diff --git a/_includes/footer.html b/_includes/footer.html
index be002ed2004de2b6b2229e722f209493fd3d5942..0908d08ae640e7991a6f3e6cc99aeb279a16d93c 100644
--- a/_includes/footer.html
+++ b/_includes/footer.html
@@ -1,11 +1,8 @@
-
<footer class="site-footer h-card">
<data class="u-url" href="{{ "/" | relative_url }}"></data>
<div class="wrapper">
- <h2 class="footer-heading">{{ site.title | escape }}</h2>
-
<p>The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Suquamish, Tulalip and Muckleshoot nations. </p>
<span class="site-footer-owner"><a href="{{ site.url }}">{{ site.title }}</a> is maintained by
diff --git a/_includes/navigation.html b/_includes/navigation.html
index ea1e2126ed082deb6d4f61ba45c94fcfb0b50659..7b59c5ff4346035c29f9d1692d69fd55467c7506 100644
--- a/_includes/navigation.html
+++ b/_includes/navigation.html
@@ -21,8 +21,11 @@
<div class="container">
<a class="navbar-brand js-scroll-trigg"
href="https://www.cs.washington.edu" aria-label="{{site.data.navigation.nav_list_title}}">
- <img src="{{site.baseurl}}/assets/img/Allen-School-white-RGB-sm.png" alt="Allen School Logo" align=left style="max-width: 100%; height: auto;">
- </a>
+ <img src="{{site.baseurl}}/assets/img/Allen-School-white-RGB-sm.png" alt="Allen School Logo" align=left style="max-width: 100%; height: auto;">
+ <a class="navbar-brand js-scroll-trigg"
+ href="{{site.baseurl}}/" aria-label="{{site.data.navigation.nav_list_title}}">
+ <img src="{{site.baseurl}}/assets/img/favicon.png" alt="Make4all/class Logo" align=left style="max-width: 10%; height: auto;">
+ </a>
</div>
<button class="navbar-toggler" type="button" data-toggle="collapse" data-target="#navbarResponsive" aria-controls="navbarResponsive" aria-expanded="false" aria-label="Toggle navigation">
<span class="navbar-toggler-icon"></span>
diff --git a/_includes/slide.html b/_includes/slide.html
index c346a7fe3c77c33fb36d1a6b726a83458d2b67ce..a9dfcf4a866b3b41213696536878f7ff4cbf90a3 100644
--- a/_includes/slide.html
+++ b/_includes/slide.html
@@ -1,2 +1,2 @@
<a href="{{site.baseurl}}/slides/{{include.loc}}" target="_blank" rel="noopener noreferrer">{{include.title}}</a>
-<div class="marknav"><a href="{{site.git_url}}/website/raw/{{site.git_branch}}/slides/{{include.loc}}" >Accessible Markdown for {{include.title}}</a> </div>
+<div class="marknav"><a href="{{site.git_url}}/-/raw/{{site.git_branch}}/slides/{{include.loc}}" >Accessible Markdown for {{include.title}}</a> </div>
diff --git a/_layouts/assignment.html b/_layouts/assignment.html
index 28efdfaace4ea9663f28a1ac5d2ac5586cfddaf8..787602180f7eb278042b4032fd9d98d23b158063 100644
--- a/_layouts/assignment.html
+++ b/_layouts/assignment.html
@@ -13,7 +13,7 @@
{% if page.published != true %}
<div id="unpublished-warning">
- This assignment has not yet been released. Its requirements and code base are subject to change.
+ This assignment has not yet been released. Its requirements are subject to change.
</div>
{% endif %}
@@ -22,33 +22,31 @@
<span>Last revised: {{ page.revised }}</span>
</div>
-<div class="learning-goals">
-<div id="android-goals">
-<strong>Assigned</strong>:
-<ul>
-{% for day in page.assigned %}
- <li>{{day}}</li>
-{% endfor %}
-</ul>
-</div>
-<div id="hci-goals"> <strong>Due</strong>:
-<ul>
-{% for day in page.due %}
- <li>{{day}}</li>
-{% endfor %}
-</ul>
-</div>
-</div>
+ <div id="due dates">
-<br>
-<div class="learning-goals">
- <ul>
- {% for goal in page.hci_goals %}
- <li>{{goal}}</li>
- {% endfor %}
- </ul>
- </div>
+ {% if page.assigned.size > 1 %}
+<strong>Assigned</strong>
+ <ul>
+ {% for day in page.assigned %}
+ <li>{{day}}</li>
+ {% endfor %}
+ </ul>
+ {% else %}
+<strong>Assigned</strong>: {{page.assigned}}
+ {% endif %}
+
+{% if page.due.size > 1 %}
+ <br> <strong>Due</strong>
+ <ul>
+ {% for day in page.due %}
+ <li>{{day}}</li>
+ {% endfor %}
+ </ul>
+ {% else %}
+   <strong>Due</strong>: {{page.assigned}}
+ {% endif %}
+</div>
{{ content }}
diff --git a/academic-conduct.md b/academic-conduct.md
index 5051f83363f4e66a5243e9b5753e7f319d987b14..0c4d698d6ed3210e386dcd80699865f35994a5f2 100644
--- a/academic-conduct.md
+++ b/academic-conduct.md
@@ -86,28 +86,31 @@ To facilitate this, and to be very clear
# Chat GPT
-It is hard to find someone who has not heard about ChatGPT and related tools, and these tools are undeniably useful for generating ideas, providing suggestions, and more. In this class, we will ask you to follow these ethical guidelines when using generative AI such as ChatGPT.
+It is hard to find someone who has not heard about ChatGPT and related tools, and these tools are undeniably useful for generating ideas, providing suggestions, and more. However, we recommend that you use generative AI in moderation. Generative AI can help you to summarize text, improve grammar, write code, collect relevant resources to read, and generate ideas. It can also [lead you to misinformation](https://medium.com/@emilymenonbender/cleaning-up-a-baby-peacock-sullied-by-a-non-information-spill-d2e2aa642134) and is generally less powerful than the hype might lead you to believe, as eloquently described by UW faculty member Emily Bender in her [Seattle Times OpEd](https://www.seattletimes.com/opinion/look-behind-the-curtain-dont-be-dazzled-by-claims-of-artificial-intelligence/). If you are interested in learning more about generative AI's limitations, here is a [helpful repository](https://faculty.washington.edu/ebender/media/).
-1. Whether you use generative AI or read someone's blog post or code, you are expected to ensure that the final product is your own, original work.
-2. You may use generative AI for assignments and exams unless I specify that it may not be used. If guidelines are provided you should additionally follow those guidelines.
-3. Unlike blog posts and research articles, you do not need to attribute artifacts/quote text or label code produced by generative AI when you use it. However, you must do the following or you will face academic consequences including but not limited to failing an assignment or an exam.
- - You must cite the AI program you used in the artifact you hand in
- - If it copies text from other sources and you don't provide proper attribution, you will be held accountable for that.
- - If it provides ideas that are not your own, you will need to find and properly cite the original source.
- - You must still comply with the academic integrity policies of the institution. This includes refraining from using generative AI to plagiarize or cheat.
+In addition to the abovementioned concerns, if you start to rely solely on generative AI, you may limit your own development in critical thinking and writing, and if the results are that your writing is narrower and shallower in scope this may impact your grade.
+In this class, we will ask you to follow these ethical guidelines when using generative AI such as ChatGPT.
+
+1. You may use generative AI for assignments and exams unless I specify that it may not be used. If guidelines are provided you should additionally follow those guidelines.
+2. Unlike blog posts and research articles, you do not need to attribute artifacts/quote text or label code produced by generative AI when you use it. However, you must do the following or you will face academic consequences including but not limited to failing an assignment or an exam.
+ - You must cite the AI program you used in the artifact you hand in
+ - If it copies text from other sources and you don’t put that text in quotes and provide proper attribution, you will be held accountable for that.
+ - If it provides ideas closely based on other sources and you don't cite those sources, you will be held accountable for that.
+ - You must still comply with the academic integrity policies of the institution. This includes refraining from using generative AI to plagiarize or cheat.
