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Jennifer Mankoff authoredJennifer Mankoff authored
designing.html 11.58 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 :)
- Plain Language Writing
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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
- Similar concerns in recruiting to summative; but bigger ask makes concerns bigger
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.footnote[Dr Jane Seale, School of Education, University of Southampton]
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# Concerns to Address
Disabled people can occupy any part in the research pipeline (e.g, researcher)
Whether disabled or not, it is important o
- Ensure integrity of “accounts” gained through narrative life history methods
- Find ways to support participants with disabilities to become researchers in their own capacity
- Play down skills of the researcher in PR (Walmsley 2004)
- Address power dynamics
Accountability and ownership
- Researcher is accountable to the funder- who owns the research agenda?
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# Concerns to Address
Participation versus Emancipation
- Emancipatory research
- Researcher is accountable to participants 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
Non-disabled researchers need training if they are to work in PR and take on a support role
Potential problematic motivations
- Over-whelming desire to do something that could benefit others
sponsibilityto deliver on this expectation
Access needs can synergize and conflict; try to plan for these when designing your studies
Power dynamics come into play when negotiating access needs
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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 :)
- Plain Language Writing
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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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Handin:
- 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
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# Research Opportunity
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I (Kelly) made a Google Slides Add-On that automatically checks for some accessibility issues
You may join the study (use the tool, provide some feedback) and you will be compensated
**You do not have to participate in this study. Your grade will not be affected if you do or do not participate in this study.**
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# Plain Language Guidelines
We are asking you to focus on this subset
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- Use simple words
- Use positive language
- Use short paragraphs
- Use short sentences
- Avoid jargon
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- Use active voice
- Use present tense
- Use examples
- Use headers
- Use transition words
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# Use Simple Words
- <q>as a means of</q> → <q>to</q>
- <q>at the present time</q> → <q>now</q>
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# Use Positive Language
- Avoid double negatives
- <q>no fewer than</q> → <q>at least</q>
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# Use Short Paragraphs and Sentences
- Consider if a clause should become a new sentence
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# Avoid Jargon
- Sometimes the complex word isn't necessary
- If you must use jargon, define it
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# Use Active Voice
- <q>The lake was polluted by the company</q> → <q>The company polluted the lake</q>
- A good check to see if you're using passive voice: are you using
- A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
- A verb ending in <q>-ed</q>
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# Use Present Tense
- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
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# Use Examples
- Especially for more complicated topics
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# Use Transition Words
- Use words: <q>for instance,</q> <q>also,</q> <q>however,</q> <q>to summarize</q>
- Echo previous ideas- Avoid ambiguous <q>this</q>
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# Use Headers
- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
- If those are not available, styling text in bold or underlined can still help visual readers
- Live Demo!
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# Plain Language Resources
- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).