Jen summer work

.gitlab-ci.yml

@@ -32,11 +32,11 @@ build_production:
         - cp _layouts/presentation_production.html _layouts/presentation.html
         - bundle exec jekyll build -d public 
     variables:
-        quarter: ##xx
-        course: cse###
+        quarter: 24au
+        course: cse493e
         source_path: public
     only:
-        - XACCESS-##xx
+        - UACCESS-24au
     artifacts:
         paths:
             - public/
@@ -50,11 +50,11 @@ pre_deploy_production:
     script:
         - /www/utils/deploycourseweb.sh
     variables:
-        quarter: ##xx
-        course: cse###
+        quarter: 24au
+        course: cse493e
         source_path: public
     only:
-        - XACCESS-##xx
+        - UACCESS-24au
 
 generate_pdf:
     stage: generatepdf
@@ -67,11 +67,11 @@ generate_pdf:
         - bundle install --path vendor
         - script/deployslidepdf
     variables:
-        quarter: ##xx
-        course: cse###
+        quarter: 24au
+        course: cse493e
         source_path: public
     only:
-        - XACCESS-##xx
+        - UACCESS-24au
     artifacts:
         paths:
             - public/
@@ -85,8 +85,8 @@ after_deploy_production:
     script:
         - /www/utils/deploycourseweb.sh
     variables:
-        quarter: ##xx
-        course: cse###
+        quarter: 24au
+        course: cse493e
         source_path: public
     only:
-        - XACCESS-##xx
\ No newline at end of file
+        - UACCESS-24au
\ No newline at end of file

assignments/index-ugrad.md

@@ -30,7 +30,7 @@ they wish to be assessed on.
 
 # Larger Projects
 
-There will be a larger [open ended project](project-proposals.html) that takes place over the entire quarter and ends with a [Final poster and writeup](project-poster.html)
+There will be a larger [open ended project](project-proposals.html) that takes place over the entire quarter and ends with a [Final project presentation and/or poster](project-presentation.html)
 
 # Competencies 
 As described in the [syllabus]({{site.baseurl}}/index.html), your

assignments/index.md

+index-ugrad.md
\ No newline at end of file

assignments/project-checkpoint.md

@@ -25,19 +25,12 @@ This homework contributes to / will be assessed on
 - Accessible Document Creation
 - Accessible Presenting (for those who participate in the presentation)
 
-At least two other Competencies of your choice, selected as relevant.
-- Familiarity with a Range of Accessibility Technologies
-- Plain Language Writing
-- Applicaiton of Positive Disability Principals
-- Disability Model Analysis
-- Finding First Person Accounts
-- Image Description
+At least one other Competencies of your choice, for each individual in the project group. 
 
 # Turnin
 In addition to a scheduled presentation slot, you should turn in:
 1. Your slides
 2. For each individual
-   - The competencies you wish to be assessed on 
-   - Your role in achieving the competence
+   - The extra competency you wish to be assessed on 
    - Any additional information specified in the rubric for that competency (i.e. anything we need to assess you on the competency)
    

assignments/project-final-poster.md

@@ -11,15 +11,11 @@ In this phase of the final project, you will present a complete *final* writeup
 ## Learning Goals / Competencies
 This homework contributes to / will be assessed on
 - Accessible Document Creation
-- Accessible Presenting (for those who participate in the presentation)
-- Applicaiton of Positive Disability Principals
-- Disability Model Analysis
-- Finding First Person Accounts
+- Disability Justice Analysis
 - Image Description
+- Accessible Presenting (for those who participate in the presentation)
 
-Optionally, you can add
-- Familiarity with a Range of Accessibility Technologies
-- Plain Language Writing
+Optionally, if you complete the requirements for it, you can add any other competency. 
 
 # Details
 

assignments/project-proposals-ugrad.md

@@ -33,11 +33,10 @@ We have solicited project ideas from faculty, researchers and community members.
 Required Competencies for this homework:
 
 - Accessible Document Creation
-- Disability Model Analysis
-- Application of Positive Disability Principals to Research
+- Disability Justice Analysis
 - Finding First Person Accounts of Accessibility Tech
 
-Other competencies, such as image description, depend on what you have in your proposal.
+Optionally, if you complete the requirements for it, you can add any other competency. 
 