3. You will be held to the same standards when you use generative AI as for any assignment, regardless of whether you or the AI created something, including:
- - If you turn in artifacts that are not accessible, you will be graded accordingly
- - If you turn in artifacts that contain false or incomplete claims, you will be graded accordingly
- - If you turn in code that does not compile or is incomplete, you will be graded accordingly
- - You will be graded based on the critical thinking and writing skills, accuracy, and accessibility of the things that you produce.
-
-We recommend that you use generative AI in moderation. Generative AI can help you to summarize text, improve grammer, write code, collect relevant resources to read, and generate ideas. However if you start to rely solely on it, you may limit your own development in critical thinking and writing, and if the results are that your writing is narrower and shallower in scope this may impact your grade.
+ - If you turn in artifacts that are not accessible, you will be graded accordingly
+ - If you turn in artifacts that contain false or incomplete claims, you will be graded accordingly
+ - If you turn in code that does not compile or is incomplete, you will be graded accordingly
+ - You will be graded based on the critical thinking and writing skills, accuracy, and accessibility of the things that you produce.
-Also please note that using such tools may imply donating your data to the companies that deployed them. Please take reasonable steps to avoid making our assignments easier in future iterations of the course (e.g., once the tool provides a correct answer, don't give it positive feedback).
+Also please note that using such tools has consequences unrelated to your schoolwork. For example, generative AI models use an [enormous amount of water](https://arxiv.org/pdf/2304.03271.pdf) and [energy](https://www.nature.com/articles/d41586-023-00843-2): ``ChatGPT needs to “drink†a 500ml bottle of water for a simple conversation of roughly
+20-50 questions and answers, depending on when and where ChatGPT is deployed.''
+In addition, you are probably donating your data to the companies that deployed them. Please take reasonable steps to avoid making our assignments easier in future iterations of the course (e.g., once the tool provides a correct answer, don't give it positive feedback).
To summarize, you may use generative AI unless otherwise specified. However, you must use it ethically, check its work, and ensure that you do not cheat or plagiarize when using it. Further, you will most likely not receive a high grade if you rely on it to the exclusion of your own critical thinking, writing and accessibility skills.
+
# Privacy and Fair Use
To support an academic environment of rigorous discussion and open
diff --git a/assets/css/style.scss b/assets/css/style.scss
index 67efd9d21f0e51adb38169008e1fcdf037bc24f7..c95a32bf96427d1b0fdabbdf32ae3dc03d545e5d 100644
--- a/assets/css/style.scss
+++ b/assets/css/style.scss
@@ -202,13 +202,23 @@ dl dt.prepare {
}
-dl dt.holiday {
+h2.holiday {
style:bold;
font-size: large;
background-color: $highlight-dark;
color: $background;
padding:5px;
}
+
+
+h1.draft {
+ style:bold;
+ font-size: large;
+ background-color: $highlight-dark;
+ color: $background;
+ padding:5px;
+}
+
dl dt.alert {
style:bold;
font-size: large;
diff --git a/assets/img/competence-explanation.png b/assets/img/competence-explanation.png
new file mode 100644
index 0000000000000000000000000000000000000000..8d9b7a7258f8eba75aab1ef7d7ea1eb4025fc5da
Binary files /dev/null and b/assets/img/competence-explanation.png differ
diff --git a/assets/img/favicon.png b/assets/img/favicon.png
index 88dfa211eefa5809335386ac67d8ccf80bb9f132..029cb03fd8fd24080185181c0043a33086e3ad4c 100644
Binary files a/assets/img/favicon.png and b/assets/img/favicon.png differ
diff --git a/assignments/disabilityjustice.md b/assignments/disabilityjustice.md
index 30d18f5fc9866b622212cd2b8ca58b2e7f3bc4c2..e7d82fc91d68a55897ba78d50ae326dc15976f4c 100644
--- a/assignments/disabilityjustice.md
+++ b/assignments/disabilityjustice.md
@@ -4,28 +4,24 @@ published: true
title: Disability Justice Analysis
description: Analyze an article using a disability justice framework
-code: hw1
+code: hw2
-assigned: TBD
-due:
- - TBD Pacific
- - Two day grace period, TBD
-
-revised: April 12, 2023
+assigned: October 4th, 2023
+due: October 9th, 2023 (Two day grace period, October 11th)
+revised: August 20, 2023
---
* TOC
{:toc}
-
# Overview
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 competency grade on understanding how to apply a disability justice framing
- Your participation grade, as a percentage of completeness (are all the required parts present)
## Length & Difficulty
@@ -70,5 +66,5 @@ For each principle, write 1-2 paragraphs (250-500 words). In your writing, you s
# 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"
+You will need to submit your writeup to the class [discussion board]({{site.discussion}}). The category should be "Assignments", the subcategory should be "Disability Justice". Also submit a link to your discussion board post on {{site.canvas}}.
diff --git a/assignments/finding-accessibility.md b/assignments/finding-accessibility.md
index d5afa4cba16f8045cb0df6664f2e2e637077a5b2..a631af7644b8a6b15a8844aa21bd423d9a6da522 100644
--- a/assignments/finding-accessibility.md
+++ b/assignments/finding-accessibility.md
@@ -4,18 +4,15 @@ published: true
title: AT Around Us
description: Find and learn about how people with disabilities use a variety of accessibility technologies
-code: hw3
+code: hw1
-assigned: TBD
-due:
- - Jan 31, 2023, 5pm (no grace period this week because you present in class)
+assigned: September 9th, 2023
+due: Slides October 5, 2023, (1 day grace period October 6th); Presentation October 6, 2023 (no grace period, class presentations )
-revised: April 12, 2023
+revised: August 20, 2023
---
-<!-- make due at least 24 hours ahead of presentation as a best practice in accessible presenting -->
-
* TOC
{:toc}
@@ -27,10 +24,10 @@ The goal of this assignment is give you experience with seeking out first-person
## 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
+- Image description
+- Presenting accessibly to an audience with mixed 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)
@@ -49,7 +46,7 @@ To complete this assignment you will need to do the following:
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. Finally, make sure you don't use [abelist language](https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654).
+Rector and look at [DOIT's](https://www.washington.edu/doit/tips-delivering-accessible-presentation#:~:text=Provide%20attendees%20materials%20(ideally%2C%20ahead,time%20captioners%20materials%20in%20advance.) guidance no accessible presenting. 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 [ableist 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
@@ -60,7 +57,7 @@ Disability](https://guoanhong.com/papers/CHI21-ImageDescriptions.pdf)
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))
-When you pick, consider **these requirments**
+When you pick, consider **these requirements**
- 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).
@@ -71,7 +68,7 @@ When you pick, consider **these requirments**
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)).
+- 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 assistants have](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033)).
## 2. Find and Generate First Person Experiences
@@ -96,7 +93,7 @@ While some technologies may be expensive or hard to get, many accessibility tech
## 3. Reflect on What you Learned
-Take some time to reflect on these questions, which will help you to preare for your presentation
+Take some time to reflect on these questions, which will help you to prepare for your presentation
What is the AT?
- What is the technology?
