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README.md
View file @ ea2c5fae
......@@ -31,7 +31,7 @@ To use this website, the following steps are necessary:
# Basic use:
rvm use ruby 2.6 # on M1 install with rvm install 2.6.6 --with-gcc=clang
rvm use ruby 2.7 # on M1 install with rvm install 2.7
bundle install # if needed
......
_data/navigation.yml
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......@@ -12,5 +12,7 @@ nav_list:
url: discussion
- title: COVID-19
url: /docs/covid/index.html
- title: Accessibility
url: /docs/accessibility.html
- title: Academic Conduct
url: /academic-conduct.html
\ No newline at end of file
_includes/header.html
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<header class="page-header" role="banner">
{% include navigation.html %}
<br> <br> <br> <br>
<h1 class="project-name">{{ site.title | default: site.github.repository_name }}</h1>
<h2 class="project-tagline">{{ site.description | default: site.github.project_tagline }}</h2>
<h1 class="project-name">{{ page.title | default: site.title }}</h1>
<h2 class="project-tagline">{{ page.description | default: site.description }}</h2>
<script type="text/javascript">
var menubar = new Menubar(document.getElementById('menubar1'));
......
academic-conduct.md
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---
layout: default
title: Academic Conduct
description: Expectations regarding plagiarism, LLM use and so on
(no)warning: old
---
......@@ -38,7 +40,7 @@ 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
......
assets/css/style.scss
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......@@ -334,3 +334,49 @@ img.page-picture {
.font-14pt {
font-size: 12pt;
}
blockquote{
background:#f9f9f9;
border-left:1em solid #eee;
margin:1.5em 1em;
padding:.5em 1em;
quotes:"\201C""\201D";
}
blockquote:before{
color:#808080;
content:open-quote;
font-size:4em;
line-height:.1em;
margin-right:.25em;
vertical-align:-.4em;
}
blockquote p {
display: inline;
}
.quote{
background:#f9f9f9;
border-left:1em solid #eee;
margin: .5em 0 .5em;
padding: 0 1em 0 .5em;
position:relative;
}
.quote:before{
content: "\201C";
font-size:4em;
line-height:.1em;
margin-right:.05em;
vertical-align:-.4em;
}
.quote:after{
font-size: 5em;
position:absolute;
right:3px;
bottom: 0em;
line-height: 0.1em;
}
.quote p {
display: inline;
}
assignments/arduino.pdf 0 → 100644
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File added
assignments/button.md
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......@@ -3,7 +3,7 @@ layout: assignment
published: true
title: Build a Better Button
code: ex3
code: hw6
assigned: Date
due:
......
assignments/disabilityjustice.md
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......@@ -3,6 +3,7 @@ layout: assignment
published: true
title: Disability Justice Analysis
description: Analyze an article using a disability justice framework
code: hw1
assigned: Jan 3, 2023
......@@ -10,19 +11,38 @@ due:
- Jan 9, 2023 5PM Pacific
- Two day grace period, Jan 11, 2023
revised: Nov 22, 2022
revised: April 12, 2023
---
* TOC
{:toc}
# Learning Goals
The goal of this homework is to apply a disability justice framework to analyzing a technology or service currently in use in the world. You will need to:
# Overview
0. Read about [plain language writing for accessibility](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=4afd8af77935) and [plain language best practices](https://www.plainlanguage.gov/guidelines/)
1. Read an article on the topic you have selected. You may use one of the articles we have provided (see below) or find one of your own (requires instructor approval)
2. Select at least 3 of the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), and reflect on the ways in which this technology or service addresses, or fails to address, those principals.
The goal of this homework is to apply a disability justice framework to analyzing a technology or service currently in use in the world.
## Learning Goals / Competencies
This homework may contribute to
- Your competency grade on understanding how to apply a disability justice framing
- Your competency grade on following [best practices for plain language writing](https://www.plainlanguage.gov/guidelines/) in your post
- Your participation grade, as a percentage of completeness (are all the required parts present)
## Length & Difficulty
Students in the past have reported that this assignment takes an median of 4 hours (mode=3). However, in our experience many students have to make multiple attempts to fully meet the competency for disability justice. It is recommended to carefully read about the 10 principals and ask questions if you are having trouble understanding which one might apply.
Some things students have told us about this assignment:
- "Writing well in Plain language is harder than I thought."
- it is sometimes hard to identify a remedy. Again, reach out if you need help here.
# Details
To complete this assignment, you will need to do the following
## 0. Learn about plain language
Read about [plain language writing for accessibility](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=4afd8af77935) and [plain language guidelines](https://www.med.unc.edu/healthsciences/clds/wp-content/uploads/sites/859/2021/06/Minimized-Text-Complexity-Guidelines-version-2.03.2021.pdf)
## 1. Read and summarize article on the topic you have selected.
You may use one of the articles we have provided (see below) or find one of your own (requires instructor approval). Your summary should be about a paragraph long (250 words).
