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: 24pt;
+$list-font: 22pt;
 $code-font: 18pt;
-$mediumsmall-font: 16pt;
-$title-font: 28pt;
-$footnote-font: 12pt;
+$mediumsmall-font: 20pt;
+$title-font: 2em;
+$h2-font: 1.5em;
+$footnote-font: 18pt;
 $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;
@@ -193,6 +199,7 @@ blockquote p {
     border-left:1em solid #eee;
     margin: .5em 0 .5em;
     padding: 0 1em 0 .5em;
+    font-size: $mediumsmall-font;
     position:relative;
 }
 .quote:before{
@@ -212,7 +219,7 @@ blockquote p {
 .quote :first-child{display:inline;}
 .quote :last-child{margin-bottom:0;}
 .quote p {
-  display: inline;
+    display: inline;
 }
 
 
@@ -224,7 +231,7 @@ blockquote p {
       color: $light;
   }
   .p {
-      font-size: 1.5em;
+      font-size: $body-font;
   }
   .footnote {
       font-size: $footnote-font;
@@ -251,6 +258,15 @@ 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 +286,10 @@ 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 +313,10 @@ body.compact {
   color: $lightest;
 }
 
+.green {
+  color: $green;
+}
+
 .contrast71 {
     color: #2E2EFF;
     background: #FFFFFF;
@@ -357,6 +377,7 @@ body.compact {
   left: -50px;
   text-align: center;
   line-height: 50px;
+  font-size: $mediumsmall-font;
   letter-spacing: 1px;
   color: $light;
   transform: rotate(-45deg);
@@ -408,10 +429,10 @@ 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;

schedule.md

@@ -32,13 +32,13 @@ layout: default
 
 {: .activity} Skill Goal: Learn how accommodations can make a meeting more inclusive
 : **In class Exercise** Put your accommodation needs into PollEverywhere; discuss what comes up and what else might be relevant 
-: **Small Group Discussion** How would you implement this in your workplace? ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347303))
+: **Small Group Discussion** How would you implement this in your workplace? ([post on Ed]({site.discussion}2347303))
 
 {: .activity} Skill Goal: Analyze a piece of technology from a Disability Rights perspective
-: **Small Group Discussion** Analysis of the iPhone ([post on Ed](https://edstem.org/us/courses/31170/discussion/2342976))
+: **Small Group Discussion** Analysis of the iPhone ([post on Ed]({site.discussion}2342976))
 
 {: .activity} Skill Goal: Analyze a topic from a disability justice perspective
-: **Small Group Discussion** Analyze masking from a disability justice perspective ([post on Ed](https://edstem.org/us/courses/31170/discussion/2345037))
+: **Small Group Discussion** Analyze masking from a disability justice perspective ([post on Ed]({site.discussion}2345037))
 
 {: .break} 7:50-8:00
 : Break 
@@ -61,10 +61,10 @@ Introduction to course syllabus & assignments
 : 
 - **Required: Reading AND Preparation** by start of class. Respond to the reading questions by  start of class and Preparation requirements on Ed. 
    - **Come to next class prepared** to use either switch control, a screen reader, or magnification on your phone. 
-   - Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345222)
+   - Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**]({site.discussion}2345222)
    - **Come to next class prepared** with an image you found on the web that does not have ALT text
-   - ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345223)
-   - Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) from [The Audio Description Project](https://www.acb.org/adp/ad.html) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345225)
+   - ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**]({site.discussion}2345223)
+   - Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) from [The Audio Description Project](https://www.acb.org/adp/ad.html) and [**Respond on Ed**]({site.discussion}2345225)
 - **Optional**
    - [Switches](https://axesslab.com/switches/)
 
@@ -90,7 +90,7 @@ Introduction to course syllabus & assignments
 : **Slides** {% include slide.html title="Assessing Accessibility" loc="assessment.html" %}
 
 {: .activity} Skill Goal: Image Description 
-: **In class Exercise**  Break into small groups and show each other the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347293))
+: **In class Exercise**  Break into small groups and show each other the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed]({site.discussion}2347293))
 
 {: .break}  6:20-6:40 
 : Break / Food 
@@ -102,7 +102,7 @@ Introduction to course syllabus & assignments
 : **Slides Continue** {% include slide.html title="Assessing Accessibility Cont..." loc="assessment.html#45" %}
 
 {: .activity} Skill Goal: Automated Assessment 
-: **In class Exercise** Use WebAIM [Wave](https://wave.webaim.org/) to [assess the Seattle Public Schools Website](https://wave.webaim.org/report#/https://www.seattleschools.org/) ([Post a UAR on Ed](https://edstem.org/us/courses/31170/discussion/2349808)
+: **In class Exercise** Use WebAIM [Wave](https://wave.webaim.org/) to [assess the Seattle Public Schools Website](https://wave.webaim.org/report#/https://www.seattleschools.org/) ([Post a UAR on Ed]({site.discussion}2349808)
 
 {: .break} 7:40-7:50
 : Break 
@@ -118,7 +118,7 @@ Introduction to course syllabus & assignments
 - Switch input
 - Magnification
 
-Try to find something you didn't find with an automated tool. ([Post a UAR on Ed](https://edstem.org/us/courses/31170/discussion/2349808))
+Try to find something you didn't find with an automated tool. ([Post a UAR on Ed]({site.discussion}2349808))
 
 {% enddetails %}
  
@@ -134,8 +134,8 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
 : 
 