 ## Length & Difficulty
 We do not have details on how long this single piece of the final project usually takes students. However, overall students report a median of 7.5 hours per week plus meetings during the four weeks of the project. Some things students commented on regarding the project include:

assignments/project-proposals.md

+project-proposals-ugrad.md
\ No newline at end of file

schedule-ugrad.md

@@ -110,7 +110,7 @@ description: Class schedule and links to lectures, readings and assignments
 {: .week}
 # Week 6 (10/27 - 11/2): Accessible Studies & Design
 
-## Monday (still to verify) {% include slide.html title="Guest Lecture: Avery Mack: Assessing Accessibility" loc="evaluation.html" %}
+## Monday {% include slide.html title="Guest Lecture: Avery Mack: Assessing Accessibility" loc="evaluation.html" %}
 - <i class="fa-solid fa-house-laptop" aria-hidden="true"/>  [Accessibility Implementation](assignments/technology-implementation.html) Due
 
 ## Wednesday TBD Guest Lecture
@@ -124,7 +124,7 @@ description: Class schedule and links to lectures, readings and assignments
   - Read [ChatGPT is Biased Against Resumes Mentioning Disability](https://www.forbes.com/sites/gusalexiou/2024/06/24/chatgpt-is-biased-against-resumes-mentioning-disability-research-shows/) 
   - Read the [Chartability Workbook](https://chartability.github.io/POUR-CAF/) until the beginning of the heading “the tests”. 
   - Find a data visualization on the internet (e.g. COVID visualisations or climate change statistics) or in an app (e.g. your phone’s stock app, other health tracking apps).
-  - Optionally, dig deeper with [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and/or [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902)
+  - Optionally, dig deeper with [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and/or [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) and/or [dataviza11y resources](https://github.com/dataviza11y/resources)
  
 {: .week}
 # Week 7 (11/3 - 11/9): AI and Data Visualization 

schedule.md

+schedule-ugrad.md
\ No newline at end of file

slides/3dprinting.html

@@ -37,13 +37,12 @@ exclude: true
 layout:false
 
 [//]: # (Outline Slide)
-.title[Today's goals]
-.body[
+
+- Learning goals
+  - Broader perspective on laser cutting, 3D printing and machine knitting
+  - Other types of accessible fabrication (e.g. toy adaptation)
   - Talk about the value of additive manufacturing & physical computing in accessibility
   - Cover some common approaches to making & physical computing
-- Go into detail about a specific approach, laser cutting
-- Make something accessible!
-]
 
 ---
 # Making in an accessibility course? Why?
@@ -761,3 +760,310 @@ Probably made with [boxes.py](https://www.instructables.com/Lasercut-Little-Wood
 - [3D printed fashion](http://youtu.be/63Xozzh_uHM)
 - [3D Printing a Garden Sprinkler](https://www.youtube.com/watch?v=y9XRD3P2G-E)
 
