From ef67811f26d4ba99f5d8384d9ae67a4555f05612 Mon Sep 17 00:00:00 2001
From: Jennifer Mankoff <jmankoff@cs.washington.edu>
Date: Sun, 22 Jan 2023 20:41:19 -0800
Subject: [PATCH] further merging. ready for kelly's review
---
schedule.md | 7 ++-
slides/designing.html | 85 ++++++++++-------------------
slides/evaluation.html | 109 +++++++------------------------------
slides/plainlanguage.html | 111 ++++++++++++++++++++++++++++++++++++++
4 files changed, 161 insertions(+), 151 deletions(-)
create mode 100644 slides/plainlanguage.html
diff --git a/schedule.md b/schedule.md
index 6b0f02e8..5e76aa06 100644
--- a/schedule.md
+++ b/schedule.md
@@ -207,13 +207,16 @@ How to assess whether a technology is accessible; and whether an accessibility t
{: .topic} 5:30-6:00 Introduction to Accessible Evaluation
: **Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
-{: .topic} 6:00-6:20 Practice Study Design
+{: .topic} 6:00-6:15 Practice Study Design
: **Amazon Alexa**
1. Write down a list of accessibility assessment goals (metrics)
2. Write down a sampling goal (who is included)
3. Discuss
-{: .break} 6:20-6:40
+{: .topic} 6:15-6:30 Plain Language Writing
+: **Slides** {% include slide.html title="Plain Language Writing Introduction" loc="plainlanguage.html" %}
+
+{: .break} 6:30-6:40
: Break / Food
{: .topic} 6:40-7:30 Slides & Discussion:
diff --git a/slides/designing.html b/slides/designing.html
index 233f0fa6..203ca5fe 100644
--- a/slides/designing.html
+++ b/slides/designing.html
@@ -166,29 +166,22 @@ 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 “difficultâ€
-- Perceptions that people with disabilities can have of researchers as “just another professional, conducting professional surveillanceâ€
+- Similar concerns in recruiting to summative; but bigger ask makes concerns bigger
]
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# 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)
+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
-
-- Non disabled researcher remains accountable to the funder- who owns the research agenda?
-
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
+- Researcher is accountable to the funder- who owns the research agenda?
---
# Concerns to Address
@@ -196,7 +189,7 @@ Accountability and ownership
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
+ - 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
@@ -207,47 +200,15 @@ Participation versus Emancipation
---
# Concerns to Address
-Understanding and meanings
-
-Motivations for participation
-
-Rewards for participation
+Non-disabled researchers need training if they are to work in PR and take on a support role
-Recruitment
+Potential problematic motivations
+- Over-whelming desire to do something that could benefit others
+sponsibilityto deliver on this expectation
-Gate-keepers
-
-The nature of participation
-
-.footnote[Dr Jane Seale, School of Education, University of Southampton]
-
----
-# 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
-
----
-# Methodological Notes
-- The Anticipate and Adjust paper covered important considerations in running studies with disabled stakeholders:
- - Disabled people can occupy any part in the research pipeline (e.g, researcher)
- - Power dynamics come into play when negotiating access needs
- - Access needs can synergize and conflict; try to plan for these when designing your studies
-
----
-# 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!
+Access needs can synergize and conflict; try to plan for these when designing your studies
+Power dynamics come into play when negotiating access needs
---
[//]: # (Outline Slide)
@@ -391,11 +352,17 @@ So please, don’t do this to your audience members. Be a responsible presenter.
---
# Research Opportunity
-- I (Kelly) made a Google Slides Add-On that automatically checks for some accessibility issues
-- If you would like to test it, you can be in 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.**
+.left-column50[
+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.**
+]
+
+.right-column50[
+
+]
---
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (1 of 2)
@@ -407,6 +374,7 @@ So please, don’t do this to your audience members. Be a responsible presenter.
]
---
+
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (2 of 2)
.left-column50[
@@ -430,6 +398,7 @@ Key points
---
# Handin requirements
.left-column40[
+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)
]
diff --git a/slides/evaluation.html b/slides/evaluation.html
index d56be3d4..a1d3a373 100644
--- a/slides/evaluation.html
+++ b/slides/evaluation.html
@@ -251,6 +251,13 @@ Lots of details here
- Will they see you as trustworthy?