 - **Required Readings:** Respond to the Reading Questions and Preparation Requirements on Ed
-   - Read: [Comparison of different methods for accessibility testing](https://sol.sbc.org.br/journals/index.php/jis/article/view/1778/1848) Mateus etal, 2021  and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363730) 
-   - Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/)   and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363732) 
+   - Read: [Comparison of different methods for accessibility testing](https://sol.sbc.org.br/journals/index.php/jis/article/view/1778/1848) Mateus etal, 2021  and [**Respond on Ed**]({site.discussion}2363730) 
+   - Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/)   and [**Respond on Ed**]({site.discussion}2363732) 
 - **If you want to dig deeper**
    - Watch: [Google Video on Practical Web Accessibility](https://www.youtube.com/watch?v=x18vEEfpK3g) — this video provides a great overview of the Web and how to make web content accessible. Highly recommended as a supplement to what we will cover in class.
    - Watch: [Latte: Use-Case and Assistive-Service Driven Automated Accessibility Testing Framework for Android](https://www.youtube.com/watch?v=Z84jeO0UZFE) and read [Lies, Damned Lies, Overlays, and Widgets](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/)
@@ -172,7 +172,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
 : **Slides** {% include slide.html title="Best Practices: Improving Accessibility" loc="best-practices.html" %}
 
 {: .activity} Skill Goal: Video description
-: **In class Exercise** Break into small groups. Pick a video from [youdescribe.org](https://youdescribe.org/) and work on a description as a group. ([post a link to your video on Ed](https://edstem.org/us/courses/31170/discussion/2350670))
+: **In class Exercise** Break into small groups. Pick a video from [youdescribe.org](https://youdescribe.org/) and work on a description as a group. ([post a link to your video on Ed]({site.discussion}2350670))
 
 
 {: .break} 7:40-7:50
@@ -192,9 +192,9 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
 : 
 
 - **Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
-    - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364596) 
-	- Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
-    - Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600) 
+    - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882) [**Respond on Ed**]({site.discussion}2364596) 
+   - Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) [**Respond on Ed**]({site.discussion}2364598)
+    - Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**]({site.discussion}2364600) 
 - **If you want to dig deeper**
    - [How To Do Something Good In The Disability Community If You’re Not Disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=4befcb377d7f)
    - [COVID 19 websites violate disability laws](https://www.latimes.com/california/story/2021-02-25/covid-19-vaccine-websites-violate-disability-laws-create-inequity-for-the-blind)
@@ -261,9 +261,9 @@ Discussion of Disability Dongle Paper
 : 
 
 - **Required Readings** Respond  to the Reading Questions and Preparation Requirements on Ed
-    - Read [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2424082) 
-   - Read [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2436103)
-    - Read [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2423831) 
+    - Read [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and [**Respond on Ed**]({site.discussion}2424082) 
+   - Read [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719) and [**Respond on Ed**]({site.discussion}2436103)
+    - Read [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/) and [**Respond on Ed**]({site.discussion}2423831) 
 {% enddetails %}
 
 {: .module} # Module 2: Second Wave Accessibility
@@ -285,7 +285,7 @@ Discussion of Disability Dongle Paper
 {% enddetails %}
 
 
-{% details Class Plan: %} 
+{% details Class Plan %} 
 
 {: .topic 5:30-7:00} Presentations
 : Accessibility Assessment Assignment
@@ -308,8 +308,8 @@ Discussion of Disability Dongle Paper
 - **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
 
   - [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) No ed post for this one :)
-  - [Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485584)
-  - [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485589)
+  - [Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf) [**Respond on Ed**]({site.discussion}2485584)
+  - [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond on Ed**]({site.discussion}2485589)
 
 - **Optional**
   - [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
@@ -378,14 +378,14 @@ Discussion of Disability Dongle Paper
 : 
 
 - **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-  - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019
+  - [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" %}
@@ -421,11 +421,10 @@ I'm also thinking about having them use fusion360 or something else to make some
 {: .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:**  2nd Wave Accessibility Reflection (TBD)
-: 
+- **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 %}
 
@@ -433,12 +432,22 @@ I'm also thinking about having them use fusion360 or something else to make some
 : 
 
 {: .week}
-# Week 9 (2/28): Intersectionality with Race, Gender & Other Identities
-{% details Learning Goals: STILL TBD %} 
-{% enddetails %}
+# 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 %}
 
@@ -448,24 +457,39 @@ I'm also thinking about having them use fusion360 or something else to make some
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
 : 
 
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week. [Please post your response in this Ed thread]({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)
+
+- **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 Learning Goals: STILL TBD %} 
-{% enddetails %}
+{% details Class Plan %} 
 
-{% details Class Plan: STILL TBD %} 
-...
+{: .topic } 5:30-6:30 Traumatic Brain Injury and Incarceration 
+: guest lecturer: Mark Harniss
 
-{% enddetails %}
+{: .break}  6:30-6:45
+: Break / Food 
+
+{: .topic } 6:45- ~8:00
+: **Slides** {% include slide.html title="Sustainability and Accessibility" loc="sustainability.html" %}
 
+{: .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} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+{: .homework} [End of Module survey](https://forms.gle/Ds4vkSCX69WfLkCe7)
 : 
 
+
 {% enddetails %}
 
 
@@ -474,7 +498,7 @@ I'm also thinking about having them use fusion360 or something else to make some
 
 
 {: .week}
-# Finals week: Final presentations 3/14, 6:30pm
+# Finals week: Final presentations 3/14, 5:30pm
 
 {: .lecture} Final project presentations
 : 

slides/3dprinting.html

@@ -117,24 +117,18 @@ dating back to the 1890s, it's the work of a German seamstress who had been cons
 ---
 # What is craft?
 
