Merge branch 'week4-changes' into 'UACCESS-23fa'

Week4 changes: Friday ASSETS Review

See merge request undergrad-accessibility-website!53

schedule.md

@@ -199,7 +199,7 @@ Maybe a hands on exercise. Also discuss Aria
 Please contact the instructors if you would like to attend -- we have 25 tickets to give out
 - In addition, she will join us in class for a conversation about disability and technology and the disabled gaze. This is a chance for you to bring questions about her and her work. 
 
-**Friday Slides** {% include slide.html title="Designing for and with people with disabilities" loc="designing.html" %}
+**Friday Slides** {% include slide.html title="Best of ASSETS" loc="best-of-assets2023.html" %}
 
 ## Homework
 {: .homework} Required Reading and Reflection (for Wednesday)
@@ -313,6 +313,7 @@ Learn about how to make AR/VR interfaces and games accessible
 
 **Slides** {% include slide.html title="AR/VR Accessibility" loc="arvr.html" %}
 
+**Friday Slides** {% include slide.html title="Designing for and with people with disabilities" loc="designing.html" %}
 
 
 {: .homework} [Technology Review](assignments/technology-implementation.html) Assigned: Make something (post-gui) more accessible

slides/accessibility.html

@@ -355,6 +355,33 @@ Hero complex
 Disability Dongle
 ]
 
+---
+# 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)
+
+
+---
+# Disability Dongle
+
+- Often speculative
+- Sometimes "they enact normative or curative harm upon disabled users" 
+- Emphasize quick fix over structural change
+
+???
+explain the jargon
+
+---
+# 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.
+
+
 ---
 # Tropes & ways things can go wrong (3/3)
 

slides/best-of-assets2023.html

+---
+layout: presentation
+title: Best of ASSEST 2023  --Week 5--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week 5, Best of ASSETS
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+# Announcements
+
+Reminder: turn in 
+Turn in your report document. Note: do not submit a PDF. We expect your submission to be a Word or Google Doc. Also turn in (individually) a description of what you contributed to the report. This will impact which competencies we grade you on. It is fine if more than one person works on the same thing, but describe how: For example, if one person made the report accessible, and a second person double checked it, tell us what role you played.
+
+
+---
+[//]: # (Outline Slide)
+# ASSETS watch party!
+
+---
+# Photography: Best Paper Award
+
+![:youtube VisPhoto: Photography for People with Visual Impairment as Post-Production of Omnidirectional Camera Image, vP3mBaJGR48]
+
+
+---
+# Spoken Input: Best Student Paper
+
+![:youtube Watch Your Language: Using Smartwatches to Support Communication, t77_Wcl5gdQ]
+
+
+
+
+---
+# Nonvisual Music
+
+![:youtube Playing with Feeling: Exploring Vibrotactile Feedback and Aesthetic Experiences for Developing...
+ ,Ism012ji4q0]
+
+---
+# Autism & Noise Sensitivity
+
+![:youtube Understanding Noise Sensitivity through Interactions in Two Online Autism Forums
+ ,DHYLBhhe77M]
+ 
+
+---
+# LGBTQA+
+
+![:youtube Complex Dynamics: Disability, Assistive Technology, and the LGBTQIA+ Community Center Experience, xQ954Gq30RE]
+
+---
+# ADHD
+
+![:youtube "You Can't Possibly Have ADHD": Exploring Validation and Tensions around Diagnosis within Unbounded ADHD Social Media Communities, 8IwW3Stcd9E]
+
+---
+# VR Representation
+
+![:youtube A Diary Study in Social Virtual Reality: Impact of Avatars with Disability Signifiers on the Social Experiences of People with Disabilities, zI2A477vhCs]
+
+
+---
+
+---
+# Web Accessibility
+
+![:youtube Towards real-time and large-scale web accessibility, QQ-gt-M4cDk]
+
+
+---
+# Dashboards (Best paper runner up)
+
+![:youtube Azimuth: Designing Accessible Dashboards for Screen Reader Users, FpCkBVYJYvg]
+
+---
+
+# Nomon
+
+![:youtube A Usability Study of Nomon: A Flexible Interface for Single-Switch Users, kXM-lvLE4BI]
+
+---
+# Accessibility of Makerspaces
+
+![:youtube Barriers and Benefits: The Path to Accessible Makerspaces, -81fs4-0umU]
+
+---
+# Race, Disability and Technology
+
+![:youtube Working at the Intersection of Race, Disability and Accessibility
+, qRMYjdSTnZs]