{% details Possible readings %}
- [masking and disability justice](https://www.thecrimson.com/article/2022/4/21/mask-mandate-disability-justice/) "The most frustrating part that I've had conversations about with people who don’t want the mask mandate has just been me being like, 'I have this condition. I would basically die if I got COVID,'" Shang says. “And then people are like, ‘Yeah, but that’s your issue, not ours.'"
......@@ -37,21 +57,18 @@ The goal of this homework is to apply a disability justice framework to analyzin
- [access versus cures](https://www.youtube.com/watch?v=7LHNwzLa-88) "is medicine about quality of life or is it about social control?"
- [intimacy](https://leavingevidence.wordpress.com/2017/08/06/forced-intimacy-an-ableist-norm/) "Forced Intimacy” is a term I have been using for years to refer to the common, daily experience of disabled people being expected to share personal parts of ourselves to survive in an ableist world. This often takes the form of being expected to share (very) personal information with able bodied people to get basic access, but it also includes forced physical intimacy, especially for those of us who need physical help that often requires touching of our bodies."
- [accessibe](https://www.vice.com/en/article/m7az74/people-with-disabilities-say-this-ai-tool-is-making-the-web-worse-for-them) "They’re actively marketing ‘Hey, don’t worry about it, don’t worry about learning about accessibility—use our automated tool. And not only does the automated tool not fix things, but it gives companies a reason not to educate their coders,” Chancey Fleet, president of the National Federation of the Blind’s assistive technology trainers division, told Motherboard. (Optional [related article](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/))
{% enddetails %}
## 3. Select and write about 3 Disability Justice Principles
Select at least 3 of the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), and reflect on the ways in which this technology or service addresses, or fails to address, those principals.
{% enddetails %}
Please note that the principals of disability justice are political in nature -- that is an important reason we let you select among them. Wthether you agree with them or not, we are asking you to demonstrate your understanding what the disability community has put forth in defining these principals.
# Turnin
You will need to submit this assignment to the [EdStem discussion board](https://edstem.org/us/courses/31170/discussion/new/) before next class. The category should be "Assignments", the subcategory should be "Disability Justice" Your discussion post should conform to principles of plain language writing, and should include
- a paragraph summarizing the overall technology or service you selected
- at least one paragraph per disability justice issue you selected
- a paragraph summarizing your thoughts on what remedy, if any, could improve the justice of this technology or service
For each principle, write 1-2 paragraphs (250-500 words). In your writing, you should name it, briefly define it, and explain how it relates to the article. In addition, explain what remedy could improve the justice of this technology or service (or explain why you believe no remedy is needed).
# Competencies
This homework will contribute to
- Your competency grade on understanding how to apply a disability justice framing
- Your competency grade on following [best practices for plain language writing](https://www.plainlanguage.gov/guidelines/) in your post
- Your participation grade, as a percentage of completeness (are all the required parts present)
# Turnin
You will need to submit your writeup to the class [discussion board]({{site.discussion}}) before next class. The category should be "Assignments", the subcategory should be "Disability Justice"
assignments/finding-accessibility.md
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......@@ -3,29 +3,53 @@ layout: assignment
published: true
title: AT Around Us
description: Find and learn about how people with disabilities use a variety of accessibility technologies
code: hw3
assigned: Jan 24, 2023
due:
- Jan 31, 2023, 5pm Pacific (no grace period this week because you present in class)
revised: Jan 3, 2023
- Jan 31, 2023, 5pm (no grace period this week because you present in class)
revised: April 12, 2023
---
<!-- make due at least 24 hours ahead of presentation as a best practice in accessible presenting -->
* TOC
{:toc}
# Learning Goals
# Overview
This assignment will expose the class to a range of in-use accessibility technologies, and give you experience with seeking out first-person accounts of disability experiences with technology. It will also give you experience with presenting accessibly.
The goal of this assignment is give you experience with seeking out first-person accounts of disability experiences with technology. It will also give you experience with presenting accessibly and expose you to a wide range of accessibility technologies.
## Learning Goals/ Competencies
This homework may contribute to your competency grade on
- Image description
- Accessible presentation creation
- Presenting accessibly to an audience with mixed disabilities
- Finding first person accounts by and for people with disabilities
- Familiarity with a range of accessibility technologies (requires being present and engaged with student presentations)
- Your participation grade, as a percentage of completeness (are all the required parts present)
## Length and Difficulty
Students in the past have reported that this assignment takes an median of 4 hours (mode=3). However, in our experience many students have to make multiple attempts to fully meet the competency for finding first person accounts. We recommend you carefully read the requirements for that below, and check in if you have a question. Many students also found presenting accessibly difficult, particularly with respect to how to describe images on their slides. We recommend that you practice this ahead of time.
Some things students have told us about this assignment:
- "I like the requirement of looking at real world tools or tech, expanding beyond the computer."