-1000s of years old
-
-Highly skilled
-
-Only labeled “arts and crafts” after the industrial revolution
-
-Often centered in women’s “busy” work
-
-Sometimes entrepreneurial 
-
-Exceptional at addressing unique and individual needs
+- 1000s of years old
+- Highly skilled
+- Only labeled “arts and crafts” after the industrial revolution
+- Often centered in women’s “busy” work
+- Sometimes entrepreneurial 
+- Exceptional at addressing unique and individual needs
 
 ---
 ![:img Three textbooks (Adapt my world by J. Rose Laxen; Illustrated guide to Assistive Technology & Devices by Suzanne Robitaille; and Assisteve Technology Solutions in Minutes Book II by Therese Willkomm) and A screenshot of the thingiverse website showing 3D printed accessibility technologies collected by user @glitchpudding last updated on July 22 i 2016, 80%, width](img/3dprinting/books-at.png)
 
 ---
 # Modern crafting technology
-<BR>
 .left-column50[
 - New ways to ideate and create
  - Faster, easier, sometimes better
@@ -173,13 +167,10 @@ We collected data from six forums to extend our sample size and complement our i
 ---
 # Making Patterns Accessible 
 
-Pattern accessibility was a frequent problem for disabled knitters
-
-Forum posters mentioned over 40 different pattern formatting guidelines to make patterns more accessible
-
-Not just about nonvisual access
-
-For example P14-MC, who wrote out patterns in detail, said: 
+- Pattern accessibility was a frequent problem for disabled knitters
+- Forum posters mentioned over 40 different pattern formatting guidelines to make patterns more accessible
+- Not just about nonvisual access
+- For example P14-MC, who wrote out patterns in detail, said: 
 
 .quote[...if it says you need to go and knit 16 rows, I’ll write out [all of them] and then I’ll mark them off as I go. (P14-MC)] 
 
@@ -188,9 +179,8 @@ For example P14-MC, who wrote out patterns in detail, said:
 ---
 # Making Craft Accessible
 
-Four participants (P1-MVC, P2-V, P5-M, P11-V) reported difficulty with small gauged looms
-
-Both circular knitting needle and loom knitters experienced difficulty executing a purl stitch
+- Four participants (P1-MVC, P2-V, P5-M, P11-V) reported difficulty with small gauged looms
+- Both circular knitting needle and loom knitters experienced difficulty executing a purl stitch
 
 .quote[...when I purl …[I] have to push my thumb down like that to get
 tension… And so there’s a lot more pinching for me… and that
@@ -206,13 +196,12 @@ definitely causes discomfort the fastest. (P3-M)]
 
 ]
 .right-column[
-The results of knitting solved accessibility problems for some knitters
-
-Tops for wheelchair users with a shorter back and longer front
+- The results of knitting solved accessibility problems for some knitters
+- Tops for wheelchair users with a shorter back and longer front
 
 .quote[if your sweater is too long in the back at all and it goes underneath you, it makes it hard to transfer. (P14-M)] 
 
-Patterns for toy robots with disabilities to increase the inclusion and representation of disability in the knitting community (P10-M)
+- Patterns for toy robots with disabilities to increase the inclusion and representation of disability in the knitting community (P10-M)
 ]
 
 ---
@@ -230,25 +219,22 @@ Bias included assumptions about ability and even concerns about image, such as o
 
 Crafters with Disabilities
 
-Domain Experts
+Domain Experts (1/2)
 
 - Medical makers
 - People with disabilities
 - ...
 
 ---
-# Domain Experts
-
-**A lot of research is needed here**
-
-Full power of software engineering
+# Domain Experts (2/2)
 
-Equivalent of end user programming
-
-Production and personalization of interactive systems
-- Modularity 
-- Requirements Specification
-- Hybrid Control over AI based systems (e.g. optimization)
+- **A lot of research is needed here**
+- Full power of software engineering
+- Equivalent of end user programming
+- Production and personalization of interactive systems
+  - Modularity 
+  - Requirements Specification
+  - Hybrid Control over AI based systems (e.g. optimization)
 
 --
 This is the focus of a lot of my group's work
@@ -310,16 +296,11 @@ class E green
 ---
 # Fabrication technologies are not
 
-Not the startrek replicator
-
-Not as fast as the best manufacturing solutions for bulk manufacturing
-
-Not as fast as your 2d printer
-
-Often expensive
-
-Material range is limited
-
+- Not the startrek replicator
+- Not as fast as the best manufacturing solutions for bulk manufacturing
+- Not as fast as your 2d printer
+- Often expensive
+- Material range is limited
 ... But they can do a lot of interesting things
 
 ---
@@ -367,15 +348,15 @@ class E green
 ---
 # Additive Vs Subtractive (e.g. CNC) Printing
 
-.left-column50[
+.left-column60[
 - Additive printing puts down material, building up the object layer by layer
   - Some are done with extruded plastic or other material
   - Others are done with powders that are sealed together (powder printers)
 - Subtractive removes materials from around the object
 ]
 
-.right-column50[
-![:img three 3D printed lion heads two are subtractive printing one is additive, 80%, width](img/3dprinting/add-subtract.png)
+.right-column40[
+![:img three 3D printed lion heads two are subtractive printing one is additive, 100%, width](img/3dprinting/add-subtract.png)
 
 ]
 
@@ -409,9 +390,9 @@ __Shells/Boundaries__
 ---
 # Example: .stl File (Additive)
 
+.left-column50[
 Almost every software package can save the files as a `.stl` file (stereolithography)
 
-.left-column50[
 
 ![:img open cube modeled as with surfaces, 45%, width](img/3dprinting/cube-shell.png)
 ![:img open cube as stl file, 45%, width](img/3dprinting/cube-stl.png)
@@ -588,8 +569,6 @@ G1 X8.8 Y12.69 Z0.47 F381.198 E27.768
 