slides/designing.html

@@ -22,6 +22,7 @@ class:
 ## This is an important reminder
 ## Make sure zoom is running and recording!!!
 
+
 ---
 [//]: # (Outline Slide)
 # Learning Goals for Today
@@ -30,54 +31,47 @@ class:
 - Running an inclusive need finding study to prove that something is (or is not) a disability dongle :) 
 
 ---
-# Disability Dongle
+# My approach to disability inclusion
 
-.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)
+1. Advocate for the inclusion of people with disabilities in higher education ad research
+2. Seek out and support students who have first person experience with disability (and are also excellent students)
+3. Work to be an ally to them so that they can succeed
+4. Engage with the disability community in selecting problems and sharing results
+5. Include disabled community members who contribute strongly to projects
 
+???
+In my own work, I try to do the following. Can any of this translate?
 
----
-# Disability Dongle
+--
 
-- Often speculative
-- Sometimes "they enact normative or curative harm upon disabled users" 
-- Emphasize quick fix over structural change
+How can we translate this into need-finding? [Ed]({{site.discussion}}/3732925) 
 
-???
-explain the jargon
 
----
-# Who is Behind Disability Dongles?
+<!-- --- -->
+<!-- # What is the alternative to disability dongles? -->
 
-- Award bait 
-- &ldquo;Thank you for your feedback&rdquo; and what it signals
-- Whose idea and whose credit
+<!-- .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) -->
 
-???
-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.
+<!-- (reminder) -->
 
----
-# What is the alternative?
+<!-- Alternative: Ethical need-finding: Complicated, especially in industry settings -->
 
-Ethical needfinding: Complicated, especially in industry settings
+---
+# Translating to Need-finding  (1/4)
 
-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
+Participatory Design/Research:  Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings; children & older adults
 
 ---
-# Discussion
+# Translating to Need-finding  (2/4)
 
-Break into small groups and [post your group's thoughts on Ed](https://edstem.org/us/courses/31170/discussion/2373160) about:
+Participatory Design/Research
 
-Award Bait/disability dongles you found for the reading question 
+- Working directly with users (& other stakeholders) in the design of systems
 
 ---
-# Focusing in on Needfinding 
+# Translating to Need-finding  (3/4)
 
-Participatory Design/Research:  Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings; children & older adults
+Participatory Design/Research
 
 - Working directly with users (& other stakeholders) in the design of systems
 
@@ -85,63 +79,107 @@ Participatory Design/Research:  Emanates from design & technology field, has bee
 
   - 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)
 
+---
+# Translating to Need-finding  (4/4)
+
+Participatory Design/Research
+
+- Working directly with users (& other stakeholders) in the design of systems
+
+- Users are actively involved in setting design goals and planning prototypes
+
 - 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]
 
 ---
-# Participatory Research in Accessibility
-
-Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical  relations  
-
-Participants encouraged to own the outcome by setting the goals and sharing in decisions about processes 
+# Participatory Methods in A11y (1/3)
 
-“Nothing about me, without me” 
+- Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical  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]
 
 ---
 
-# Participatory Design: Issues
+# Participatory Design: Issues (1/5)
 
 Is the “right” user identified?  Which stakeholders are included (e.g. student & teacher?)
 - Value sensitive design is an excellent multi-stakeholder alternative 
 
+
+---
+
+# Participatory Design: Issues (2/5)
+
+Is the “right” user identified?  Which stakeholders are included (e.g. student & teacher?)
+
+Changing role of user (as process progresses):  Informant through to designer
+
+---
+
+# Participatory Design: Issues (3/5)
+
+Is the “right” user identified?  Which stakeholders are included (e.g. student & teacher?)
+
 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?:  Is user a co-author? A co-inventor on a patent? 
+# Participatory Design: Issues (4/5)
 