- "I enjoy doing this because I watched a few videos and learned a lot of accessibility technology tools [and why we have them]."
- "It was surprisingly difficult to find first-person accounts for the tech I chose."
# Details
To complete this assignment you will need to do the following:
## 0. Learn about how to present accessibly
Watch [a video about presenting
accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle
Rector. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text.
Rector. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text. Finally, make sure you don't use [abelist language](https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654).
Optional reading [Its complicated: Negotiating Accessibility and
(Mis)Representation in Image Descriptions of Race, Gender and
......@@ -34,21 +58,41 @@ Disability](https://guoanhong.com/papers/CHI21-ImageDescriptions.pdf)
## 1. Select two examples of an accessibility technology or disability hack
Select two examples of accessibility technology, or disability hack, that you will be presenting about. Roughly speaking, one technology should improve computer access and one should improve access to "the world" at large. Try not to pick the same thing as someone else in the class.
Select two examples of accessibility technology, or disability hack, that you will be presenting about. An accessibility technology is something that is used by a person with a disability to increase accessibility. It can be something that is included in the infrastructure (such as a [curb cut](https://en.wikipedia.org/wiki/Curb_cut)) or something that is used by an individual (such as [Proloque2Go](https://www.talktometechnologies.com/pages/proloquo2go), a symbol-based communication system), or something that was not designed for accessibility bit is useful (such as these [5 disability life hacks](https://www.spinalcord.com/blog/5-inexpensive-disability-life-wheelchair-hacks))
An accessibility technology is something that is used by a person with a disability to increase accessibility. It can be something that is included in the infrastructure (such as a [curb cut](https://en.wikipedia.org/wiki/Curb_cut)) or something that is used by an individual (such as [Proloque2Go](https://www.talktometechnologies.com/pages/proloquo2go), a symbol-based communication system), or something that was not designed for accessibility bit is useful (such as these [5 disability life hacks](https://www.spinalcord.com/blog/5-inexpensive-disability-life-wheelchair-hacks))
When you pick, consider **these requirments**
- One technology should improve computer access (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys).
- One should improve access to "the world" at large (such as Microsoft's [Seeing AI](https://www.microsoft.com/en-us/ai/seeing-ai)).
- At least one should involve computers in some way (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys).
- Try not to pick the same thing as someone else in the class.
- Do not choose really really common things (like elevators and glasses).
- Do not pick a [*Disability Dongle*](https://blog.castac.org/2022/04/disability-dongle/)
- At least one of your chosen technologies is something you can try yourself
Look for diversity in the technologies you pick. For example, one of your two technologies might improve access to the world (such as Microsoft's [Seeing AI](https://www.microsoft.com/en-us/ai/seeing-ai)); the other could improve access to the computer (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys)) or a screen reader. Or One of your two technologies should improve access using an infrastructure approach; the other can use an individual approach.
In addition, you should pick something that *expands your knowledge of accessibility technology.* You should include two different technologies that you are not already familiar with. Other ideas to consider when searching for technology:
- Does it address infrastructure (like curb cuts) or is it more individual (like a screen magnifier)?
- Was it designed for the disability community (like a screen reader) or is it a mainstream technology being used to address accessibility needs (like [voice assisstants have](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033)).
## 2. Find and Generate First Person Experiences
Find first person accounts *by a person with a disability* that is *not an advertisement* describing each technology and how they use it. For example, here is a [personal perspective on audio crosswalks](https://www.youtube.com/watch?v=xPlsYhU1HBU) and here is an interview with two black AAC users about their experiences using AAC technology (start at 00:16:00)
Find first person accounts *by a person with a disability* that is *not an advertisement* describing each technology and how they use it. A first person account is written or presented by someone who
- Uses this technology themselves on a regular basis
- has a disability
A first person account that meets the requirements of this assignment is not
- a teaching video/presentation
- an advertisement.
- based on your personal experience
For example, here is a [personal perspective on audio crosswalks](https://www.youtube.com/watch?v=xPlsYhU1HBU) and here is an interview with two black AAC users about their experiences using AAC technology (start at 00:16:00)
<iframe width="560" height="315" src="https://www.youtube.com/embed/iTSAK4yRf5A" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe>
Alternatively, you should find a blog or review written by a personal with a disability who would benefit from the AT that you are trying to learn about. This may influence your choice of technologies, it is OK to iterate.
Ideally, you will find a video account showing the technology in use. Try searching for "howto" or try searching first for vloggers who have a disability, and then looking in their channels for technology reviews. Also ask for help on our [discussion site]({{site.discussion}}) if you are having trouble. If you cannot find a video, you can look for a written account, such as a blog or review. In this case, it still needs to be written by a personal with a disability who would benefit from the AT that you are trying to learn about. This may influence your choice of technologies, it is OK to iterate.