+---
+---
+# Phone as embedded computer
+.right-column60[
+
+Tactile map for the blind
+
+![:img An interactive map with 6 black conductive touchpoints. The map
+is held in a case with 6 conductive buttons that houses a Samsung Note
+2 with a 5.5-inch screen., 40%, width](img/3dprinting/tactile-map.png)
+
+]
+
+.left-column40[
+Phone as embedded computer
+- Better solution because reprinting a map is faster than making a whole new portable map for each region
+- Similar to new interaction techniques, uses conductive plastic
+]
+
+---
+# Adding in physical computing
+.right-column60[
+
+
+C. Lee, [Intellisplash](https://www.christopherslee.org/home/cadiot#h.pstiqwwsc6zp) water purity tester
+
+![:img Intellisplash water purity tester by Christopher Lee - SVP 2015, 40%, width](img/3dprinting/intellisplash.png)
+
+]
+.left-column40[
+Combination of microcontroller, 3d printing, and phone
+
+Uses WiFi, Bluetooth and other communication protocols
+
+]
+---
+# Other Sensing Adaptations
+.right-column60[
+![:img (a) 3D printed smartphone adaptor designed for the Samsung
+Galaxy Note II with a black ABS dark box comprising slots for
+droppers. (b) 3D printed cartridge composed of a white ABS piece
+comprising 4 wells and BL substrate reservoirs and a black sliding lid
+with transparent ABS windows. (c) The assembled smartphone-based
+device with running the specifically designed application for BL
+signal acquisition and analysis., 60%, width](img/3dprinting/biotoxicity.jpg)
+
+]
+.left-column40[
+[Biotoxicity
+sensing](https://www.sciencedirect.com/science/article/pii/S0925400515305992)
+
+Dark box
+
+Phone case
+
+Many similar options -- e.g. [Ph
+Meter](https://ieeexplore.ieee.org/abstract/document/6916991);
+[Sensing sweat
+make-up](https://pubs.rsc.org/en/content/articlehtml/2014/an/c4an01612b);
+[Nanosensing by
+Nasa](https://www.nasa.gov/centers/ames/news/features/2009/cell_phone_sensors.html)
+[more examples](https://www.sciencedirect.com/science/article/pii/S0167779914000572)
+]
+
+???
+ By clicking the “start” button (b) the application runs and several
+  tabs can be selected (c). The “Procedure” box (d) provide to the
+  user the instructions to perform the assay, then the Begin button
+  allow to proceed to the “Checklist” box (e) where preset timers
+  guide the user through the correct incubation times before BL image
+  acquisition. The instructions can be also eluded by selecting “Test
+  sample” in the home page, which jumps the user directly to the
+  checklist. At the end of the countdown the smartphone camera is
+  activated and the user can simply touch the “Acquire” button to
+  capture the BL image of both the test and control wells. (f) The
+  acquired images are rapidly analyzed on the smartphone and the
+  sample toxicity result is displayed as “Cell viability” value and a
+  warning message (Safe, Harmful, Highly toxic). BL image and results
+  can be also saved for downstream application (i.e. sending results
+  to a central laboratory).
+
+---
+# Printing to enhance a mobile phone
+
+.right-column60[
+![:youtube Printed objects whose use can be sensed, W1V2AgDbgTQ]
+]
+.left-column40[
+Printed Analytics: Sensing prosthetic device use
+- Uses backscatter technology
+- Works in range of a modified wireless router
+]
+
+---
+# Summary
+
+What does physical computing offer us?
+
+.left-column-half[
+New ways to interact
+- capacitive sensing facilitate by conductive plastic/thread
+- microphone + machine learning
+
+New ways to sense information
+- fluid properties
+- audio
+- backscatter
+]
+.right-column-half[
+New ways to combine devices (e.g. through bluetooth sensing of physical hardware)
+
+Benefits:
+- modify a device beyond what the manufacturer expected
+- rapid prototyping of novel solutions
+]
+
+
+---
+# In-class build exercise…
+
+
+We will make something blink!!
+
+---
+# Preparation
+
+Distribute Arduinos and parts…
+
+If you haven’t downloaded and installed the Arduino IDE, drivers (for Macs only), do that now while we are getting parts distributed. See the  AdaFruit website BlueFruit page
+If you are on a mac, you will additionally need to install the USB to UART bridge drivers provided by Silabs
+By Wednesday you will also need the Bluefruit LE Connect app, and here is the AdaFruit website describing how to install that
+
+Your circuitry kits are from amazon: https://smile.amazon.com/gp/product/B01EROKLBC
+
+---
+# Solderless Breadboard
+
+.left-column[
+![:img A picture of a breadboard, 100%, width](img/physical/breadboard.png)
+
+]
+.right-column[