 ---
 # More examples!
-
-<br>
 - [3D Printed Medical Device Saves Baby's Life](https://www.youtube.com/watch?v=zr0HGCZSgE4)
 - [Prosthetic hand](http://youtu.be/CHPuMCshkLU?t=42s) (up to ~2:10)
 - [Prostheic 3D printed Eagle Beak](https://youtu.be/M1jxnogZgd4)
@@ -690,7 +669,36 @@ with Carrier as c1:{
     knit_colored_stripe(c2); // will use c2
     knit_stripe(); // starts using c1 again
 }
+
+```
+
+---
+# Compiled Code
+
+```python
+;!knitout-2
+;;Machine: SWG091N2
+;;Position: Center
+inhook  1 ;Activating carrier  1
+;KS: Cast on 20loops
+tuck - f19 1 ; tuck loops: [0 on yarn C1.1].  # happens 9 more times on odd needles
+[...]
+tuck - f1 1 ; tuck loops: [9 on yarn C1.1]. 
+releasehook  1 ;
+tuck + f0 1 ; tuck loops: [10 on yarn C1.1]. # happens 9 more times on even needles
+[...]
+tuck + f18 1 ; tuck loops: [19 on yarn C1.1]. 
+knit - f19 1 ;knit loops: [20 on yarn C1.1]. #  knits 20 loops (all needles)
+[...]
+knit - f0 1 ;knit loops: [39 on yarn C1.1]. 
+knit + f0 1 ;knit loops: [40 on yarn C1.1]. # knits 20 loops (all needles)
+[...]
+knit + f19 1 ;knit loops: [59 on yarn C1.1]. # continues to do more rows
+[...]
+inhook  2 ;Activating carrier  2             # changes carrier (color)
+[...]
 ```
+
 ---
 
 # Knitting a stripe
@@ -780,19 +788,19 @@ Rapid iteration can help with accessible design
 ![:img Rainbow loom to assist with knitting, 50%, width](img/3dprinting/rainbow-loom.jpg)
 ![:img Red knitting loom with white hooks to aid accessibility, 45%, width](img/3dprinting/loom.png)
 
-(Taylor's research)
-
 ]
 
 .right-column60[
 ![:youtube Xbox adaptive controller intro, 9fcK19CAjWM]
 ]
 
+.corner-ribbon.tr[Gotfrid, CHI '21] 
+
 ---
 # Manufacturing Accessibility
 .right-column60[
 
-[Interactiles: 3D Printed Tactile Interfaces to Enhance Mobile Touchscreen Accessibility](https://make4all.org/portfolio/interactiles/) (ASSETS 2018)
+[Interactiles: 3D Printed Tactile Interfaces to Enhance Mobile Touchscreen Accessibility](https://make4all.org/portfolio/interactiles/)
 
 ![:img A picture of a mobile phone with a tangible scrollbar and number pad built into its case to help improve blind interaction with the phone,50%, width ](img/3dprinting/interactiles.png)
 
@@ -804,6 +812,9 @@ Combination of materials
 - Nuts and bolts
 ]
 
+.corner-ribbon.tr[ASSETS '18] 
+
+
 ---
 # Phone as embedded computer
 .right-column60[
@@ -817,7 +828,6 @@ is held in a case with 6 conductive buttons that houses a Samsung Note
 ]
 
 .left-column40[
-Phone as embedded computer
 - Better solution because reprinting a map is faster than making a whole new portable map for each region
 - Similar to new interaction techniques, uses conductive plastic
 ]
@@ -833,9 +843,8 @@ C. Lee, [Intellisplash](https://www.christopherslee.org/home/cadiot#h.pstiqwwsc6
 
 ]
 .left-column40[
-Combination of microcontroller, 3d printing, and phone
-
-Uses WiFi, Bluetooth and other communication protocols
+- Combination of microcontroller, 3d printing, and phone
+- Uses WiFi, Bluetooth and other communication protocols
 
 ]
 ---
@@ -851,14 +860,12 @@ signal acquisition and analysis., 60%, width](img/3dprinting/biotoxicity.jpg)
 
 ]
 .left-column40[
-[Biotoxicity
-sensing](https://www.sciencedirect.com/science/article/pii/S0925400515305992)
-
-Dark box
-
-Phone case
 
-Many similar options -- e.g. [Ph
+- [Biotoxicity
+sensing](https://www.sciencedirect.com/science/article/pii/S0925400515305992)
+- Dark box
+- Phone case
+- Many similar options -- e.g. [Ph
 Meter](https://ieeexplore.ieee.org/abstract/document/6916991);
 [Sensing sweat
 make-up](https://pubs.rsc.org/en/content/articlehtml/2014/an/c4an01612b);
@@ -897,26 +904,22 @@ Printed Analytics: Sensing prosthetic device use
 ]
 
 ---
-# Summary
-
-What does physical computing offer us?
+# What does physical computing offer us?
 
 .left-column-half[
-New ways to interact
-- capacitive sensing facilitate by conductive plastic/thread
-- microphone + machine learning
-
-New ways to sense information
-- fluid properties
-- audio
-- backscatter
+- New ways to interact
+  - capacitive sensing facilitate by conductive plastic/thread
+  - microphone + machine learning
+- New ways to sense information
+  - fluid properties
+  - audio
+  - backscatter
 ]
 .right-column-half[
-New ways to combine devices (e.g. through bluetooth sensing of physical hardware)
-
-Benefits:
-- modify a device beyond what the manufacturer expected
-- rapid prototyping of novel solutions
+- New ways to combine devices (e.g. through bluetooth sensing of physical hardware)
+- Benefits:
+  - modify a device beyond what the manufacturer expected
+  - rapid prototyping of novel solutions
 ]
 
 ---
@@ -928,7 +931,7 @@ Benefits:
 # Bagholder
 
 .left-column50[
-![:img A handle with hooks below it to make it more comfortable to hold a bag , 100%, width](img/3dprinting/laser-bagholder.png)
+![:img A handle with hooks below it to make it more comfortable to hold a bag , 80%, width](img/3dprinting/laser-bagholder.png)
 ]
 .right-column50[
 [Instructables project](https://www.instructables.com/Making-a-laser-cut-bag-holder/)
@@ -994,22 +997,21 @@ Probably made with [boxes.py](https://www.instructables.com/Lasercut-Little-Wood
 ![:img Wedges for changing the angle of a keyboard for accessibliity, 50%, width](img/3dprinting/laser-supbee-keyboard.jpg)
 
 ---
-# Now it's your turn. Some key things to know
+# Now it's your turn. Some key facts
 
 .left-column50[
-We're using a [Glowforge](https://glowforge.com/). 
-- It takes SVGs as input
-- It can engrave, cut, etc
-- We're providing plywood, 3mm thick [double check with calipers]
+- We're using a [Glowforge](https://glowforge.com/). 
+  - It takes SVGs as input
+  - It can engrave, cut, etc
+  - We're providing plywood, 3mm thick [double check with calipers]
 ]
 
 .right-column50[
-Software options
-
