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Jennifer Mankoff authored- small updates to week 3 - include in week 4: finding accessibility assignment & presenting accessibly slides
Jennifer Mankoff authored- small updates to week 3 - include in week 4: finding accessibility assignment & presenting accessibly slides
designing.html 12.48 KiB
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title: Evaluation --Week 4--
description: Designing for ad With People with Disabilities
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# Week 4: Designing for and With People with Disabilities
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# Important Reminder
## This is an important reminder
## Make sure zoom is running and recording!!!
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[//]: # (Outline Slide)
# Learning Goals for Today
- Picking a direction that the disability community cares about
- How to get a first person perspective without burdening the disability community
- Running an inclusive need finding study to prove that something is (or is not) a disability dongle :)
- Presenting Accessibly
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# Disability Dongle
.quote[Disability Dongle: A well intended elegant, yet useless solution to a problem we never knew we had. Disability Dongles are most often conceived of and created in design schools and at IDEO.] [Liz Jackson](https://twitter.com/elizejackson/status/1110629818234818570)
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# Disability Dongle
- Often speculative
- Sometimes "they enact normative or curative harm upon disabled users"
- Emphasize quick fix over structural change
???
explain the jargon
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# Who is Behind Disability Dongles?
- Award bait
- “Thank you for your feedback” and what it signals
- Whose idea and whose credit
???
Thank you for your feedback is a signal that we have no control over how our knowledge will be used; by reframing disabled expertise and critique as “feedback,” this phrase, like IKEA’s ThisAbles campaign, relegates disabled people to the role of user and subordinates disabled knowledge to the (professional) designerly imagination. It’s a disingenuous phrase, in which “thank you” is uttered to remind us that it is actually us who should be grateful.
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# What is the alternative?
Ethical needfinding: Complicated, especially in industry settings
In my own work, I try to do the following. Can any of this translate?
1. Advocate for the inclusion of people with disabilities in higher education ad research
2. Seek out and admit students to my group who have first person experience with disability (and are also excellent researchers)
3. Work to be an ally to them and any other disabled students I encounter so that they can succeed
4. Engage with the disability community in selecting problems and disseminating my results
5. Include disabled community members who contribute strongly to my projects as authors on my papers
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# Discussion
Break into small groups and [post your group's thoughts on Ed](https://edstem.org/us/courses/31170/discussion/2373160) about:
1. Examples of products you have encountered that are award bait rather than valuable to users (ideally disabled, but others too if you can't think of disability specific ones)
2. How should capitalist goals be balanced against the value of the ideas provided through experience design be balanced in industry settings?
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# Focusing in on Needfinding
- Participatory Design: Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings
- Participatory research: Has a wider use in research (i.e. not specific to disability- has been used with children and older adults)
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Design
Working directly with users (& other stakeholders) in the design of systems
Users are actively involved in setting design goals and planning prototypes
- Contrasts with methods where user input is sought only after initial concepts and prototypes have been produced (i.e. PD is more than user-testing)
Early and continual participation of intended users to produce better technologies that better suit the needs of users
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Research in Accessibility
Aims to engage participants in the design, conduct and evaluation of research with the construction of non-hierarchical research relations
Participants encouraged to own the outcome by setting the goals and sharing in decisions about processes
“Nothing about me, without me”
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Design: Issues
Is the “right” user identified? In education s/w design studies that use PD, frequently the teacher is the only defined user, and not the learner.
Changing role of user (as process progresses): Informant through to designer
Nature of expertise of users: Domain expert or design expert or both?
Conceptions of the role of “user”: Informant, designer, coach, participant, partner, knowledge-worker; expert
True partnership?: Rare for PD articles to have users have co-authors
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Research in Accessibility
Ensuring research topic is one that people with disabilities consider worthy of investigation
Asking people with disabilities to act as consultants or advisors to projects
Provision of support, training and payment so that people with disabilities can undertake their own research
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Research in Accessibility
Narrative research: Life history, biography, oral history
Focus groups, interviews
Action Research
Involving interventions for change
.footnote[Dr Jane Seale, School of Education, University of Southampton]
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# Concerns to Address
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Finding ways to communicate
- Participant can be reliant on the non-disabled person (researcher or support worker) for access to the spoken and written word
- Can be a tendency for support workers to speak on behalf of the person with a
disability
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Gaining informed consent
- In order to gain informed consent, people with disabilities need to understand what research is
- Accessible information
Negotiating access
- Professional gatekeepers can be “difficult”
- Perceptions that people with disabilities can have of researchers as “just another professional, conducting professional surveillance”
]
.footnote[Dr Jane Seale, School of Education, University of Southampton]
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# Concerns to Address
Role of non-disabled researcher
- Ensuring integrity of “accounts” gained through narrative life history methods
- Finding ways to support people with disabilities to become researchers in their own capacity
- Non-disabled researchers need training if they are to work in PR and take on a support role
- Skills of the researcher in PR can be played down (Walmsley 2004)
Accountability and ownership
- Non disabled researcher remains accountable to the funder- who owns the research agenda?