@@ -122,7 +119,7 @@ You will create one accessible slides (per AT) in a shared slide deck posted in
- 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
+- Something you learned from the video and/or by trying it about its strengths and weaknesses
Make sure the slides are accessible.
diff --git a/assignments/index.md b/assignments/index.md
index 1bbc1de0429550f3ef87076d86821fdac6e0e9ca..890d7c1e3566f94e128fd0662a3d21f68d59be00 100644
--- a/assignments/index.md
+++ b/assignments/index.md
@@ -19,13 +19,13 @@ questions or run into issue, please contact the course staff.
| Link to Assignment | Turn in Link | Due Date |
|--------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|----------|
-| HW1: [Finding AT around us](finding-accessibility.html) | | 10/2 |
-| HW2: [Disability Justice](disabilityjustice.html) | TBD | 10/9 |
-| HW3a: [Web/App Access UARS](website.html) | TBD | TBD |
+| HW1: [Finding AT around us](finding-accessibility.html) | [Canvas HW1]({{site.canvas}}/assignments/8443510) | 10/2 |
+| HW2: [Disability Justice](disabilityjustice.html) | [Canvas HW2]({{site.canvas}}/assignments/8443521) | 10/9 |
+| HW3a: [Web/App Access UARS](website.html) | [Canvas HW3]({{site.canvas}}/assignments/8443528) | 10/16 |
| HW3b: [Web/App Access Report](website-report.html) | TBD | TBD |
| HW4a: [Post GUI Accessibility](technology-review.html) | TBD | TBD |
| HW4b: [Post GUI Accessibility Implementation](technology-implementation.html) | TBD | TBD |
-| HW5a: [Final Project Proposal](project-proposal.html) | TBD | TBD |
+| HW5a: [Final Project Proposal](project-proposals.html) | TBD | TBD |
| HW5b: [Final Project Checkpoint](project-checkpoint.html) | TBD | TBD |
| HW5c: [Final Project Presentation](project-final.html) | TBD | TBD |
@@ -42,35 +42,34 @@ averaged over all the times that you are assessed.
## Disability Awareness and Justice
-| Competency | Asesssed in Which Assignment? |
-|--------------------------------------------------------|-------------------------------|
-| Disability Justice | HW1, Final Project |
-| Finding First Person Accounts of Disability Technology | HW2, Final Project |
-| Plain Language Writing | HW1, HW4 |
+| Competency | Asesssed in Which Assignment? |
+|--------------------------------------------------------|---------------------------------------------------------|
+| Disability Justice | HW2, Final Project |
+| Finding First Person Accounts of Disability Technology | HW1, Final Project |
+| Familiarity with a Range of Accessibility technologies | HW1, HW4a (by choice) |
+| Appropriate And Inclusive Language | Any Writing or Speaking about Disability |
+| Presenting Accessibly | HW1, Final Project |
## Accessibility Compliance
-| 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) |
+| Competency | Asesssed in Which Assignment? |
+|-------------------------------------------------------|---------------------------------------------------------|
+| Accessibility Problem Fixes | HW3b, Final Project (by choice) |
+| Accessibility Technology Based Accessibility Checking | HW3a, Final Project (required) |
+| Automated Accessibility Checking | HW3a, Final Project (by choice) |
+| Correct use of Web/App Accessibility Rules | HW3b, Final Project (by choice) |
+| Plain Language Writing | HW2, HW4a (by choice), Any Reading response (by choice) |
## Accessible Media
-| 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 |
+| Competency | Asesssed in Which Assignment? |
+|---------------------------------|---------------------------------|
+| Accessible Document Creation | All |
+| Acessible Presentation Creation | HW1, Final Project |
+| Image Description | HW1, HW3a, Hw4a, Final Project |
+| Accessible Website/App Creation | HW4b, Final Project (required) |
+| Accessible Video Creation | HW4b, Final Project (by choice) |
-## Extra Credit
-
-| Competency | Asesssed in Which Assignment? |
-|---------------------------|-------------------------------|
-| Accessible Video Creation | HW4, Final Project |
diff --git a/assignments/project-checkpoint.md b/assignments/project-checkpoint.md
index 23aaaef6ede4a6cda82424ebb94bb0cfae932ad4..bd427118ee154ceddb2bf4d5bef9c6c1aa9a3487 100644
--- a/assignments/project-checkpoint.md
+++ b/assignments/project-checkpoint.md
@@ -1,6 +1,6 @@
---
layout: assignment
-published: true
+published: draft
title: Final Project Checkpoint
code: hw7b
diff --git a/assignments/project-final.md b/assignments/project-final.md
index 6d656af715b87e95f9bf32fe5f5aee911ca6d144..a30af5e61b22801a4b277c417468efbf5379b1b6 100644
--- a/assignments/project-final.md
+++ b/assignments/project-final.md
@@ -1,6 +1,6 @@
---
layout: assignment
-published: true
+published: draft
title: Final Project Final Presentations
code: hw7c
diff --git a/assignments/project-proposals.md b/assignments/project-proposals.md
index 2db65bf8203b8c5f10b6e57d31b23e3d779ada46..fd6f49aca0e4831bedddc271d13c46972f8c3c86 100644
--- a/assignments/project-proposals.md
+++ b/assignments/project-proposals.md
@@ -1,6 +1,6 @@
---
layout: assignment
-published: true
+published: draft
title: Final Project Proposal
code: hw7a
diff --git a/assignments/technology-implementation.md b/assignments/technology-implementation.md
index 09cf0d88176857effe581e954ed6a1d9c160fac2..e9510725df5c4e26c15cdb2fdf2621ef6629cc6d 100644
--- a/assignments/technology-implementation.md
+++ b/assignments/technology-implementation.md
@@ -1,6 +1,6 @@
---
layout: assignment
-published: true
+published: draft
title: Post GUI Implementation
description: Learn about post-GUI accessibility
@@ -63,7 +63,8 @@ Be clear about which accessibility aid (such a screen reader, magnifier or singl
- What did the application look like before you made it accessible
- What did it look like after you made it accessible
- What audience did you improve it for?
-- Record a video of yourself using it with the accessibility technology you designed your solution for
+- Record a video of yourself using it with the accessibility technology you designed your solution for.
+- Make sure that video is captioned and audio described (see [description key's guide](https://dcmp.org/learn/descriptionkey)
- Check with us about what to do if these requirements don't quite fit (i.e. for fabrication).
TODO: add accessibility requirements for the turn in
diff --git a/assignments/technology-review.md b/assignments/technology-review.md
index ccf90497436431d2f09caaae7dec52846dda63b0..a047ee77fcd1cf88c7fc3b9403d5c889992742db 100644
--- a/assignments/technology-review.md
+++ b/assignments/technology-review.md
@@ -1,6 +1,6 @@
---
layout: assignment
-published: true
+published: draft
title: Post GUI Review
description: Learn about post-GUI accessibility
diff --git a/assignments/website-report.md b/assignments/website-report.md
index 30eb57c0d9bbdc23f33b0ee6cfc73adb96bfa40d..eca6e884eb657565e24c61c2b695012475d053a3 100644
--- a/assignments/website-report.md
+++ b/assignments/website-report.md
@@ -1,6 +1,6 @@
---
layout: assignment
-published: true
+published: draft
title: Website/App Accessibility Report (Group)
description: Learn how to write about and remediate accessibility problems with websites and apps
diff --git a/assignments/website.md b/assignments/website.md
index 533293b415ca4f0a3c53e94b2f415568e35e8262..fd687f20f4bd926dc53ecf060c9c307de7451841 100644
--- a/assignments/website.md
+++ b/assignments/website.md
@@ -1,17 +1,15 @@
---
layout: assignment
-published: true
+published: draft
title: Website/App Accessibility UARS (Individual)
description: Learn to assess website/app accessibility using a variety of technologies
code: hw3
-assigned: TBD
-due:
- - UARS--Due before class TBD
- - No grace period--These will be discussed in class
+assigned: October 11th, 2023
+due: October 16th, 2023 (2 day grace period, October 18th, 2023)
-revised: April 11, 2023
+revised: August 20, 2023
---
* TOC
@@ -57,12 +55,10 @@ Assessment](https://xiaoyizhang.me/assets/Paper/ASSETS_2017_Epidemiology.pdf).
You may submit your top three choices for website/app from listing below and include at most one of your own on the [Discussion thread for selection]({{site.discussion}}) for this assignment. Our goal is to have *at least four students** working independently on each website. Note that there is a *task* associated with each website/app (and if you pick your own, you should also have a task in mind).
{% details Possible websites/apps %}
-In the past, website have been sponsored by CREATE partners and community members. Student reports have been received by them with great gratitude, generating comments such as "This is fantastic" and "What an amazing and helpful report!" with plans to implement the recommendatinos.
+In the past, website have been sponsored by CREATE partners and community members. Student reports have been received by them with great gratitude, generating comments such as "This is fantastic" and "What an amazing and helpful report!" with plans to implement the recommendatinos. We also sometimes do a group of similar websites so that we can make a recommendation about which ones to use (if choosing, say, between grocery stores).