-.footnote[Dr Jane Seale-- School of Education, University of Southampton]
+Is the “right” user identified?  Which stakeholders are included (e.g. student & teacher?)
+
+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
 
 
---- 
 ---
-# Participatory Research in Accessibility
 
-Ensuring research topic is one that people with disabilities consider worthy of investigation
+# Participatory Design: Issues (5/5)
 
-Asking people with disabilities to act as consultants or advisors to projects
+Is the “right” user identified?  Which stakeholders are included (e.g. student & teacher?)
+
+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
 
-Provision of support, training and payment so that people with disabilities can undertake their own research
+True partnership?:  Is user a co-author? A co-inventor on a patent? 
 
+.footnote[Dr Jane Seale-- School of Education, University of Southampton]
 
 ---
-# Participatory Research in Accessibility
 
-Narrative research: Life history, biography, oral history
+# Participatory Methods in A11y (2/3)
+
+- Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical  relations  
+- Ensures 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
 
-Focus groups, interviews
 
-Action Research
+---
+# Participatory Methods in A11y (3/3)
+
+- Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical  relations  
+- Ensures research topic is one that people with disabilities consider worthy of investigation
+- Other methods 
+  - Narrative research: Life history, biography, oral history
+  - Focus groups, interviews
+  - Action Research
 
 ---
 # Making participatory methods accessible
 
-.left-column50[
+.left-column[
 Consider:
 - Communication
 - Materials
@@ -149,9 +187,9 @@ Consider:
 - Space
 ]
 --
-.right-column50[
+.right-column70[
 What might differ here from summative research?
-- bigger ask (more time) potetnially, especially in PD vs interview
+- bigger ask (more time) potentially, especially in PD vs interview
 
 Special case: Children -- Assent versus Consent
 
@@ -161,42 +199,42 @@ disability
 ]
 
 ---
-# Concerns to Address
-
-Disabled people can occupy any part in the design/research pipeline 
-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/designers in their own capacity
-- Play down skills of the designer/researcher in PR (Walmsley 2004)
-- Address power dynamics
-
-Accountability and ownership
-- Designer/Researcher is accountable to the funder- who owns the research agenda?
+# Concerns to Address (1/2)
+ 
+- Disabled people can occupy any part in the design/research pipeline 
+- Whether disabled or not, it is important to
+  - Ensure integrity of “accounts” gained through narrative life history methods
+  - Find ways to support participants with disabilities to become researchers/designers in their own capacity
+  - Play down skills of the designer/researcher in PR (Walmsley 2004)
+  - Address power dynamics
 
 ---
-# Concerns to Address
+# Concerns to Address (2/2)
 
-Participation versus Emancipation
+<!-- - Accountability and ownership -->
+<!--   - Designer/Researcher is accountable to the funder- who owns the research agenda? -->
+  
+<!-- -- -->
 
-- 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)
+- Moving toward Emancipatory design
+  - Emancipatory design: Brings about a change, emancipation
+     - Designer/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)
+  - Participatory research
+     - A useful compromise, a step towards ER (Chappell, 2000)
 
----
-# Training the Team
+<!-- --- -->
+<!-- # Training the Team -->
 
-Non-disabled researchers need training if they are to work in PR and take on a support role
+<!-- 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
-- Responsibility to deliver on this expectation
+<!-- Potential problematic motivations -->
+<!-- - Over-whelming desire to do something that could benefit others -->
+<!-- - Responsibility to deliver on this expectation -->
 
-Access needs can synergize and conflict; try to plan for these when designing your studies
+<!-- Access needs can synergize and conflict; try to plan for these when designing your studies -->
 
-Power dynamics come into play when negotiating access needs
+<!-- Power dynamics come into play when negotiating access needs -->
 
 ---
 [//]: # (Outline Slide)