-- Powerpoint: Can even [merge shapes](https://www.indezine.com/products/powerpoint/learn/shapes/2016/shape-union.html). Probably best for total beginners if you have it.
-- [Adobe Illustrator](https://www.adobe.com/products/illustrator.html). Best for most tasks if you have it
-- [AutoCAD](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free for students). Probably overkill
-- [Inkscape](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free). Best free option
+- Software options
+  - Powerpoint: Can even [merge shapes](https://www.indezine.com/products/powerpoint/learn/shapes/2016/shape-union.html). Probably best for total beginners if you have it.
+  - [Adobe Illustrator](https://www.adobe.com/products/illustrator.html). Best for most tasks if you have it
+  - [AutoCAD](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free for students). Probably overkill
+  - [Inkscape](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free). Best free option
 ]
 
 ---
@@ -1033,15 +1035,11 @@ Engraving: Burns. Can do greyscale.
 ---
 # Essential Measurements
 
-The amount of wood removed by the laser cutter as it burns through the wood.
-
-Should always test for each new type of wood and wood thickness
-
-[Instructable](https://www.instructables.com/How-to-Adjust-for-Wood-Thickness-and-Kerf-on-a-Las/) on how to do this
-
-Only an issue if you're making a box or something else that has to assemble
-
-Use calipers to measure! 
+- The amount of wood removed by the laser cutter as it burns through the wood.
+- Should always test for each new type of wood and wood thickness
+- [Instructable](https://www.instructables.com/How-to-Adjust-for-Wood-Thickness-and-Kerf-on-a-Las/) on how to do this
+- Only an issue if you're making a box or something else that has to assemble
+- Use calipers to measure! 
 
 ---
 

slides/accessible-data-viz.html

@@ -43,7 +43,7 @@ How do we support the full data science lifecycle?
 ---
 # Who can Access Visualizations?
 
-Due to the inaccessibility of online data visualizations, screen-reader users answered questions **62%** less accurately and spent **211%** more time than non-screen-reader users *(Sharif, 2021)*.
+.font-medium[Due to the inaccessibility of online data visualizations, screen-reader users answered questions **62%** less accurately and spent **211%** more time than non-screen-reader users *(Sharif, 2021)*.]
 
 ![:img Two different graphs comprising bar chart of Accuracy of Extracted Information per Visualization Library and interaction plot of Interaction Times per Visualization Library per participant group.,80%, width](img/data-equity/sru-viz-results.png)
 
@@ -77,7 +77,8 @@ Alt-text is an HTML attribute that can provide a summary of the visualization an
 
 ---
 # Sonification (Audio Graphs)
-Sonification (or audio graphs) enable listeners to interpret data trends by mapping data to a musical scale.
+
+.font-medium[Sonification (or audio graphs) enable listeners to interpret data trends by mapping data to a musical scale.]
 
 
 .left-column40[
@@ -158,7 +159,7 @@ VoxLens offers three modes:
 ---
 # Evaluation of VoxLens
 
-VoxLens improved the accuracy of screen-reader users by **122%** and interaction times of screen-reader users by **36%**.
+.font-medium[VoxLens improved the accuracy of screen-reader users by **122%** and interaction times of screen-reader users by **36%**.]
 
 ![:img Two different graphs comprising bar chart of Accuracy of Extracted Information per Visualization Library and interaction plot of Interaction Times per Visualization Library per participant group.,100%, width](img/data-equity/voxlens-viz-results.png)
 
@@ -283,15 +284,13 @@ User can select, parameterize and attach outputs to streaming data
 
 # Some questions to consider about information access
 
-Who can access visualizations that other people have created?
-
-Who can create accessible information?
-
-**How do we support the full data science lifecycle?**
-- Data collection
-- Data cleaning
-- Modeling and Analysis
-- Representation
+- Who can access visualizations that other people have created?
+- Who can create accessible information?
+- **How do we support the full data science lifecycle?**
+  - Data collection
+  - Data cleaning
+  - Modeling and Analysis
+  - Representation
 
 ---
 # Data Science Accessibility

slides/arvr.html

@@ -76,7 +76,7 @@ Can this technology be used to make new accessibility solutions?
 - Definitely something we'll talk about later today with our guest speaker, Xia
 
 ---
-# Second case study (1 of 2)
+# Second case study (1 of 3)
 Survey paper on handheld AR
 
 Are things made with that technology accessible?
@@ -92,13 +92,17 @@ Can this technology be used to make new accessibility solutions?
 Form small groups; discuss; [post on Ed](https://edstem.org/us/courses/31170/discussion/2449907)
 
 ---
-# Second case study (2 of 2)
+# Second case study (2 of 3)
 My Answers
 - Does not really discuss the underlying toolkits that enable accessibility 
 - But it does discuss how apps implement accessibility 
   - Interaction techniques (a sort of conceptual tool). Table 3 lays out a broad range of these that have been experimented with in different surveyed papers
   - Specific techniques used to achieve POUR (Table 4) and which surveyed papers they are used in
 - Does not discuss secondary things that it might rely on
+
+---
+# Second case study (3 of 3)
+My Answers
 - Does not really address societal implications
 - Talks about evaluation methods used in surveyed papers
   - Survey focused on research literature. All papers used UX Evaluation techniques
@@ -108,6 +112,7 @@ Does it address creation of AR/VR by people with disabilities? No
 
 Can this technology be used to make new accessibility solutions? No
 
+
 ---
 [//]: # (Outline Slide)
 # Learning Goals for today

slides/assessment.html