.footnote[Dr Jane Seale, School of Education, University of Southampton]
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# Concerns to Address
Participation versus Emancipation
- Emancipatory research
- Non-disabled researcher is accountable to the people with disabilities. Their skills are at the disposal of the people with disabilities
- Under the control of disabled people and pursued in their interests (Mike Oliver)
- Brings about a change, emancipation
- Participatory research
- A useful compromise, a step towards ER (Chappell, 2000)
.footnote[Dr Jane Seale, School of Education, University of Southampton]
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# Concerns to Address
Understanding and meanings
Motivations for participation
Rewards for participation
Recruitment
Gate-keepers
The nature of participation
.footnote[Dr Jane Seale, School of Education, University of Southampton]
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# Motivations for Participation
Over-whelming desire to do something that could benefit others
Adds to the feeling of responsibility that the researchers have, to deliver on this expectation
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# Methodological Notes
.red[@Kelly do you want to add anything here from Anticipate and Adjust]
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# Take Home Points
Think about universal design principles – helps all users, not just disabled
Technology can help provide access and control of computer
Technology can also help people function better in everyday world
Solutions include wide range of physical and software solutions
Work with users!
---
[//]: # (Outline Slide)
# Learning Goals for Today
- Picking a direction that the disability community cares about
- How to get a first person perspective without burdening the disability community
- Running an inclusive need finding study to prove that something is (or is not) a disability dongle :)
- Presenting Accessibly
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# Presenting Accessibly
- First, make your slides accessible (and share them ahead of time)
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# Slideshow Rules of Thumb (1 of 6)
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- image descriptions
- use headers & styles
- color contrast
- san serif fonts
- plain language
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--
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- unique slide titles
- makes navigation easier
- put (x of y) in the title if repeating
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# Slideshow Rules of Thumb (2 of 6)
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- image descriptions
- use headers & styles
- color contrast
- san serif fonts
- plain language
]
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- unique slide titles
- avoid clutter
]
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# What is clutter?
Please, for the love of all that is good on this fine planet we call home, do not do this to your poor audience members
They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as he
ck for me to type out this thing just to make a point!
So please, don’t do this to your audience members. Be a responsible presenter. Practice your talks so you don’t have to read off the slide (or use speaker notes! also okay!). Break up your content so looking at your slides isn’t like getting smacked in the face with a wall of text.
**But there are exceptions! (e.g., if you have a thick accent)**
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# Slideshow Rules of Thumb (3 of 6)
.left-column50[
- image descriptions
- use headers & styles
- color contrast
- san serif fonts
- plain language
]
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- unique slide titles
- avoid clutter
- don't use color to convey meaning
]
---
# Slideshow Rules of Thumb (4 of 6)
.left-column50[
- image descriptions
- use headers & styles
- color contrast
- san serif fonts
- plain language
]
.right-column50[
- unique slide titles
- avoid clutter
- don't use color to convey meaning
- 9/10, you don’t need sound effects
]
---
# Slideshow Rules of Thumb (5 of 6)
.left-column50[
- image descriptions- use headers & styles
- color contrast
- san serif fonts
- plain language
]
.right-column50[
- unique slide titles
- avoid clutter
- don't use color to convey meaning
- 9/10, you don’t need sound effects
- you rarely ever NEED that movement-based slide transition
]
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# Slideshow Rules of Thumb (6 of 6)
.left-column50[
- image descriptions
- use headers & styles
- color contrast
- san serif fonts
- plain language
]
.right-column50[
- unique slide titles
- avoid clutter
- don't use color to convey meaning
- 9/10, you don’t need sound effects
- you rarely ever NEED that movement-based slide transition
- check slide order (like DOM order)
]
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# If you have a video in your slides
- Make sure it is captioned
- Make sure it has audio descriptions if non-verbal content is important
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# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (1 of 2)
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- Practice presenting accessibly
- Exposure to a range of accessiblity technologies
- Experience finding first person accounts
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# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (2 of 2)
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- Practice presenting accessibly
- Exposure to a range of accessiblity technologies
- Experience finding first person accounts
]
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Find one computer access technology
Find one about "the world"
Key points
- Try not to pick the same things as your classmates
- Should include a first person video
- Should be able to try it out yourself
]
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---# Handin requirements
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- Two accessible slides per AT (see Canvas for slide deck)
- Present one of them next week (accessibly) in 3-4 minutes (will take about half of class)
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Slide includes:
- A summary of the AT you researched
- Information about its audience
- A picture of the AT
- A link to the first person account you found
- Something you learned from the video and/or by trying it about its strengths and weaknesses
]