In addition, *try it yourself*. While some technologies may be expensive or hard to get, many accessibility technologies are easily available and some are even re-purposed everyday items. To meet the requirements for this assignment, you'll also need to make sure that at least one of your chosen technologies is something you can try yourself
## 3. Try it yourself
While some technologies may be expensive or hard to get, many accessibility technologies are easily available and some are even re-purposed everyday items. Try at least one of the technologies you find yourself.
## 3. Reflect on What you Learned
......@@ -59,37 +103,32 @@ What is the AT?
- What does the AT do?
- What is the access gap that the AT is attempting to address?
- Why was it developed?
- What are it's strengths and/or weaknesses?
How well does it suit users?
- What is its audience? Think outside the box (e.g. did you know that screen readers are used by BLV people, people with dyslexia, and people with other reading disabilities?)
- What are its strengths and/or weaknesses?
- What are the benefits that were not encompassed by the original intent?
- Do the intended users like it?
- What do the intended users find frustrating about using it?
<!-- If you were to work on a project to address a user-faced frustration or limitation of this AT: -->
<!-- - How would you improve this AT? -->
<!-- - How can you say that the improvement you make can address the user-level frustration or deficiency of this AT? -->
- If you have a chance to interview users of this technology, what would be one question you would ask, that was not answered in your search for information?
How did your experience using it differ from the first person account you saw?
# Turnin
Which disabilities does this technology support? Think broadly about
this, and try to find evidence for your ideas. For example, audio
books and screen readers are used by people who are blind or low vision, as well as people who
are dyslexic, or cannot look at a screen without experiencing chronic
illness symptoms.
If you have a chance to interview users of this technology, what would be one question you would ask, that was not answered in your search for information?
## 4. Create two slides, one for each technology you found
1. You will create one accessible slides (per AT) in a shared slide deck posted in the [Class Discussion]({{site.piazza}}) and on [Canvas]({{site.canvas}}). Your slide should include
You will create one accessible slides (per AT) in a shared slide deck posted in the [Class Discussion]({{site.discussion}}) and on [Canvas]({{site.canvas}}). Your slide should include
- A summary of the AT you researched
- Information about its audience
- Information about its audience (range of disabilities that use it)
- A picture of it
- A link to the first person account you found
- Something you learned from the video and/or by trying it about its strengths and weaknesse
2. You will present at least one of those slides in class. You should be prepared to
- Stay on time (3-4 minutes + 1-2 minutes of questions). This will require you to pick and choose what to focus on when you design your slide, and to practice ahead of class.
- Be accessible (you may want to revisit [presenting accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle Rector)
Make sure the slides are accessible.
# Turnin
# Competencies
This homework will contribute to your competency grade on
- Image description
- Accessible presentation creation
- Presenting accessibly to an audience with mixed disabilities
- Finding first person accounts by and for people with disabilities
- Familiarity with a range of accessibility technologies (requires being present and engaged with student presentations)
- Your participation grade, as a percentage of completeness (are all the required parts present)
1. You will turn the slide in by adding it to the shared slide deck
2. You will also present at least one of those slides in class. You should be prepared to
- Stay on time (3-4 minutes + 1-2 minutes of questions). This will require you to pick and choose what to focus on when you design your slide, and to practice ahead of class.
- Present accessibly (you may want to revisit [presenting accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle Rector)
assignments/index.md
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---
layout: default
title: Assignments
description: Course assignments
warning: draft
---
......@@ -12,23 +14,30 @@ 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 |
|--------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|----------|
| HW1: [Disability Justice]({{site.baseurl}}/assignments/disabilityjustice.html) | [EdStem discussion post](https://edstem.org/us/courses/31170/discussion/new/) | 1/9 |
| HW2: [Web/App Access Assessment]({{site.baseurl}}/assignments/website.html) | [Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7840155) | 1/23 |
| HW2a: [Web/App Access UARS]({{site.baseurl}}/assignments/website.html) | [Canvas Link](https://canvas.uw.edu/courses/1619674/assignments/7840155) | 1/17 |
| HW2b: [Web/App Access Report]({{site.baseurl}}/assignments/website-report.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 |
| HW4: [Technology Review (Post GUI)]({{site.baseurl}}/assignments/technology-review.html) | [Canvas Link](https://canvas.uw.edu/courses/1628215/assignments/8081613) | 2/7 |
| HW7a: [Final Project Proposal]({{site.baseurl}}/assignments/project-proposal.html) | TBD | TBD |
| HW7b: [Final Project Checkpoint]({{site.baseurl}}/assignments/project-checkpoint.html) | TBD | TBD |
| HW7c: [Final Project Presentation]({{site.baseurl}}/assignments/project-final.html) | TBD | TBD |
# Regrades
Regrades are done per competency, not per assignment. All regrade requests must be submitted at least a week ahead of the last class of the quarter. Please check with your TA about what exactly is required for a regrade for any given competency.