-- [VolunteerMeet Techies For Reproductive Justice](https://ddf.volunteermeet.org/): VolunteerMeet is a tool for abortion access and reproductive justice groups to use to recruit and vet volunteers. VolunteerMeet is used by several large organizations, and we want to make sure we are not limiting the participation of people with disabilities. **Focus**: The application process.
-- [Digital Defense Fund](https://digitaldefensefund.org/): Our website has a large amount of (free!) material about how to access abortion and other reproductive health care safely in today's criminalized environment. We have resources about digital security, staying safe online, and tech-enabled advocacy, among many other topics - all of which are incredibly important to all of us, but perhaps especially to people may be more vulnerable to surveillance because of their disabilities. **Focus**: Two sections of our site in particular: Learn & Media
-- [PAVE](https://wapave.org/): With our goal of continual improvement, we would like to always test the website periodically to make sure we are making sure it is accessible to everyone. **Focus**: Accessibility and ease of use
-- [CREATE](https://create.uw.edu/): CREATE's website should already be pretty accessible, but we haven't had any outside testers look at it. Help us find th egaps and problems! **Focus**: Finding out about funding
+- [Commerce.way.gov](Commerce.wa.gov)
+- TBD
- Other: We are happy to take submissions for other websites that you might want to focus on. If you do this, you must recruit *at least one* other student in the class (preferably three others) who will (independently) look at the same website
{% enddetails %}
@@ -89,6 +85,7 @@ accessibility tools. You may also use other accessibility tools if you
feel there are things that does not address, such as speech based input, or switch input.
Here are some resources that may help you in gaining comfort with these accessibility technologies
+- [Setting up a screen reader testing environment](https://www.sarasoueidan.com/blog/testing-environment-setup/)
- [Zoomtext and other magnification in use](https://www.youtube.com/watch?v=4ZRVDgeMpXc) and [Setting up windows for zooming](https://www.youtube.com/watch?v=TQhUCnMhDZE)
- [Screen reading intro](https://axesslab.com/what-is-a-screen-reader/)
- Switch control intro: [Switch Control overview](https://www.youtube.com/watch?v=GQKEE9nI1lk)
diff --git a/favicon.ico b/favicon.ico
new file mode 100644
index 0000000000000000000000000000000000000000..ab8b4f414a5efddf26f976d9ce62347ade1d9567
Binary files /dev/null and b/favicon.ico differ
diff --git a/index.md b/index.md
index 6cf83bec7330f8efe8a9ad33f599305e11768e21..b7d307659ad04e758757c2c5b145ee22d22b4835 100755
--- a/index.md
+++ b/index.md
@@ -1,8 +1,15 @@
---
+title: Syllabus/FAQ
layout: default
---
-<h1> Why take this class?</h1>
+* TOC
+{:toc}
+
+# Why take this class?
+
+{% details What it is about? %}
+<iframe width="560" height="315" src="https://www.youtube.com/embed/1aFiJDHtRiY" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
Highly recommend this course to be [mandatory in CS]... I will keep the lessons learned and try to apply them in my career wherever applicable. -- 2023 student.
{: .quote}
@@ -10,20 +17,54 @@ Highly recommend this course to be [mandatory in CS]... I will keep the lessons
Even though I have a lot of experience with implementing accessibility in code and pushing for more accessible designs at work, I have learned a lot from this course [that I plan to take back into my workploce] -- 2023 student
{: .quote}
-How can computing enable new solutions to accessibility, including both access to the world and access to computers? Similarly, how can a disability studies perspective guide us in developing empowering and relevant solutions to accessibility problems? This course explores both of those questions through a combination of discussions, reading, and building.
+How can computing enable new solutions to accessibility, including both access to the world and access to computers? Similarly, how can a disability studies perspective guide us in developing empowering and relevant solutions to accessibility problems? This course explores both of those questions through a combination of discussions, reading, and building. In addition, by studying access technology, we can gain valuable insights into the future of all user interface technology.
+
+Access technology (AT) has the potential to increase autonomy, and improve millions of people’s ability to live independently. In addition, accessibility is a human rights issue and it is the law. If you're creating interactive technologies, you should know how to build regular interfaces that are accessible as well as understanding the value of innovating new approaches to accessibility. Disability touches almost everyone either directly or indirectly at some point in life, temporarily or permanently. Let’s create a future we will also want to and be able to be part of.
-Access technology (AT) has the potential to increase autonomy, and improve millions of people’s ability to live independently. This potential is currently under-realized because the expertise needed to create the right AT is in short supply and the custom nature of AT makes it difficult to deliver inexpensively. Yet computers’ flexibility and exponentially increasing power have revolutionized and democratized access technologies. In addition, by studying access technology, we can gain valuable insights into the future of all user interface technology.
In this course we will focus on a combination of practical skills such as how to assess accessibility of documents, websites and apps and how to do disability based UX; advanced skills such as how to address accessibility in visualization, AR/VR and AI/ML; and forward looking topics such as intersectional concerns, accessible healthcare, and accessibility in disaster response. The largest project in the class will be an open ended opportunity to explore access technology in more depth. We will also cover disability justice and advocacy.
-For quick links to key things, check out the navigation bar above and the table of contents here:
-* TOC
-{:toc}
+{% enddetails %}
+
+{% details What are the Prereqs and Expectations? %}
+
+The only requirement for this class is that you are comfortable programming and picking up new languages and tools that you have not been exposed to before. You will have some control over this, however, basic web skills are likely to be useful. The primary programming project in this class is one you design yourself.
+
+In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. We will grade on the assumption that you have read and understood it, and there will be penalties if you do not follow these policies. These will be determined on a case by case basis, but at a minimum:
+- If you plagiarize you will receive a 0 on participation for that assignment
+- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
+
+{% enddetails %}
-<iframe width="560" height="315" src="https://www.youtube.com/embed/1aFiJDHtRiY" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
-# Class Times
+{% details What is the Teaching Philosophy and Approach? %}
+
+Many of the goals in this class center around learning by doing. This
+means that hands on time trying out everything from implementation to
+evaluation is critical to learning. Active learning has been [shown to
+increase student performance in STEM
+subjects](https://www.pnas.org/content/111/23/8410).
+
+Thus, class time will be used as much as possible for in **class
+exercises and discussion** for understanding using a variety of
+technologies. We also highly encourage questions in lecture. Often
+many students share the same question and those questions can help the
+instructor gauge student understanding.
+
+Preparation outside of class and participation in class are both very
+important and will improve your class experience. Preparation may
+include online discussion, pre-class readings and videos, and
+post-lecture reflections in addition to homework. Participation in
+class will include discussion, question asking, and active engagement
+in learning exercises.
+
+{% enddetails %}
+
+
+# Logistics
+
+{% details When and Where is the Class Held? %}
See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office hours.
@@ -31,15 +72,9 @@ See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office
- **Class Location:** TBD
- **Section Time:** TBD
-# Mailing Lists
-
-**Staff** mailing list: [Mail](mailto:{{site.staff_email}})
-
-**Class** mailing list: [Ed]({{site.discussion}})
+{% enddetails %}
-# Course Staff
-
-## Instructor
+{% details How do I reach the Instructors? %}
{:width="80px"} | [Jennifer Mankoff]({{site.author.url}}) (she/her) <br> Office Hours: TBD
@@ -49,198 +84,235 @@ See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office
(More information on [Pronouns](https://www.mypronouns.org/))
-# Should I take this class?
+If none of those times work for you, you can also request an
+appointment, or discuss matters with us privately on the [discussion
+board]({{site.discussion}}). This notifies the whole course staff at
+once and is usually faster than email.
-Yes! Not only is accessibility a rewarding research topic with a lot of value for applying cutting edge computer science, accessibility is a human rights issue and it is the law. If you're creating interactive technologies, you should know how to build regular interfaces that are accessible as well as understanding the value of innovating new approaches to accessibility. Disability touches almost everyone either directly or indirectly at some point in life, temporarily or permanently. Let’s create a future we will also want to and be able to be part of.