@@ -293,11 +293,9 @@ Although technology is getting better at recognizing what an image depicts, algo
 ![:img Lezlie looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us., 100%, width](img/assessment/award.jpeg)
 ]
 .right-column[
-The Society for Disability Studies is pleased to announce that Dr. Lezlie Frye has won the Irving K. Zola Award for Emerging Scholars in Disability Studies for her paper:
-
-Cripping the “Crack Baby” Epidemic: A Feminist Genealogy.
-
-Dr. Frye is an Assistant Professor of Gender Studies and Disability Studies at the University of Utah in the Division of Gender Studies.
+- The Society for Disability Studies is pleased to announce that Dr. Lezlie Frye has won the Irving K. Zola Award for Emerging Scholars in Disability Studies for her paper:
+- Cripping the “Crack Baby” Epidemic: A Feminist Genealogy.
+- Dr. Frye is an Assistant Professor of Gender Studies and Disability Studies at the University of Utah in the Division of Gender Studies.
 ]
 
 ---
@@ -414,11 +412,10 @@ Distinguishable
 Distinguishable
 ]
 .right-column[
-
 - Use of color is not the only way information is conveyed
 - Don't force screen reader users to listen to  audio longer than 3s without providing easily found controls; ideally use low or no background audio
 - Support text resizing (& therefore don't use images of text). Ideally (AAA) also support selection of color; justification, spacing, etc
-- Support users who need a 1 column view of content (AAA)
+- Support a 1 column view of content (AAA)
 - If you must have tooltips and popups, make sure they are: dismissable; hoverable; and persistent
 - Make sure you meet contrast expectations (minimum 4.5:1, ideally 7:1) in color (e.g. text and background; diagrams; controls; etc)
 ]
@@ -503,9 +500,8 @@ Some common pitfalls:
 - Keyboard Traps. Content should not "trap" keyboard focus within subsections of content on a Web page. This is a common problem when multiple formats are combined within a page and rendered using plug-ins or embedded applications.
 - Invisible Content. Some parts of a web page can never be reached
 - Lack of Control. Users should be able to reconfigure or remove shortcuts
-
-Note: Not in guidelines (that I know of) but a "reverse trap" is whether you can reach text that *doesn't* have links or headers when using switch input. How would you do this?
 ]
+.footnote[Note: Not in guidelines (that I know of) but a "reverse trap" is whether you can reach text that *doesn't* have links or headers when using switch input. How would you do this?]
 
 ???
 Character key shortcuts work well for many keyboard users, but are inappropriate and frustrating for speech input users — whose means of input is strings of letters — and for keyboard users who are prone to accidentally hit keys. To rectify this issue, authors need to allow users to turn off or reconfigure shortcuts that are made up of only character keys.
@@ -628,15 +624,13 @@ Pointers, just like Keyboards, should be able to access everything
 ]
 .right-column[
 
-All functionality should be accessible via pointer input devices. 
-
-People operating pointer input devices may not be able to carry out timed or complex gestures. Examples 
-- drag-and-drop gestures and on touch screens
-- swiping gestures
-- split taps
-- long presses. 
-
-They may also have trouble selecting small targets, or with precision (i.e. due to tremor)
+- All functionality should be accessible via pointer input devices. 
+- People operating pointer input devices may not be able to carry out timed or complex gestures. Examples 
+  - drag-and-drop gestures and on touch screens
+  - swiping gestures
+  - split taps
+  - long presses. 
+- They may also have trouble selecting small targets, or with precision (i.e. due to tremor)
 ]
 
 ---
@@ -648,12 +642,12 @@ They may also have trouble selecting small targets, or with precision (i.e. due
 Pointers, just like Keyboards, should be able to access everything
 ]
 .right-column[
-- Support a single pointer without path based gestures when possible; When not, offer alternatives to path based gestures or multi-finger gestures
+- Support a single pointer without path based gestures; As a backup offer alternatives to path based gestures or multi-finger gestures
 - Ideally trigger content only on *up* events
 - Make sure that the *accessible name* for a component matches the visual one to better support programmatic access provided by accessibility tools. 
 - Provide programmatic alternatives to shaking or tilting or dragging based interaction
 - Make targets at least 24x24 CSS Pixels (AA) or 44x44 CSS Pixels (AAA) to make selection easier
-- Allow users to use multiple possible types of input (keyboard, pointer, on-screen keyboard, stylus, etc)
+- Allow users to use multiple possible types of input (i.e. keyboard, pointer, on-screen keyboard, stylus)
 ]
 
 ---
@@ -779,11 +773,9 @@ Readability mean supporting people with all sorts of reading disabilities/readin
 Readable
 ]
 .right-column[
-Provide meta data about the language of a page (or parts of a page if the language switches).  Also provide pronunciation information when needed to read aloud properly
-
-Provide a well organized, easy to find glossary or dictionary for jargon, abbreviations, and other unusual words
-
-Use clear and simple language at an appropriate reading level for the audience whenever possible; when not include clear and simple summaries. Possibly provide an audio or sign language version of content
+- Provide meta data about the language of a page (or parts of a page if the language switches).  Also provide pronunciation information when needed to read aloud properly
+- Provide a well organized, easy to find glossary or dictionary for jargon, abbreviations, and other unusual words
+- Use clear and simple language at an appropriate reading level for the audience whenever possible; when not include clear and simple summaries. Possibly provide an audio or sign language version of content
 