# Competencies
Assignment greading will be broken into two parts, as described in the [syllabus]({{site.baseurl}}/index.html). The first part will be completeness, which is 10% of your grade. The second part will be borken into competencies. Some of these are assessed only once, some multiple times. Your We have broken these into categories as described below.
Assignment greading will be broken into two parts, as described in the [syllabus]({{site.baseurl}}/index.html). The first part will be participation, which adds up to 10% of your grade. The second part will be borken into competencies. Some of these are assessed only once, some multiple times. Your We have broken these into categories as described below.
Your grade in the class will be based on whether you achieve competency in each of these topics, meaning that by the last time you are assessed, you are above the cutoff for competency. In addition, you must complete at least
2/3 of the competencies in a category to pass the class.
Your grade in the class will be based on whether you achieve *non
competent*, *competent* or *excellent* in each of these topics,
averaged over all the times that you are assessed.
## Disability Awareness and Justice
......@@ -37,31 +46,33 @@ Your grade in the class will be based on whether you achieve competency in each
| Disability Justice | HW1, Final Project |
| Familiarity with a Range of Accessibility Technologies | HW2, HW3 |
| Finding First Person Accounts of Disability Technology | HW2, Final Project |
| Plain Language Writing | HW1, HW4 |
## Accessibility Compliance
(incomplete list)
| Competency | Asesssed in Which Assignment? |
|-------------------------------------------------------|-------------------------------|
| Accessibility Problem Fixes | HW3, Final Project |
| Accessibility Technology Based Accessibility Checking | HW3, Final Project |
| Automated Accessibility Checking | HW3, Final Project |
| Comfortable Applying Web/App Accessibility Rules | HW3, Final Project |
| Competency | Asesssed in Which Assignment? |
|-------------------------------------------------------|--------------------------------|
| Accessibility Problem Fixes | HW3, Final Project (by choice) |
| Accessibility Technology Based Accessibility Checking | HW3, Final Project (required) |
| Automated Accessibility Checking | HW3, Final Project (by choice) |
| Comfortable Applying Web/App Accessibility Rules | HW3, Final Project (by choice) |
## 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 |
| Acessible Presentation Creation | HW2, Final Project |
| Image Description | HW2, HW3, Hw4, Final Project |
| Presenting Accessibly | HW2, Final Project |
## Extra Credit
| Competency | Asesssed in Which Assignment? |
|---------------------------|-------------------------------|
| Accessible Video Creation | HW4, Final Project |
## TBD
Other things will be assessed as assignments are finalized.
assignments/project-checkpoint.md 0 → 100644
View file @ ea2c5fae
---
layout: assignment
published: true
title: Final Project Checkpoint
code: hw7b
assigned: Feb 7, 2023
due:
- <strong>Submit slides on Canvas and present your project in class</strong> Feb 14, 2023
revised: April 12, 2023
description: Present a complete plan for a project to make the world slightly more accessible
---
# Overview
The goal of your final project is to build an accessibility technology or make an existing technology more accessible.
{% details Final Project Examples %}
Some examples of what people have done in the past include:
- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
- Developing a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
- Improving [chart accessibiliy](https://accessiplot.readthedocs.io/en/latest/)
- Improving the accessibility of a [VSCode plugin for code tours](https://github.com/cclaridad/codetour)
- Creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
- Making [markdown accessible](https://github.com/jaedong98/accessibility4md)
- Addressing [open issues](https://github.com/odilia-app/odilia/pulls?q=is%3Apr+is%3Aclosed+author%3Asamtay) for a free and open source screen reader, [odilia](https://github.com/odilia-app/)
{% enddetails %}
In this phase of the final project, you will present a complete *final* proposal for your idea to the class.
## Learning Goals / Competencies
This homework may contribute to
- Disability Awareness and Justice (including Disability Justice Framing; Finding First Person Accounts)
- Accessible Media and Documents (including Accessible Presentation Deck; Accessible Presenting; Image Description).
- Your participation grade, as a percentage of completeness (all required parts are present)
## Length & Difficulty
We do not have details on how long this single piece of the final project usually takes students. However, overall students report a median of 7.5 hours per week plus meetings during the four weeks of the project. Some things students commented on regarding the project include:
- "I appreciate the open-endedness of this project. It gives a good opportunity to apply what we have learned, combined with the knowledge we have brought to this course."
- "I really enjoyed working with [disabled mentor]"
- "I like how open ended the project is, and it made for a really interesting last session with a wide variety of presentations."
- "Learned a lot through the project"
# Details
To complete this assignment you will need to do the following
## 0. Group formation
Your "group" should include 1-4 people. Many students prefer to work in groups, some prefer to work alone. Both are acceptible. If you join forces with other students in class, you will need to work together to finalize a joint vision for what you plan to do.
## 1. Refine Project Definition
You may need to update other aspects of your project because of group formation or feedback from the instructors. In addition, your project needs to have additional components it did not have before, and we will be breaking some things up to ask for more detail.