+Staff mailing list: [Mail](mailto:{{site.staff_email}})
-This class will explore
+{% enddetails %}
-- Challenges in making interfaces and interactions accessible
-- How to make documents accessible and conduct inclusive presentations and meetings
-- How to make advanced technologies, such as AR/VR, Machine learning systems, and visualizations accessible
-- Opportunities to bring accessibility to applied settings such as healthcare, disaster response, and higher education.
+
+{% details How do I reach other students in the class? %}
-Taking a class is a big commitment, and you will work hard in this class. So we want to help you make sure this is the right class for you. Below is some information about prerequisites and expectations.
+We have a class [discussion board]({{site.discussion}}), where you can
+make public posts that benefit the whole class, and are answered more
+quickly because your fellow students can help the course staff by
+responding also.
-# Prereqs and expectations
+- This is the best way to ask questions about things like homework and programming
+- Before posting, please search through the questions that have already been posted in case
+ someone has already asked the same question.
-The only requirement for this class is that you are comfortable programming and picking up new languages and tools that you have not been exposed to before. You will have some control over this, however, basic web skills are likely to be useful. The primary programming project in this class is one you design yourself.
+Another great way to meet students is to come to class in person!
-In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. We will grade on the assumption that you have read and understood it, and there will be penalties if you do not follow these policies. These will be determined on a case by case basis, but at a minimum:
-- If you plagiarize you will receive a 0 on participation for that assignment
-- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
+{% enddetails %}
-# Course Structure
-Many of the goals in this class center around learning by doing. This
-means that hands on time trying out everything from implementation to
-evaluation is critical to learning. Active learning has been [shown to
-increase student performance in STEM
-subjects](https://www.pnas.org/content/111/23/8410).
+# Is this class Accessible and Inclusive?
-Thus, class time will be used as much as possible for in **class
-exercises and discussion** for understanding using a variety of
-technologies. We also highly encourage questions in lecture. Often
-many students share the same question and those questions can help the
-instructor gauge student understanding.
+We hope so! The class is a shared learning environment and it is
+important to us to make it a welcoming environment for everyone, from
+all backgrounds. We strive to treat everyone in the class with respect and
+understanding.
-Preparation outside of class and participation in class are both very
-important and will improve your class experience. Preparation may
-include online discussion, pre-class readings and videos, and
-post-lecture reflections in addition to homework. Participation in
-class will include discussion, question asking, and active engagement
-in learning exercises.
+{% details How does this class support Accessibility? %}
-## Accessibility
+WWe know that students in this class may need materials to be
+accessible by screen reader, or may need extra time on exams. We have structured the class to be as accessible as possible to all students by default.
-Please see our [Accessibility Policy](docs/accessibility.html)
+If you have a temporary health condition or permanent disability
+(either mental health, learning, or physical health related) that
+impacts your academic experience, please let us know how we can
+accommodate you.
-# Class Coordination
+You are NOT obligated to disclose any of these issues with the
+instructor, only specify if there’s any accommodations required. For
+more on accessibility in this class and how we accommodate you (and
+each other), please see our [Accessibility
+Policy](docs/accessibility.html)
+
+{% enddetails %}
-We want you to succeed in this class, and an important way that you do that is by **asking questions and discussing course issues with your peers and teaching staff**. Some ways to do that include:
-- We have a class [discussion board]({{site.discussion}}), where you can
- make public posts that benefit the whole class, and are answered more
- quickly because your fellow students can help the course staff by
- responding also.
- - This is the best way to ask questions about things like homework and programming
- - Before posting, please search through the questions that have already been posted in case
- someone has already asked the same question.
-- We hold office hours (see above).
-- If none of those times work for you, you can also discuss matters
- with us privately on the [discussion board]({{site.discussion}}).
- This notifies the whole course staff at once and is usually faster
- than email.
-- If none of these work for you you can send an
- [email](mailto:{{site.staff_email}}) asking to set up an
- appointment.
-
-# Class Expectations
-
-The class is a shared learning environment and it is important it is a
-welcoming environment for everyone, from all backgrounds. As
-instructors, we know that students in this class may need materials to
-be accessible by screen reader, or may need extra time on exams. You
-may observe religious holidays that overlap class times, or have work,
-childcare or appointments that have to be prioritized at specific
-times. As students we also ask you to remember that each person brings
-different priorities and experiences to class. We should all strive to
-treat everyone in the class with respect and understanding.
-
-The Allen School seeks to create a more diverse, inclusive, and
-equitable environment for our community and our field (see the [Allen
-School’s Inclusiveness
-Statement](https://www.cs.washington.edu/diversity)). Specific things
-we will do to promote welcoming class environment include:
-
-- **Accessibility**: If you have a temporary health condition or permanent disability (either mental health, learning,
- or physical health related) that impacts your academic experience, please let us know how we can
- accommodate you. You are NOT obligated to disclose any of these issues with the instructor, only specify
- if there’s any accommodations required. For more on accessibility in this class and how we accommodate you (and each other), please see our [Accessibility Policy](docs/accessibility.html)
-- **Wellness**: It is very important to us that you take care of your mental health throughout the course.
- Everyone on the course staff is available to chat, and you can always attend office hours for a
- non-academic conversation if necessary. Beyond the course staff, the University of Washington provides
- the following resources for mental health concerns. Your anonymity and privacy are protected.
+{% details What about health and wellnes beyond accessibility accommodations? %}
+
+It is very important to us that you take care of your mental health throughout the course. We have built flexibility into course assessments with the goal of reducing stress. However we know that sometimes that is not enough. Everyone on the course staff is available to chat, and you can always attend office hours for a non-academic conversation if necessary. Beyond the course staff, the University of Washington provides the following resources for mental health concerns. Your anonymity and privacy are protected.
- Please reach out to the [UW Counseling Center](http://www.washington.edu/counseling/) for any help and
concerns related to mental health (including increased stress), available to all UW students at no cost.
- If you are ever feeling uncomfortable and need to talk or are worried about someone close to you, it is
highly recommended to visit the [UW Heath and Wellness](http://depts.washington.edu/livewell/programs/)
programs. They offer resources to students that can help.
- If you're concerned for yourself or a friend, please call SafeCampus at (206) 685-7233.
-- **Religious Accommodations** The UW’s policy, including more information about how to request an
- accommodation, is available at [Religious Accommodations Policy](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/).
- Accommodations can be requested within the first two weeks of this course using the
- [Religious Accommodations Request](https://registrar.washington.edu/students/religious-accommodations-request/)
- form on UW's site.
-- **Inclusivity**: Our goal is to make this classroom a welcoming environment for all. We are working toward
- using a broad base of examples in our course material. Please let us know if you see an opportunity to
- improve our course material to be more representative of our student population. Additionally, if you
- experience interactions with anyone that are excluding or otherwise uncomfortable, please reach out
- to the course staff so that we can address the situation. Should you feel uncomfortable bringing up an
- issue with a staff member directly, there are a number of
- [Community Feedback Mechanisms and Resources](https://www.cs.washington.edu/community-feedback)
- including the [Anonymous Feedback](https://feedback.cs.washington.edu/) form, but understand we can not
- respond to you directly if you use the latter. Responses, if possible, will be broadcast to the class as
- a whole or systematic changes to the class when necessary.
-- **Sexual Harassment**: University policy prohibits all forms of sexual harassment.
- - If you feel you have been a victim of sexual harassment or if you feel you have been discriminated against, you may speak with your instructor, teaching assistant, the chair of the department
- - You can also file a complaint with the UW Ombudsman's Office for Sexual Harassment. Their office is located at 339 HUB, (206)543-6028. There is a second office, the University Complaint Investigation and Resolution Office, who also investigate complaints. The UCIRO is located at 22 Gerberding Hall.