 ]
 
@@ -813,7 +805,7 @@ Present content in a predictable order that is consistent across an app or websi
 Predictable
 ]
 .right-column[
-- Don't trigger events that change context *just due to focus* (e.g. don't submit a form; launch a dialog; etc on focus), whether on page elements or inputs. Describe what will happen before a change to a form control. 
+- Don't trigger events that change context *just due to focus* (e.g. don't submit a form; launch a dialog; on focus). Describe what will happen before a change to a form control. 
 - Locate navigation menus, search fields, skip to navigation links and so on in the same 2D onscreen position and logical (linear ordering) position throughout a site.
 - Use familiar names and icons for things. As much as possible be consistent with global standards, not just within the app/site.
 - Provide control over content changes (e.g. an "update now" button; "submit" button)
@@ -906,13 +898,10 @@ Compatible
 .right-column[
 This was already a running theme but let's make it explicit:
 
-Don't break user accessibility technologies (AT) with things like poorly formed markup
-
-Don't circumvent AT with unconventional markup/code
-
-Expose information in standard ways 
-
-Follow conventions and be compatible with APIs as much as possible
+- Don't break user accessibility technologies (AT) with things like poorly formed markup
+- Don't circumvent AT with unconventional markup/code
+- Expose information in standard ways 
+- Follow conventions and be compatible with APIs as much as possible
 
 ]
 

slides/best-practices.html

@@ -275,13 +275,13 @@ Participants were aware of the overall structure of *phone apps*
 
 .left-column[
 ![:img Two screens of the Uber Eats app. The home page to the left and a map view to the right,120%, width](img/assessment/gui.png) 
+Very hard to describe without knowing more about accessibility and user interests.
 ]
 .right-column[
-This is very hard to describe without knowing what is accessible; and whether the user is more interested in content or layout. 
-- App has two tabs at top center: Delivery and Pickup. 
+- App has two tabs at top center: Delivery & Pickup. 
 - Below is a seach bar with address and  time menu
 - Below that is an advertisement for The Burger Joint (25% of screen) with a details button
-- Next is a scrolling set of tabs for Pickup; Grocery; Prescription; Top Sites; the rest is not visible off screen
+- Next: scrolling tabs for Pickup; Grocery; Prescription; Top Sites; the rest is off screen
 - The bottom 30% of the screen shows the title Hidden Gems (Up and coming spots you'd like) with a list of restaurants. Each row in the list shows an image, restaurant name, rating, and more. The list requires 2D scrolling to see everything. The top two are visible: Tsuki Ramen and Chocolate Co.
 ]
 

slides/bias-in-machine-learning.html

@@ -158,11 +158,14 @@ Not really intelligent, just my word for Machine Learning, AI, Neural Programmin
 - Who do we collect data from?
 
 ---
-# Problems with Data
+# Problems with Data (1/2)
 - System timeouts that are trained on movement speeds of <q>typical</q> people
 - Biometrics that cannot function on a person who isn't still for long enough
 - Inferencing about people that doesn't account for height; stamina; range of motion; or AT use (e.g. wheelchairs)
 
+---
+# Problems with Data (2/2)
+
 When groups are historically
 marginalized and underrepresented, this is
 .quote[imprinted in the data that shapes AI
@@ -428,83 +431,72 @@ Examples:
 - **Make predictions**
 
 ---
-# Concerns at Prediction Time
+# Concerns at Prediction Time (1/5)
 
-Denial of insurance and medical care, or threaten employment (Whittaker,
+- Denial of insurance and medical care, or threaten employment (Whittaker,
 2019, p. 21).
-- HireVue, an AI based video
+  - HireVue, an AI based video
 interviewing company has a patent on file to detect disability (Larsen, 2018). 
-- This is illegal under the ADA, which
-   - forbids asking about disability
+  - This is illegal under the ADA, which
+     - forbids asking about disability
 status in a hiring process (42 U.S.C. § 12112(a)) 
-   - forbids <q>using qualification
+     - forbids <q>using qualification
 standards, employment tests or other selection criteria that screen out or tend to screen out
 an individual with a disability</q> (42 U.S.C. § 12112(b)(6)). 
 
 ---
-# Concerns at Prediction Time
+# Concerns at Prediction Time (2/5)
 
-Denial of insurance and medical care, or threaten employment
-
-Disability identification 
-- Examples: detect Parkinsons from gait (Das, 2012), and mouse movement (Youngmann,
+- Denial of insurance and medical care, or threaten employment
+- Disability identification 
+  - Examples: detect Parkinsons from gait (Das, 2012), and mouse movement (Youngmann,
 2019); detecting autism from home videos (Leblanc, 2020). 
-- What are the ethics of doing this without consent?
-- Many of these algorithms encode medical model biases
-
-Relatedly, failure to identify disability 
-- Legally under the ADA, if you are treated as disabled, you are disabled. Yet biometrics cannot detect how people are treated. 
+  - What are the ethics of doing this without consent?
+  - Many of these algorithms encode medical model biases
+  - Relatedly, failure to identify disability 
+     - Legally under the ADA, if you are treated as disabled, you are disabled. Yet biometrics cannot detect how people are treated. 
 
 ---
 # Concerns at Prediction Time
 
-Denial of insurance and medical care, or threaten employment 
-
-Disability Identification / Failure to Identify
-
-Apps that Harm
-- Example: Training behaviors in <q>support</q> of autistic individuals without regard to debates about agency and independence of the target audience [Demo, 2017]; 
