rules of Thumb (1 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+--
+.right-column50[
+- Unique slide titles
+   - makes navigation easier
+   - put (x of y) in the title if repeating
+]
+
+---
+# Slideshow Rules of Thumb (2 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+]
+
+---
+# What is clutter?
+
+Please, for the love of all that is good on this fine planet we call home, do not do this to your poor audience members
+
+They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as he
+ck for me to type out this thing just to make a point!
+
+So please, don’t do this to your audience members. Be a responsible presenter. Practice your talks so you don’t have to read off the slide (or use speaker notes! also okay!). Break up your content so looking at your slides isn’t like getting smacked in the face with a wall of text.
+
+**But there are exceptions! (e.g., if you have a thick accent)**
+
+
+---
+# Slideshow Rules of Thumb (3 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+]
+
+---
+# Slideshow Rules of Thumb (4 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+- 9/10, you don’t need sound effects
+
+]
+
+---
+# Slideshow Rules of Thumb (5 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+- 9/10, you don’t need sound effects
+- You rarely ever NEED that movement-based slide transition
+]
+
+---
+# Slideshow Rules of Thumb (6 of 6)
+
+.left-column50[
+- Image descriptions
+- Use headers & styles
+- Color contrast
+- San serif fonts
+- Simplify language
+]
+
+.right-column50[
+- Unique slide titles
+- Avoid clutter
+- Don't use color to convey meaning
+- 9/10, you don’t need sound effects
+- You rarely ever NEED that movement-based slide transition
+- Check slide order (like DOM order)
+]
+
+---
+# If you have a video in your slides
+- Make sure it is captioned
+- Make sure it has audio descriptions if non-verbal content is important
+
+---
+# When presenting
+- Speak slowly and clearly
+- Read entire quotes
+- describe images and videos
+

slides/syllabus.html

@@ -84,6 +84,16 @@ If you need larger accommodations for any reason, consider working with
 [DRS](https://depts.washington.edu/uwdrs/) as well as us. 
 
 If you run into problems, or have preferences about these issues, please tell me!
+--
+# More on Academic Integrity
+
+Don't plagiarize. If you use someone else's text, quote them and reference them. 
+
+In addition to being expected based on UW policy, this is a form of [*Citational Justice*](nature.com/articles/d41586-022-00793-1)
+ and thus an important xepression of disability justice values in our class. Therefore
+- If you plagiarize you will receive a 0 on participation for that assignment
+- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency 
+
 ---
 # Is this class hybrid?
 
@@ -124,7 +134,7 @@ This approach was selected because it prioritizes *accessibility* and *justice*
 
 You can find all of the competencies under "[Outcomes](https://canvas.uw.edu/courses/1619674/outcomes)" on canvas
 
-They fall into three categories (this is still being refined)
+They fall into three categories
 - Accessibility Compliance (e.g. accessibility checking)
 - Accessible Media and Documents (e.g. writing alt text, presenting accessibly)
 - Disability Awareness and Justice (How you pick problems and do disability centered design)
@@ -132,6 +142,18 @@ They fall into three categories (this is still being refined)
 ???
 
 This is the first time I'm grading this way, so we may make adjustments based on how it goes. Feedback welcome.
+---
+# How Competencies Translate to Grades
+On any competency, you may be rated as below competent, competent or excellent
+
+In each category (accessibility compliance; accessible media and documents; and disability awareness and justice) your grade is calculated based on how many "excellent" and "competent" scores you have
+ - all execellents in all categories is a 4.0; 
+ - 1 excellent in all categories is a 3.2. 
+ - 1  not competent in any competency in a category is 3.2
+ - More not competents drops your grade further
+ 
+After each category is graded, these grades are averaged.
+
 ---
 #  Programming Expectations