-
-# Participation
+
+{% enddetails %}
+
+{% details How do you accommodate religious holidays? %}
+
+You may observe religious holidays that overlap class times. We ask
+that you complete the class attendance requirements for remote
+students in this case. If you have additional concerns that this
+policy does not meet, please contact the instructors. In addition,
+here is some potentially helpful information about UW policy:
+[Religious Accommodations
+Policy](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/).
+Accommodation can be requested within the first two weeks of this
+course using the [Religious Accommodations
+Request](https://registrar.washington.edu/students/religious-accommodations-request/)
+form on UW's site.
+
+{% enddetails %}
+
+{% details What should I do if something happens that makes me feel unsafe or excluded? %}
+
+If you have been subject to sexual harassment, you feel you have been discriminated against, our you have been made to feel uncomfortable in any way, please tell us. You might choose to speak with your instructor, teaching assistant, the chair of the department, depending on the circumstances.
+
+Should you feel uncomfortable bringing up an issue with a staff member
+directly, , there are a number of [Community Feedback Mechanisms and
+Resources](https://www.cs.washington.edu/community-feedback) including
+the [Anonymous Feedback](https://feedback.cs.washington.edu/) form,
+but understand we can not respond to you directly if you use the
+latter. Responses, if possible, will be broadcast to the class as a
+whole or systematic changes to the class when necessary.
+
+You can also file a complaint with the UW Ombudsman's Office for Sexual Harassment. Their office is located at 339 HUB, (206)543-6028. There is a second office, the University Complaint Investigation and Resolution Office, who also investigate complaints. The UCIRO is located at 22 Gerberding Hall.
+
+If something about the course materials makes you feel excluded, please let us know. We also review them ourselves with inclusion in mind each time we prepare to teach.
+
+We have tried to make the course inclusive of people who have work,
+childcare or appointments that have to be prioritized at specific
+times. However if we can do something to improve this further, or you have needs we haven't thought of, please tell us.
+
+{% enddetails %}
+
+# Expectations and Grading
+
+{% details What are the participation requirements for this class? %}
+
This is an in person class. As much as possible, we ask that you
attend in person. That said, we know that many individual concerns may
make this a barrier. We will do our best to support remote
participation when there is a need for this due to a family
-obligation, disability, or other concern. If you participate remotely,
-you may be expected to engage in additional work before, after, or
-during lecture to ensure that you have the most similar experience
-possible to students who are in person. Please contact the instructor
-for instructions each week you are remote). For those cases, class
-sessions **will be recorded** when possible (guest lecturers may
+obligation, disability, or other concern.
+
+If you participate remotely, or miss a class, you may be asked to
+engage in additional work before, after, or during lecture to ensure
+that you have the most similar experience possible to students who are
+in person.
+
+{% enddetails %}
+
+{% details Will lectures be recorded? %}
+
+Class sessions **will be recorded** when possible (guest lecturers may
refuse this). Recordings will only be accessible to students enrolled
in the course to review materials.
The University and Zoom have FERPA-compliant agreements in place to
-protect the security and privacy of UW Zoom accounts. Students who
-connect by Zoom but do not wish to be recorded should:
+protect the security and privacy of UW Zoom accounts.
+
+{% enddetails %}
+
+{% details What if I don't want to be recorded? %}
+
+Students who connect by Zoom but do not wish to be recorded should:
- Change their Zoom screen name to a school appropriate screen name
that hides any personal identifying information such as their name or
UW Net ID
- Not share their computer audio or video during their Zoom sessions (please notify us first!).
-# Grading
+{% enddetails %}
+
+{% details What is the classes Grading Philosophy? %}
While grading is a necessary part of what we do at UW, I want to focus
-this class on learning. The following policies are meant to encourage
-that. **There will not be quizzes, or a midterm or final exam this
-quarter**. Instead, your knowledge will be assessed via a combination
-of peer feedback, course staff feedback, and your own reflections. In
-addition, course staff will be looking for and marking down when you
-achieve competency with basic requirements such as presenting
-accessibly and turning in accessible documents.
+this class on learning; and to ensure that my approach to assessment
+is inclusive and focuses on a justice based approach. There has been a
+lot of [innovation in
+assessment](https://online.suny.edu/innovativeassessments/) in recent
+years, driven partly by COVID-19. We have tried to learn from this in our grading.
+
+**There will not be quizzes, or a midterm or final exam**. Instead, your knowledge will be assessed
+[Competency based
+grading](https://aurora-institute.org/cw_post/cbe-in-practice-grading/) in alignment with the disability justice focus in this
+course.
+
+{% enddetails %}
-## Grading Approach
-We’ll be using competency based grading for most elements of this
-class. We have a set of core learning goals in this class. For each of
-them, you may be "competent" or "excellent". If you excel at them all,
-and participate in the class, you get an 4.0. Various combinations of
-"competent" "excellent" and "not competent" result in other grades.
-Many of these competencies are assessed repeatedly. I don't care if
-you get them wrong at first, as long as you eventually learn them.
+{% details What is "*Competency Based Grading*"? %}
+ [Competency based
+grading](https://aurora-institute.org/cw_post/cbe-in-practice-grading/) separates out *how* you learn a skill from *whether you
+know it.* Many of these competencies are assessed repeatedly. *I don't
+care if you get them wrong at first*, as long as you eventually learn
+them. If you learn them all, and participate fully in the class, you
+will get an A.
-Some are assessed less frequently. For those, you have the opportunity
-to request a regrade if you feel you've improved on them.
-## Grading Breakdown (tentative)
-Grades will be assigned approximately as follows:
+In the image below, you can see how traditional grading assigns a score
+for each assignment and adds them together. If you score badly on your
+first assignment, that negatively affects your grade, *even if* you demonstrate that you've
+learned everything you needed to know in it during later assignments. In contrast
+competency-based grading is structured around learning goals. All of the different
+things you do that demonstrate progress on those learning goals are grouped together
+to help assign a score on that learning goal.
-## Grading Approach
+
+
+{% enddetails %}
+
+{% details Nice philosphy and all... what does that mean for me? %}
The competencies needed for this course are listed on the [assignments
page](assignments/index.html), and can all be found in canvas as well.
-There are three categories of skills: (1) Accessible Media and
-Documents (2) Accessibility Compliance and (3) Disability Awareness
-and Justice. Accessible videos is a "bonus" meaning it can add a
-competency, but won't count against you if you don't do it.
+There are three categories of Competency, each with four skills you
+need to learn: (1) Accessible Media and Documents (2) Accessibility
+Compliance and (3) Disability Awareness and Justice.
+
+Your highest score on each skill *in any assignment* determines your
+grade on that skill. In addition, you may request regrades. When you
+are graded on a skill, we rate yoru skill as "no evidence" "below
+competent" "basic knowledge" or "excellent". Various combinations of
+"basic" "excellent" and "below competent" result in other grades.
+
+The table below shows how scores will be converted to a grade. Note
+that if even 1 skill in a competency category is below competence
+(**!Comp**), the highest possible grade is 75% in that competency
+category. Assuming that you are at least competent in all skills, your
+grade is based on how many skills are excellent versus competent. You
+have to be excellent in all 4 skills to get to 100; at least 3 to get
+to 95%; and at least 2 to get to 85%. Your final score on your
+competencies is an average of your competence in each category.
-Your grade in each skill category is calculated based on the table below. Your final competency grade is the average of these three categories. You can view your progress on each competency in Canvas. Open up the category to see individual competencies; and click on the competency to see details on whether you are "competent" or "excellent". Further comments on each competency can be found in the grading on the individual assignments where it is assessed.