-- As with regular accessibility apps, AI based aps can harm, be disability dongles, etc
-- As with regular apps, AI based apps may not be accessible
+- Denial of insurance and medical care, or threaten employment 
+- Disability Identification / Failure to Identify
+- Apps that Harm
+  - Example: Training behaviors in <q>support</q> of autistic individuals without regard to debates about agency and independence of the target audience [Demo, 2017]; 
+  - As with regular accessibility apps, AI based aps can harm, be disability dongles, etc
+  - As with regular apps, AI based apps may not be accessible
 
 ---
 
-# Concerns at Prediction Time
+# Concerns at Prediction Time (3/5)
 
 ![:img Three news headlines-- On Orbitz Mac Users Steered to Pricier Hotels; Google's algorithm shows prestigious job ads to men but not to women; Racial bias alleged in Google's add results, 60%,width](img/data-equity/bias.png)
 
 ---
-# Concerns at Prediction Time
-Denial of insurance and medical care, or threaten employment 
-
-Disability Identification / Failure to Identify
-
-Apps that Harm
-
-AI with Baked in Biases
-- Consequences of biased data and lack of control over training results more nuanced than just accuracy (as with headlines we just read)
-- Privacy can also be a concern. 
-  - For rare conditions, an algorithm may learn
+# Concerns at Prediction Time (4/5)
+- Denial of insurance and medical care, or threaten employment 
+- Disability Identification / Failure to Identify
+- Apps that Harm
+- AI with Baked in Biases
+  - Consequences of biased data and lack of control over training results more nuanced than just accuracy (as with headlines we just read)
+  - Privacy can also be a concern. 
+    - For rare conditions, an algorithm may learn
 to recognize the disability, rather than the individual, reducing
 security when used for access control, allowing multiple people with
 similar impairments to access the same data.
 
 ---
-# Concerns at Prediction Time
-
-Denial of insurance and medical care, or threaten employment 
-
-Disability Identification / Failure to Identify
+# Concerns at Prediction Time (5/5)
 
-Apps that Harm
-
-AI with Baked in Biases
-
-Transparency and Accountability
-- Power differences between builders and users 
-- Representation of disabled people among builders
-- Algorithms that are not *interpretable* or *correctable*
-- Users of algorithms whose use them to enforce larger societal harms
+- Denial of insurance and medical care, or threaten employment 
+- Disability Identification / Failure to Identify
+- Apps that Harm
+- AI with Baked in Biases
+- Transparency and Accountability
+  - Power differences between builders and users 
+  - Representation of disabled people among builders
+  - Algorithms that are not *interpretable* or *correctable*
+  - Users of algorithms whose use them to enforce larger societal harms
 
 ---
 # Small Group Discussion [Post on Ed]({{site.discussion}}2515387)

slides/designing.html

@@ -113,15 +113,11 @@ 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.
-
-Changing role of user (as process progresses):  Informant through to designer
-
-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
+- 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.
+- Changing role of user (as process progresses):  Informant through to designer
+- 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
 
 .footnote[Dr Jane Seale-- School of Education, University of Southampton]
 
@@ -277,7 +273,7 @@ You may join the study (use the tool, provide some feedback) and you will be com
 ]
 
 .right-column50[
-![: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)
+![: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/designing/correction_interface.PNG)
 ]
 
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slides/evaluation.html

@@ -221,7 +221,7 @@ Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibili
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 # 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)
+![: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/evaluation/access_workflow.PNG)
 
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@@ -258,28 +258,28 @@ Supposed you are hired to perform usability testing of new food-delivery app wit
 - What is the right structure for the study?
 
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-# Design Study (1 of 4)
+# Design Study (1 of 5)
 
 This is a usability study, so it should include the same tasks as tested for users without disabilities
 
 Metrics should be similar as well -- for example the [System Usability Scale](https://www.usability.gov/how-to-and-tools/methods/system-usability-scale.html) might be useful at the end
 
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-# Design Study (2 of 4) 
+# Design Study (2 of 5) 
 
 This is also a study of accessibility, with disabled users. The study design needs to consider 
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 - Choice of method 
   - e.g. think aloud may be more difficult for a nonspeaking individual, or someone with fatigue
   - Check in on study measures and statistical design. Does user heterogeneity impact this?
 - Study venue (It may be difficult to duplicate participant hardware/software)
-]
-.right-column50[
+---
+# Design Study (2 of 5) 
+
+This is also a study of accessibility, with disabled users. The study design needs to consider 
 - Ensure that participants' hardware/software also addresses study needs (e.g. do participants have a working monitor?)
 - Study length (estimate before and after piloting)
    - Study length may increase for some disabled participnats
    - Study length may negatively impact participants with fatigue-related concerns
-]
 
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 # Design Study (3 of 4)