- Are you giving them enough agency in the study process?
+---
+# The Importance of Gatekeepers
+
+Negotiating access often requires working with gatekeepers
+
+Participants may see researchers as “just another professional, conducting professional surveillanceâ€
+
---
# 3. Pilot study
@@ -310,99 +317,19 @@ At this point the team should be well prepared. However, it is still important t
# 5. Analyze the Data
-This is another area where access concerns may come up. Discuss with a partner and post your ideas for problems and solutions on [Ed](https://edstem.org/us/courses/31170/discussion/2427390)
+This is another area where access concerns may come up.
+- Data analysis tools may not be accessible
+- Team members may have different needs with respect to written versus audio transcripts
+- <q>Member Checking</q>
---
-[//]: # (Outline Slide)
-
-# Learning Goals for Today
-- How to build inclusive experiment designs
-- Running an inclusive summative study
-- **Plain Language Translation**
-
----
-
-# Plain Language Translation
-- Guidelines for how to write clearly, with a goal of supporting people with a variety of cognitive abilities and reading comprehension levels
-
----
-
-# Guidelines We Ask You to Practice
-.left-column50[
-- Use simple words
-- Use positive language
-- Use short paragraphs
-- Use short sentences
-- Avoid jargon
-]
-.right-column50[
-- Use active voice
-- Use present tense
-- Use examples
-- Use headers
-- Use transition words
-]
-
----
-
-# Use Simple Words
-- <q>as a means of</q> → <q>to</q>
-- <q>at the present time</q> → <q>now</q>
-
----
-
-# Use Positive Language
-- Avoid double negatives
-- <q>no fewer than</q> → <q>at least</q>
+# Try it
----
-
-# Use Short Paragraphs and Sentences
-- Consider if a clause should become a new sentence
-
----
-
-# Avoid Jargon
-- Sometimes the complex word isn't necessary
-- If you must use jargon, define it
-
----
-
-# 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>
-
----
-
-# 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>
-
----
-
-# Use Examples
-- Especially for more complicated topics
-
-
----
-
-# 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>
-
-
----
-
-# 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!
-
----
+You read about Alexa's use by people with disabilities in class. Form small groups
+- Identify potential tasks to test
+- Write down a sampling goal (who is included)
+- Write down a list of accessibility assessment goals (metrics)
+- Identify potential accessibility concerns
-# 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/).
+Post on [Ed](https://edstem.org/us/courses/31170/discussion/2427390)
diff --git a/slides/plainlanguage.html b/slides/plainlanguage.html
new file mode 100644
index 00000000..8ae1364f
--- /dev/null
+++ b/slides/plainlanguage.html
@@ -0,0 +1,111 @@
+---
+layout: presentation
+title: Evaluation --Week 4--
+description: Accessibility Needfinding and Evaluation
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Week 4: Plain Language Writing
+
+- Guidelines for how to write clearly, with a goal of supporting people with a variety of cognitive abilities and reading comprehension levels
+]
+
+---
+name: normal
+layout: true
+class:
+
+---
+
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+
+---
+[//]: # (Outline Slide)
+
+
+---
+
+# Guidelines We Ask You to Practice
+.left-column50[
+- Use simple words
+- Use positive language
+- Use short paragraphs
+- Use short sentences
+- Avoid jargon
+]
+.right-column50[
+- Use active voice
+- Use present tense
+- Use examples
+- Use headers
+- Use transition words
+]
+
+---
+
+# Use Simple Words
+- <q>as a means of</q> → <q>to</q>
+- <q>at the present time</q> → <q>now</q>
+
+---
+
+# Use Positive Language
+- Avoid double negatives
+- <q>no fewer than</q> → <q>at least</q>
+
+---
+
+# Use Short Paragraphs and Sentences
+- Consider if a clause should become a new sentence
+
+---
+
+# Avoid Jargon
+- Sometimes the complex word isn't necessary
+- If you must use jargon, define it
+
+---
+
+# 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>
+
+---
+
+# 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>
+
+---
+
+# Use Examples
+- Especially for more complicated topics
+
+
+---
+
+# 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>
+
+
+---
+
+# 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!
+
+---
+
+# 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/).
+
--
GitLab