1. *update* What will you do?
2. *update* What is your evidence for why this is needed? Includes your first person evidence and your disability justice analysis.
3. **new** Why don't we have this already? To answer this you will need to look at what we *do* have and explain why your idea isn't already solved
4. **new** Provide technical details. How will you achieve your goals? What software/platforms will you use? What will you do yourself?
4. *update* How will you validate your idea
5. *update* Why is this feasible (timeline, etc)
## 2. Write an Accessible Slide Deck and Present In Classs
Include one slide for each of the points above. Also include a title slide with your team members on it (or yourself if you are working solo)
You may want to decide who will take part in the presentation based on who needs to improve their accessible presentation competency.
# Turnin
Turn in is individual as competencies are assessed and submitted individually. Please include
- Your group's slidse
- The competencies you wish to be assessed on
- A description of part of your handin should be used
to assess this (slide content or presentation), and what your role was in producing that.
Note that for each competency, you will need to meet the requirements
of the rubric for that competency
assignments/project.md → assignments/project-final.md
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......@@ -2,77 +2,78 @@
layout: assignment
published: true
title: Final Project
code: hw5
title: Final Project Final Presentations
code: hw7c
assigned: Feb 7, 2023
due:
- <strong>Post and comment on ideas on Ed</strong> by Feb 10, 2023
- <strong>Submit slides on Canvas and present your project in class</strong> Feb 14, 2023
- <strong>Checkpoint Meetings with Course Staff</strong> Feb 28-March 7, 2023
- <strong>Final presentations and deliverables due</strong> Final Exam Timeslot, March 14, 6:30pm, 2023
revised: February 5, 2023
objective: Make the world slightly more accessible
description: Present your final project description
---
The goal of your final project is to build an accessibility technology or make an existing technology more accessible. Some examples of what people have done in the past include:
# Overview
The goal of your final project is to build an accessibility technology or make an existing technology more accessible.
{% details Final Project Examples %}
Some examples of what people have done in the past include:
- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
- Developing a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
- Improving [chart accessibiliy](https://accessiplot.readthedocs.io/en/latest/)
- Improving the accessibility of a [VSCode plugin for code tours](https://github.com/cclaridad/codetour)
- Creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
- Making [markdown accessible](https://github.com/jaedong98/accessibility4md)
- Addressing [open issues](https://github.com/odilia-app/odilia/pulls?q=is%3Apr+is%3Aclosed+author%3Asamtay) for a free and open source screen reader, [odilia](https://github.com/odilia-app/)
{% enddetails %}
In this phase of the final project, you will present a complete *final* proposal for your idea to the class.
## Learning Goals / Competencies
This homework may contribute to
- Disability Awareness and Justice (including Disability Justice Framing; Finding First Person Accounts)
- Accessibility Compliance (including Accessibility Problem Fixes; Automated Checking (if you turn in relevant UARS); AT based Checking (if you turn in relevant UARS))
- Accessible Media and Documents (including Accessible Document Creation; Accessible Presentation Deck; Accessible Presenting; Image Description).
- Your participation grade, as a percentage of completeness (all required parts are present)
In choosing this project, you may want to draw from personal expertise, literature, or user data should you have access to it.
- You must take a disability justice perspective on your project, meaning you should be able to make a case for how your project either directly, or indirectly, addresses one or more principals of disability justice. Think critically about whether and how your project empowers and gives agency to people with disabilities, as well as the extent to which it expects/engages the larger structural issues around the problem you’re trying to solve.
- You should inform your project from first person accounts if at all possible.
- If you cannot find first person commentary on the topic, please reach out to the course staff for help. We may tell you not to worry about it, or point you at resources
- This should not unduly burden the disability comumnity. Some projects may allow for direct collaboration with or feedback from people with disabilities, others may not. Please reach out to us for guidance on this if you intend to work with disabled participants.
- Your project must include an implementation component. Your implementation should include an accessibility assessemnt.
- It is not feasible to do a full iterative design cycle in this project (and not necessarily an ethical use of the time of people with disabilities). However if you want to include data from interviewing, or testing with, people with disabilities, that is permissable.
## Length & Difficulty
We do not have details on how long this single piece of the final project usually takes students. However, overall students report a median of 7.5 hours per week plus meetings during the four weeks of the project. Some things students commented on regarding the project include:
- "I appreciate the open-endedness of this project. It gives a good opportunity to apply what we have learned, combined with the knowledge we have brought to this course."
- "I really enjoyed working with [disabled mentor]"
- "I like how open ended the project is, and it made for a really interesting last session with a wide variety of presentations."