+Allows you to quickly make electrical connections by pressing wires into holes
+]
+---
+# Solderless Breadboard
+
+.left-column[
+![:img A picture of a breadboard with wires acrsoss rows, 100%, width](img/physical/breadboard2.png)
+
+]
+.right-column[
+Allows you to quickly make electrical connections by pressing wires into holes
+
+Central rows of holes are connected like this
+```
+A1 is connected to 
+B1, C1, D1, and E1
+F1 is connected to 
+G1, H1, I1 and J1
+Etc. for rows 2…63
+```
+]
+
+---
+# Solderless Breadboard
+
+.left-column[
+![:img A picture of a breadboard with wires down power and ground, 100%, width](img/physical/breadboard3.png)
+
+]
+.right-column[
+Allows you to quickly make electrical connections by pressing wires into holes
+
+Side columns (‘bus’) (typically for power) are connected like this
+
+]
+
+---
+# Step 1: Connect Power Bus Sides
+
+.left-column[
+![:img A picture of a breadboard with the two sides of power and ground connected, 100%, width](img/physical/breadboard4.png)
+
+]
+.right-column[
+Connect Red to Red and Blue to Blue at the bottom (using red & black wires from kit)
+
+Double check that it’s Red to Red and Blue to Blue (!)
+]
+
+---
+# Step 2: Arduino into breadboard
+
+.left-column[
+![:img A picture of a breadboard with arduino added, 100%, width](img/physical/breadboard5.png)
+
+]
+.right-column[
+Arduino is about in the center of the breadboard (just to the left) at low numbered end, with USB connecter towards the outside (top)
+
+Check: You should see “a b”  and  “j”  at the top and pins in rows 1…16
+]
+
+---
+# Test
+
+Plug the USB cable between computer and Arduino
+
+Should see a bright blue or green (power) LED
+ on constantly, indicating we are powered
+and red LED should flash once per second
+a “blink” test program already loaded (will be replaced)
+
+Side note: Computer should recognize device
+May need to install drivers if you haven’t already (Macs). Not necessary today.
+
+---
+# Step 2: Power from Arduino
+
+.left-column[
+![:img A picture of a breadboard with power circled, 100%, width](img/physical/breadboard6.png)
+
+]
+.right-column[
+For this project, USB is powering Arduino, Arduino is powering the rest of the circuit
+
+Connect Arduino GND pin
+]
+---
+# Step 3a: Power from Arduino
+
+.left-column[
+![:img A picture of a breadboard with a wire from a4 to ground, 100%, width](img/physical/breadboard7.png)
+
+]
+.right-column[
+For this project, USB is powering Arduino, Arduino is powering the rest of the circuit
+
+Connect Arduino GND pin
+
+Can do this from a4 because breadboard ground pin is plugged into row 4
+]
+
+---
+# Step 3b: Power from Arduino
+
+.left-column[
+![:img A picture of a breadboard with a wire from a2 to power, 100%, width](img/physical/breadboard8.png)
+
+]
+.right-column[
+Now connect Arduino 3V to power using a red wire (A2 to power bus)
+
+At this point, power and ground are connected in both buses. All further wiring will take place in the f-j columns if not specified.
+]
+
+---
+# Note
+
+
+This part of the wiring will be used for the rest of your projects in this class, so leave it in place after you are done with this build
+
+---
+# What is in your [Kit?](https://www.amazon.com/SunFounder-Electronics-breadboard-Resistor-Raspberry/dp/B07QT78FXF/ref=sr_1_9)
+
+![:img Kit contents include resistors, leds, diodes, capacitors, transistors, thermistors, a buzzer, servo, lcd display and more, 100%, width](img/physical/kit-contents.jpg)
+
+TODO: finalize kit. Considering [seeed](https://www.seeedstudio.com/Seeed-XIAO-BLE-nRF52840-p-5201.html?gclid=CjwKCAjw8-OhBhB5EiwADyoY1a8K4v1cJxiLIgz-Sbs9VeUn85knaTEDPpocYsO-Xt7SOcKo51SkbBoC-I4QAvD_BwE) and which board? [nano 33ble](https://www.amazon.com/Arduino-Nano-33-BLE/dp/B07WV59YTZ?source=ps-sl-shoppingads-lpcontext&ref_=fplfs&psc=1&smid=AA57DDZKZUZDL) or [nano 33 iot](https://www.amazon.com/Arduino-Nano-33-IoT/dp/B07VW9TSKD?source=ps-sl-shoppingads-lpcontext&ref_=fplfs&psc=1&smid=AA57DDZKZUZDL)
+
+---
+
+---
+# Step 4: Current Limiting Resistors
+
+.left-column[
+![:img A picture of a breadboard with resistors added, 100%, width](img/physical/breadboard9.png)
+
+]
+.right-column[
+Find 2 220Ω resistors
+![:img A picture of a resistor with two red, a brown and a yellow stripe, 100%, width](img/physical/resistor.png)
+
+
+Unplug Arduino while wiring!
+Connect resistors
+J9-J19
+H24 to ground
+
+[Wikipedia article on color codes](https://en.wikipedia.org/wiki/Electronic_color_code)
+]
+
+---
+
+TODO finish this deck from [here](https://drive.google.com/drive/folders/1NA1ajSwodJy6g9jDeMe1QLLflgE9_dnl)
+
+
+ 
+
+
+
+
+ 
+
+
+
+