{:class="page-picture"}
-| Outcome Category | Score | | 4 (A) | 3.8 (A-) | 3.4 (B+) | 3.2 (B) | 2.8 (B-) | 1.1 (D) | 0 (E) |
-|---------------------|-----------|----|-------|----------|----------|---------|----------|---------|-------|
-| Media/Docs | !Comp | <= | | | | 1 | 2 | 3 | 4 |
-| (All = 5 ) | Excellent | >= | 4/5 | 3/5 | 2/5 | 1/5 | | | |
-| Compliance | !Comp | <= | | | | 1 | 2 | 3 | 4 |
-| (All = 4) | Excellent | >= | 4/4 | 3/4 | 2/4 | 1/4 | | | |
-| Awareness / | !Comp | <= | | | | 1 | 2 | | 3 |
-| Justice (All=3) | Excellent | >= | 3/3 | 2/3 | 1/3 | | | | |
-| Bonus: Video Access | | | | | | | | | |
+| Outcome Category | Score | | 100% | 95% | 85% | 75% | 60% | 30% | 0% |
+|------------------|-----------|----|------|-----|-----|-----|-----|-----|-----|
+| Media/Docs | !Comp | <= | 0 | 0 | 1 | 2 | 3 | 4 | 5 |
+| (All = 5) | Excellent | >= | 4/5 | 3/5 | 2/5 | 1/5 | 0/5 | 0/5 | 0/5 |
+| Compliance | !Comp | <= | 0 | 0 | 1 | 2 | 3 | 4 | 5 |
+| (All = 5) | Excellent | >= | 4/5 | 3/5 | 2/5 | 1/5 | 0/5 | 0/5 | 0/5 |
+| Justice | !Comp | <= | 0 | 0 | 1 | 2 | 3 | 4 | 5 |
+| (All = 5) | Excellent | >= | 4/5 | 3/5 | 2/5 | 1/5 | 0/5 | 0/5 | 0/5 |
+
+You can
+view your progress on each competency in Canvas (Excellent is called
+"Mastery" there). **Open up the category to see individual
+competencies; and click on the competency to see details on whether
+you are "competent" or "excellent"**.
-Note that if even 1 skill in a category is below competence (**!Comp**), the highest possible grade is 2.8 for all skill groups).
+{% enddetails %}
-Assuming that you are at least competent in all skills, your grade is based on how many skills are excellent versus competent. You have to be excellent in all 4 skills to get a 4.0; at least 3 to get a 3.8; and at least 2 to get a 3.4.
+{% details What else will I be graded on? %}
+
+Grades will be assigned in three categories: Assignment completion, effort, and competencies.
+
+### 80%: Competencies
+Competencies are 80% of your grade in the class. See the previous
+question for details on how a grade is calculated from your
+competencies.
### 10%: Assignment Completion
Assignment completion is 10% of your grade. This is listed as the "participation" competency for each assignment in canvas. The weight of each assignment is simply the number of weeks long it is, so a longer assignment would contribute more to your assignment completion grade than a shorter one.
@@ -250,27 +322,32 @@ Assignment completion is 10% of your grade. This is listed as the "participation
Your effort grade will reflect your participation in the class across
multiple dimensions such as whether you participated in discussions
and exercises in class (self reported) and whether you participated in
-discussions outside of class (based on your submissions)
+discussions outside of class (based on your submissions).
-## Regrade Policy
+{% enddetails %}
+
+{% details Does the class have a regrading policy? %}
-Reflecting on feedback is one of the most valuable ways you can learn
-from your mistakes, and we encourage you to do so. If you have a
-question about a grade you received or if you feel the grade you
-received is incorrect, please **[email an
-instructor](mailto:{{site.staff_email}}) for an appointment to discuss
-the assignment and your grade in detail**.
+Reflecting on feedback is one of the most valuable ways you can learn
+from your mistakes, and we encourage you to do so.
It is also possible for the graders to make mistakes. If that happens
-we certainly would like to correct the error. Please note the
+we certainly would like to correct the error.
+
+However, please note the
following:
- Because this class is competency based, you don't necessarily need a regrade, you just need to show that you have learned this competency in this OR a future assignment. Most competencies show up in more than one place
- When you request a regrade, we may look at the entire assessment, homework or reflection. Therefore,
it is possible for to lose a competency as well as gain one in this process.
-# Indigenous Land Acknowledgement
+If you have a
+question about a grade you received or if you feel the grade you
+received is incorrect, please **[email an
+instructor](mailto:{{site.staff_email}}) for an appointment to discuss
+the assignment and your grade in detail**.
+
+{% enddetails %}
-The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Suquamish, Tulalip and Muckleshoot nations.
diff --git a/schedule.md b/schedule.md
index 2c9d77ebe0ace4d7ee9debc2c8a0fd7fea7fdc8a..2350faf1726fc5aa9b997c889a9f7ffc88eae123 100644
--- a/schedule.md
+++ b/schedule.md
@@ -67,7 +67,7 @@ And study disability justice
{% enddetails %}
-{% details Monday 10/2: Accessible Presentations and Plain Language%}
+{% details Monday: Accessible Presentations and Plain Language%}
- **Slides** {% include slide.html title="Accessible Presentations and Presenting Accessibly" loc="presenting-accessibly.html" %}
- (if time) start on - **Slides** {% include slide.html title="Introduction to Plain Language" loc="disability-justice.html" %}
@@ -85,7 +85,7 @@ And study disability justice
{% enddetails %}
-{% details Wednesday 10/4: Plain Language and Disability Justice %}
+{% details Wednesday: Plain Language and Disability Justice %}
- Finish **Slides** {% include slide.html title="Introduction to Plain Language" loc="disability-justice.html" %}
- **Slides** {% include slide.html title="Introduction to Plain Language" loc="plain-language.html" %}
@@ -103,7 +103,7 @@ Practice with Plain Language
{% enddetails %}
-{% details Friday 10/2: AT Around Us Presentations %}
+{% details Friday: AT Around Us Presentations %}
{: .homework} [Class Participation survey](TBD)
@@ -112,7 +112,7 @@ Practice with Plain Language
{% enddetails %}
{: .week}
-# Week 3 (10/9-10/13): Accessibility Assessment 1: Guidelines and Assessment
+# Week 3 (10/9-10/13): Guidelines and Assessment
{% details Learning Goals %}
- What are the current accessibility standards
@@ -125,7 +125,7 @@ Practice with Plain Language
- Math, Tables & other elements (including custom interactors)
{% enddetails %}
-{% details Monday 10/2: Accessibility Testing %}
+{% details Monday: Accessibility Testing %}
- **Slides** {% include slide.html title="Accessibility Testing" loc="testing.html" %}
@@ -143,13 +143,14 @@ Practice with Plain Language
- Read about [Switches](https://axesslab.com/switches/)
- Try out the [Image ALT Text Tutorial](https://webaim.org/techniques/alttext/)
- Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
+ - Read about [Making numbers accessible](https://www.tpgi.com/making-numbers-in-web-content-accessible/)n
{: .homework} [Class Participation survey](TBD)
:
{% enddetails %}
-{% details Wednesday 10/4: Accessibility Standards %}
+{% details Wednesday: Accessibility Standards %}
{: .prepare} Come Prepared
: Come to class with an image, diagram, or other graphic you want to describe
@@ -168,7 +169,7 @@ Practice with Plain Language
Practice with Accessibility Assesssment
{% enddetails %}
-{% details Friday 10/13: More Website Standards %}
+{% details Friday: More Website Standards %}
**Slides** {% include slide.html title="More Accessibility Standards" loc="assessment2.html" %}
@@ -178,7 +179,7 @@ Practice with Accessibility Assesssment
{% enddetails %}
{: .week}
-# Week 4 (10/16-10/20): Building Accessible Interfaces & Remediating Problems
+# Week 4 (10/16-10/20): Building & Remediating Accessible Interfaces
{% details Learning Goals %}
- How accessibility works under the hood
@@ -186,7 +187,7 @@ Practice with Accessibility Assesssment
- What are the tradeoffs between different tools?
{% enddetails %}
-{% details Monday 10/16: What's the best way to Assess a Website?%}
+{% details Monday: What's the best way to Assess a Website?%}
**Slides** {% include slide.html title="Comparing Automated Testing and Manual Testing" loc="comparing-approaches.html" %}
@@ -208,7 +209,7 @@ Practice with Accessibility Assesssment
{% enddetails %}
-{% details Wednesday 10/18: How to Build Accessible Interfaces %}
+{% details Wednesday: How to Build Accessible Interfaces %}
**Slides** {% include slide.html title="How to build for accessibility" loc="best-practices.html" %}
@@ -224,7 +225,7 @@ Practice with Accessibility Assesssment
Group work on Report
{% enddetails %}
-{% details Friday 10/20: More Website Standards %}
+{% details Friday: More Website Standards %}
**Slides** {% include slide.html title="More Accessibility Standards" loc="assessment2.html" %}
@@ -237,46 +238,49 @@ Group work on Report
{% enddetails %}
+# Everything after here is draft...