- "Learned a lot through the project"
Given the number of weeks available, be careful not to overcommit. You must figure out how to fit this all in a brief timeline. In particular, your final project will have four phases, and may be individual or a group project
# Details
# Idea pitch and team formation (if working in a group)
By February 10, 2023, you will make a discussion post with an idea of your choosing, and comment on at least one of the ideas posted by other students on [Ed]({{site.discussion}}/2501386) before class. *Every student needs to make a discussion post*.
## 0. Work on your final project
For your submission to [Ed]({{site.discussion}}/2501386) Please preopare a post that addresses the following:
1. Describe your project.
- What first person data informed it
- What will you do? How does it address disability justice?
- How will you do it? Why is this feasible (timeline, etc)
- Who is in your group, if you're working in a team.
You should work to meet the goals you set out in your [Project Checkpoint](project-checkpoint.html). Make sure to leave sufficient time for validation and writing up your project.
# Proposal Presentation
On February 14, 2023, you will present a slide deck with up to six slides that describe your proposed project. The slides should contain:
- Promise: How the world will be better based on your project? What Disability Justice principal does this address.
- Obstacle: Why we don’t have this already?
- Solution: How you will achieve the promise? This will most likely be primarily technical
- Related work: It should also include a related work section with at least one first person account, existing technology, etc. Related work should as much as possible be informed by perspectives or your end users, people with disabilities.
- Timeline: Finally, it should include a timeline showing that this is feasible.
Also report on the status of your team formation if you have a team. Who are your team members? If you are working by yourself on the project, please indicate this in your proposal.
Along the way, you will participate in checkpoints throughout the weeks of the final project. All team members are expected to attend such meetings.
# CheckPoints
In addition, please drop by office hours if you need guidance on any aspect of your project. The course staff can work with you on a case-by-case basis if you are unable to attend office hours and would like to meet at a different time.
*Development*: Please drop by office hours if you need guidance on any aspect of your project. The course staff can work with you on a case-by-case basis if you are unable to attend office hours and would like to meet at a different time. We will also hold a day of individual meetings with groups in the final week of the quarter.
## 1. Create Slides And Present Them
There will also be a midpoint checkin individually with Jen & Kelly; Details TBD.
You will submit, and present slides in-class. You will follow a similar format as your proposal 1 presentations, but will focus more on your solutions. Presentation time will be decided based on group formation and number of projects. Please ensure that your submitted slides are accessible and that you are making best-effort to present accessibly while staying on-time. Your slides should include the following. Note that *update* are slides you have presented before and **new** are new content.
# Final project deliverables
Your final set of deliverables are due March 14:
- a slide deck presenting your work (you will present this in the class final exam slot). Presentation length TBD depending on the number of groups.
- a public-facing web page containing a write-up of your project on a platform we will announce (e.g. [instructables](https://www.instructables.com/))
1. *update* What (at a high level) did <s>will</s> you do?
2. *update* What is your evidence for why this is needed? Includes your first person evidence and your disability justice analysis.
3. *update* Why don't we have this already? To answer this you will need to look at what we *do* have and explain why your idea isn't already solved
4. *update* Provide technical details. How did <s>will</s> you achieve your goals? What software/platforms did <s>will</s> you use? What did <s>will</s> you do yourself?
5. **new** Show us a demo!
5. *update* How did <s>will</s> you validate your idea and what were the results
6. **new** What are some things you learned from this effort? <s> Why is this feasible (timeline, etc)</s>
## Slides
You will submit, and present slides in-class. You will follow a similar format as your proposal 1 presentations, but will focus more on your solutions. Presentation time will be decided based on group formation and number of projects. Please ensure that your submitted slides are accessible and that you are making best-effort to present accessibly while staying on-time.
Presentation length TBD depending on the number of groups.
## Webpage
## 2. Create a webpage
You will make a (minimum W3C Level A) accessible, public-facing webpage. There are several simple options for you to host a public-facing page, we'll post more details about that.
You should also follow the writing guidelines put out by [SIGACCESS for writing about disability](https://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-writing-guide/)
......@@ -85,15 +86,27 @@ Your page should contain the following:
- Methodology– about 3 paragraphs: What did you do in your project- what did you design or implement? What role did people with disabilities play in this, if any
- Disability Justice Perspective– 1 paragraph: How did a disability studies perspective inform your project?
- Learnings and future work -- 1-2 paragraphs: Describe what you learned and how this can be extended/ built on in the future.
- How you made your app accessible -- 1-2 paragrphs and (optionally) UARS you found in an appendix
- How you made your app accessible -- 1-2 paragraphs and (optionally) UARS you found in an appendix
## Competencies
Your final project will contribute to your competency grade on:
- Disability Awareness and Justice (including Disability Justice Framing; Finding First Person Accounts)
- Accessibility Compliance (including Accessibility Problem Fixes; Automated Checking (if you turn in relevant UARS); AT based Checking (if you turn in relevant UARS))
- Accessible Media and Documents (including Accessible Document Creation; Accessible Presentation Deck; Accessible Presenting; Image Description).