slides/accessibility.html

+---
+layout: presentation
+title: FOOBAR  --Week N--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week N, FOOBAR
+
+{{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
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- What is Accessibility?
+
+

slides/assessment.html

@@ -34,7 +34,7 @@ class:
 
 - **What are the current accessibility standards** (1 and 2)
 - How to make media accessible (Diagrams; GUIs; videos)
-- How do we use automated tools
+- What are some examples of common problems
 
 ---
 # Introduction to Accessibility Standards

slides/assessment2.html

@@ -54,6 +54,9 @@ class:
 # Learning Goals for Today
 
 - **What are the current accessibility standards (2 and 3 and 4)**
+- More advanced accessibility techniques
+- Differences between Image description, Diagram description and UI description
+- Math, Tables & other elements (including custom interactors)
 
 ---
 # POUR: Operable: Guidelines 2.1-2.5

slides/best-practices.html

@@ -86,7 +86,8 @@ User Testing
   - And understanding structure in interactive apps
   - And how this impacts user agents (such as screen readers)
 - Building for Accessibility
-- Assignment
+  - How accessibility works under the hood
+  - More on navigation and its impact 
 - [if time] Get comfortable using existing freely available accessibility technology to manually support assessment
 
 <!-- [//]: # TODO expand this slide deck? IT's short and could cover more. Also discuss how this should impact the report -->

slides/best-practices2.html

@@ -29,6 +29,7 @@ class:
 
 - **Get comfortable using existing freely available accessibility technology to manually support assessment**
 - How do we use automated tools?
+- What are the trade offs between different tools?
 
 ---
 # Introduction to Accessibility Standards 

slides/bias-in-machine-learning.html

@@ -28,12 +28,13 @@ class:
 # Learning Goals for Today
 
 - How do AI & ML algorithms work?
-
 - How do we minimize disability bias in automated systems?
-
 - How do we collect data? Who do we collect the data from?
-
 - How do we know whether the data is "good"?
+- Data Equity and implicit bias
+- Indirect impacts of AI
+- Sources of Bias in AI based systems
+- Applications of AI for Accessibility
 
 
 ---

slides/data-visualization.html

+---
+layout: presentation
+title: FOOBAR  --Week N--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week N, FOOBAR
+
+{{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
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- What are the commonly-used techniques to make data visualizations accessible?
+- What are some of the nuances in making data visualizations accessible?
+
+crib more materail from: 
+https://docs.google.com/presentation/d/1-3e-OUBWyrbC4nZYcvyOIecoKilULVPI

slides/designing-ugrad.html

@@ -40,6 +40,11 @@ class:
 - 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 :) 
+- Understand models for disability-centered design
+- Pitfalls and Tropes in Disability Work
+- Introduction of Disability Justice and Disability Dongles
+- What is ableist design
+- How does it apply to the design of accessibility technology
 
 ---
 # My approach to disability inclusion

slides/evaluation.html

@@ -28,9 +28,10 @@ class:
 [//]: # (Outline Slide)
 
 # Learning Goals for Today
-- Presenting Accessibly
 - How to build inclusive experiment designs
 - Running an inclusive summative study
+- How to assess whether a technology is accessible; and whether an accessibility technology is useful and usable, in an inclusive fashion.
+- Beyond automated assessment: Accessible Studies
 
 ---
 

slides/introduction-ugrad.html

@@ -152,7 +152,7 @@ How does technology impact access in all the spaces where disabled people are pr
 # Learning Goals for today
 
 - What is Disability? 
-- Some Disability Law
+- Some Disability Law and History
 - What are some models of disability?
 - What is Accommodation?