+{: .draft}
+
+{% details Draft Part of Schedule %}
{: .module}
# Module 2: Post GUI Accessibility
{: .week}
-# Week 5 (10/23 - 10/27): Fabrication & Data Equity
-{% details Learning Goals %}
-- Work with laser cutting to make accessible technology
-- Learn about fabrication tools and techniques
+# Week 5 (10/23 - 10/27): Accessible Needfinding and Evaluation
-- Bias in Machine Learning
- - What is Machine Learning (ML)?
- - What are the components of ML?
- - How do we collect data? Who do we collect the data from?
- - Is the data "good"?
- - How do we minimize disability bias?
+{% details Learning Goals %}
+- How to assess whether a technology is accessible; and whether an accessibility technology is useful and usable, in an inclusive fashion.
+- How do you make sure your *product is accessible* to people with disabilities
+ 1. Data Equity and implicit bias
+ 2. Beyond automated assessment: Accessible Summative Studies
+ 3. Importance of Intersectionality
+- How do you make sure your *accessibility technology is valued* by people with disabilities
+ - What are potential data sources for assessing value
+ - Collaboration Versus Paternalism
+ - Overly narrow views of disability: Multiple disabled people & multiply disabled people
{% enddetails %}
+{% details Monday 10/23: Introduction to Assessing Accessibility %}
-{% details Monday 10/23: What's the best way to Assess a Website?%}
-
-**Slides** {% include slide.html title="Introduction to 3D Printing and Physical Computing" loc="3dprinting.html" %}
+**Slides** {% include slide.html title="Guest Lecture: Avery Mack: Assessing Accessibility" loc="evaluation.html" %}
{: .homework} Required Reading and Reflection (for Wednesday)
:
-
-- **Required: Respond to the Reading Questions and Preparation Requirements.**
- - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019 and [**Respond**](TBD)
- - [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712) and [**Respond**](TBD)
-- **If you want to go deeper**
- - [Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
- - [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf)
+- **Required Reading**
+ - 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=3bf833b75e7b) and Respond
+ - Read [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=21ef25c97d7f)
+- **If you want to dig deeper**
+ - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)
+ - Read [Accessibility came by accident](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)
{: .homework} [Class Participation survey](TBD)
:
{% enddetails %}
-{% details Wednesday 10/25: Making a Laser Cut Book Opener %}
-Work in class on this
+{% details Wednesday 10/25: Introduction to Designing for Accessibility %}
+: **Slides** {% include slide.html title="Designing for and with people with disabilities" loc="designing.html" %}
{: .homework} [Technology Review](assignments/technology-review.html) Assigned: Write a group report about your assessment
:
@@ -287,25 +291,28 @@ Work in class on this
{% enddetails %}
{% details Thursday: Section %}
-Finish making laser cuttable designs and print
-
+TBD
{% enddetails %}
-{% details Friday 10/27: Data Equity %}
-
-**Slides** {% include slide.html title="Data Equity" loc="bias-in-machine-learning.html" %}
+{% details Friday 10/27: TBD %}
{: .homework} [Class Participation survey](TBD)
:
-
+
{% enddetails %}
{: .week}
-
# Week 6 (10/30 - 11/3): Accessible Visulaizations & AR/VR
{% details Learning Goals %}
+Bias in Machine Learning
+ - What is Machine Learning (ML)?
+ - What are the components of ML?
+ - How do we collect data? Who do we collect the data from?
+ - Is the data "good"?
+ - How do we minimize disability bias?
+
Accessible Data Visualizations
- What are the commonly-used techniques to make data visualizations accessible?
- What are the pros and cons of these techniques?
@@ -315,9 +322,9 @@ Learn about how to make AR/VR interfaces and games accessible
{% enddetails %}
-{% details Monday 10/30: AR/VR Accessibility%}
+{% details Monday 10/30: Data Equity %}
-**Slides** {% include slide.html title="AR/VR Accessibility" loc="arvr.html" %}
+**Slides** {% include slide.html title="Data Equity" loc="bias-in-machine-learning.html" %}
{: .homework} Required Reading and Reflection (for Wednesday)
:
@@ -337,8 +344,12 @@ Learn about how to make AR/VR interfaces and games accessible
{% enddetails %}
-{% details Wednesday 11/1: AR/VR %}
-Work in class on this
+
+{% details Wednesday 11/1: AR/VR Accessibility %}
+
+**Slides** {% include slide.html title="AR/VR Accessibility" loc="arvr.html" %}
+
+
{: .homework} [Technology Review](assignments/technology-implementation.html) Assigned: Make something (post-gui) more accessible
:
@@ -363,41 +374,36 @@ Check in to make sure you have a plan and it is do-able
{% enddetails %}
-
{: .week}
-# Week 7 (11/6-11/10): Accessible Needfinding and Evaluation
+# Week 7 (11/6 - 11/10): Fabrication
{% details Learning Goals %}
-- How to assess whether a technology is accessible; and whether an accessibility technology is useful and usable, in an inclusive fashion.
-- How do you make sure your *product is accessible* to people with disabilities
- 1. Data Equity and implicit bias
- 2. Beyond automated assessment: Accessible Summative Studies
- 3. Importance of Intersectionality
-- How do you make sure your *accessibility technology is valued* by people with disabilities
- - What are potential data sources for assessing value
- - Collaboration Versus Paternalism
- - Overly narrow views of disability: Multiple disabled people & multiply disabled people
+- Work with laser cutting to make accessible technology
+- Learn about fabrication tools and techniques
{% enddetails %}
-{% details Monday 11/6: Introduction to Assessing Accessibility}
-**Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
+{% details Monday 11/6: What's the best way to Assess a Website?%}
+
+**Slides** {% include slide.html title="Introduction to 3D Printing and Physical Computing" loc="3dprinting.html" %}
{: .homework} Required Reading and Reflection (for Wednesday)
:
-- **Required Reading**
- - 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=3bf833b75e7b) and Respond
- - Read [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=21ef25c97d7f)
-- **If you want to dig deeper**
- - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)
- - Read [Accessibility came by accident](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)
+
+- **Required: Respond to the Reading Questions and Preparation Requirements.**
+ - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019 and [**Respond**](TBD)
+ - [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712) and [**Respond**](TBD)
+- **If you want to go deeper**
+ - [Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
+ - [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf)
{: .homework} [Class Participation survey](TBD)
:
{% enddetails %}
-{% details Wednesday 11/8: Introduction to Designing for Accessibility %}
-: **Slides** {% include slide.html title="Designing for and with people with disabilities" loc="designing.html" %}
+{% details Wednesday 11/8: Making a Laser Cut Book Opener %}
+Work in class on this
+
{: .homework} [Final Project Proposal](assignments/project-proposals.html) Assigned: Prepare your final project proposal (individual)
:
@@ -408,7 +414,7 @@ Check in to make sure you have a plan and it is do-able
{% enddetails %}
{% details Thursday: Section %}
-Work on final project proposals
+Finish making laser cuttable designs and print
{% enddetails %}
@@ -543,3 +549,4 @@ TBD
+{% enddetails %}
diff --git a/slides/assessment.html b/slides/assessment.html
index 65c154813e555d777e1f719968d3301c35e2ae72..71fd6b85c79e95d61e47f256df468f895f704ce0 100644
--- a/slides/assessment.html
+++ b/slides/assessment.html
@@ -358,6 +358,7 @@ More commonly available today than ever
Let's try it: Form groups and open [YouDescribe](https://youdescribe.org/);
([post a link to your video](TBD))
+If you want to know more: [describing educational videos](https://dcmp.org/learn/descriptionkey)
---
# POUR: Perceivable: Guidelines 1.1-1.4