- Participation (one participation grade for each phase -- i.e. Idea pitching; Milestone 1 presentation; Final Project Deliverables)
To demonstrate that your website is accessible, please include an accessibility check summary at a minimum using an automated tool to generate it.
## 3. Create a video
You may optionally create a video. Typically, this would contain
similar content to your presentation, and should be included in your
webpage. In your video, you should present accessibly, verbally
describing important visual elements and events. Your video should
alse include captions.
# Turnin
Your final set of deliverables are individual as competencies are assessed and submitted individually.
- Your slide deck presenting your work
- Your public-facing web page
- Your public web page accessibility assessment
- The competencies you wish to be assessed on
- A description of part of your handin should be used
to assess this (slide content or presentation), and what your role was in producing that.
Note that for each competency, you will need to meet the requirements
of the rubric for that competency
assignments/project-proposals.md 0 → 100644
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---
layout: assignment
published: true
title: Final Project Proposal
code: hw7a
assigned: Feb 7, 2023
due:
- <strong>Post and comment on ideas on Ed</strong> by Feb 10, 2023
revised: April 12, 2023
description: Propose a project to make the world slightly more accessible
---
* TOC
{:toc}
# Overview
The goal of your final project is to build an accessibility technology or make an existing technology more accessible.
{% details Final Project Examples %}
Some examples of what people have done in the past include:
- [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/)
- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
- [Make arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
- Improving [coding acessiblity for BLV people in vscode](https://kburtram.github.io/CodeTalk/)
- Developing a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
- Improving [chart accessibiliy](https://accessiplot.readthedocs.io/en/latest/)
- Improving the accessibility of a [VSCode plugin for code tours](https://github.com/cclaridad/codetour)
- Creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
- Making [markdown accessible](https://github.com/jaedong98/accessibility4md)
- Addressing [open issues](https://github.com/odilia-app/odilia/pulls?q=is%3Apr+is%3Aclosed+author%3Asamtay) for a free and open source screen reader, [odilia](https://github.com/odilia-app/)
{% enddetails %}
In this phase of the final project, you will propose a specific project idea that you come up with.
## Learning Goals / Competencies
This homework may contribute to
- Understanding how to apply a disability justice framing
- Image description
- Finding first person accounts
- Your participation grade, as a percentage of completeness (all required parts are present)
## Length & Difficulty
We do not have details on how long this single piece of the final project usually takes students. However, overall students report a median of 7.5 hours per week plus meetings during the four weeks of the project. Some things students commented on regarding the project include:
- "I appreciate the open-endedness of this project. It gives a good opportunity to apply what we have learned, combined with the knowledge we have brought to this course."
- "I really enjoyed working with [disabled mentor]"
- "I like how open ended the project is, and it made for a really interesting last session with a wide variety of presentations."
- "Learned a lot through the project"
# Details
To complete this assignment, you will need to do the following
## 0. Brainstorm an Idea
In choosing this project, you may want to draw from personal expertise, literature, or user data should you have access to it. Your idea should have the following components.
- Implementation component: This project should require the creation of novel technology or resources involving programming.
- Validation component: Your project also must include a validation component (some way of measuring how well it works). This typically involves developing a set of examples and metrics for success, and assessing how well the technology performs on them.
*Note on disability involvement in this project* It is not feasible to do a full iterative design cycle in this project (and not necessarily an ethical use of the time of people with disabilities). However if you want to include data from interviewing, or testing with, people with disabilities, that is permissable. That said, your project should not unduly burden the disability comumnity. Some projects may allow for direct collaboration with or feedback from people with disabilities, others may not. Please reach out to us for guidance on this if you intend to work with disabled participants.
## 1. Develop an Argument for The Idea
We want to avoid creating [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/). To avoid this, we do two important things
1. You should inform your project from first person accounts if at all possible. If you cannot find first person commentary on the topic, please reach out to the course staff for help. We may tell you not to worry about it, or point you at resources such as research papers that have interviews of people with disabilities in them.
2. You should analyze your idea from a disability justice perspective. You should identify at least *two disability justice principles* that your idea helps to address. Think critically about whether and how your project empowers and gives agency to people with disabilities, as well as the extent to which it expects/engages the larger structural issues around the problem you’re trying to solve.
## 2. Write 4 paragraphs summarizing the idea
Your write up should include the following information
- **Paragraph 1:** What will you do? What first person evidence did you find for this idea? Provide a brief summary and links.
- **Paragraph 2:** How does it address disability justice? Define the two principles you selected and explain how your idea furthers them.
- **Paragraph 3:** How will you validate your idea
- **Pargaraph 4:** Why is this feasible (timeline, etc)
Given the number of weeks available, be careful not to overcommit. You must figure out how to fit this all in about four weeks.
# Turnin
You will need to submit your writeup to the class [discussion board]({{site.discussion}}) before next class. The category should be "Assignments", the subcategory should be "Disability Justice"
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