WEBVTT 00:00:00.000 --> 00:00:08.470 align:middle line:90% 00:00:08.470 --> 00:00:09.890 align:middle line:90% Hi, everybody. 00:00:09.890 --> 00:00:12.350 align:middle line:90% Thanks for joining us. 00:00:12.350 --> 00:00:15.970 align:middle line:84% We've got a good group of folks online. 00:00:15.970 --> 00:00:19.490 align:middle line:84% Are you hearing too much of an echo? 00:00:19.490 --> 00:00:20.866 align:middle line:90% A little bit. 00:00:20.866 --> 00:00:22.400 align:middle line:90% OK. 00:00:22.400 --> 00:00:25.250 align:middle line:84% I'm going to try and move here for a second. 00:00:25.250 --> 00:00:27.900 align:middle line:84% We've got multiple computers in the same room, 00:00:27.900 --> 00:00:30.390 align:middle line:90% so I'm hearing my own echo. 00:00:30.390 --> 00:00:33.870 align:middle line:84% I just want to thank everybody for joining us. 00:00:33.870 --> 00:00:36.990 align:middle line:90% 00:00:36.990 --> 00:00:40.570 align:middle line:84% This is going to be really awkward. 00:00:40.570 --> 00:00:42.120 align:middle line:90% I'm going to mute that. 00:00:42.120 --> 00:00:45.060 align:middle line:84% And I will unmute it momentarily. 00:00:45.060 --> 00:00:48.953 align:middle line:84% We're trying to figure out how to set up. 00:00:48.953 --> 00:00:50.370 align:middle line:84% Thanks, everybody, for joining us. 00:00:50.370 --> 00:00:52.050 align:middle line:90% My name's Brianna Blaser. 00:00:52.050 --> 00:00:55.020 align:middle line:84% I work at the Do It center at the University of Washington, 00:00:55.020 --> 00:00:58.350 align:middle line:84% and we're doing this webinar as part of our ADEPT project that 00:00:58.350 --> 00:01:04.250 align:middle line:84% is looking at ways we can talk more about accessibility, 00:01:04.250 --> 00:01:06.650 align:middle line:84% disability, and universal design and engineering. 00:01:06.650 --> 00:01:11.600 align:middle line:84% And so we also have a community of practice where we regularly 00:01:11.600 --> 00:01:13.560 align:middle line:90% discuss these topics. 00:01:13.560 --> 00:01:15.750 align:middle line:84% So if you're interested in learning more about this, 00:01:15.750 --> 00:01:20.930 align:middle line:84% you can email doit@uw.edu to join that community, 00:01:20.930 --> 00:01:23.540 align:middle line:84% and I'll put that in the chat momentarily. 00:01:23.540 --> 00:01:24.890 align:middle line:90% And I'll just also put a plug. 00:01:24.890 --> 00:01:27.860 align:middle line:84% I will be following up over email with everybody 00:01:27.860 --> 00:01:29.600 align:middle line:84% about an evaluation, and we invite 00:01:29.600 --> 00:01:32.012 align:middle line:84% you to complete the evaluation, because it 00:01:32.012 --> 00:01:33.470 align:middle line:84% helps us report back to our funders 00:01:33.470 --> 00:01:36.600 align:middle line:90% that we're doing good things. 00:01:36.600 --> 00:01:40.407 align:middle line:84% So without further ado, I will go ahead and get started. 00:01:40.407 --> 00:01:41.990 align:middle line:84% I'm really excited about this webinar. 00:01:41.990 --> 00:01:44.180 align:middle line:84% Cynthia Bennett is a graduate student 00:01:44.180 --> 00:01:45.980 align:middle line:84% here at the University of Washington 00:01:45.980 --> 00:01:49.010 align:middle line:84% in Human Centered Design and Engineering, 00:01:49.010 --> 00:01:52.640 align:middle line:84% and does great work in this area. 00:01:52.640 --> 00:01:55.160 align:middle line:84% And so her research program aims to increase 00:01:55.160 --> 00:01:57.500 align:middle line:84% the participation of people with disabilities 00:01:57.500 --> 00:01:59.840 align:middle line:90% in technology design fields. 00:01:59.840 --> 00:02:01.970 align:middle line:84% Specifically, she highlights various ways people 00:02:01.970 --> 00:02:05.390 align:middle line:84% with disabilities creatively innovate in their daily lives, 00:02:05.390 --> 00:02:08.090 align:middle line:84% while many design professional activities and tools are not 00:02:08.090 --> 00:02:10.560 align:middle line:90% accessible. 00:02:10.560 --> 00:02:13.490 align:middle line:84% So I'm going to let her tell you more about her work. 00:02:13.490 --> 00:02:17.730 align:middle line:84% Let me go ahead and get the slides up for everybody. 00:02:17.730 --> 00:02:19.730 align:middle line:90% And then we can get started. 00:02:19.730 --> 00:02:20.645 align:middle line:90% I lost my window-- 00:02:20.645 --> 00:02:27.380 align:middle line:90% 00:02:27.380 --> 00:02:29.140 align:middle line:90% and then I will move that back. 00:02:29.140 --> 00:02:37.640 align:middle line:90% 00:02:37.640 --> 00:02:38.140 align:middle line:90% OK. 00:02:38.140 --> 00:02:38.890 align:middle line:90% We should be good. 00:02:38.890 --> 00:03:22.260 align:middle line:90% 00:03:22.260 --> 00:03:24.240 align:middle line:90% I needed to unmute the computer. 00:03:24.240 --> 00:03:26.830 align:middle line:90% So you should be unmuted now. 00:03:26.830 --> 00:03:27.330 align:middle line:90% All right. 00:03:27.330 --> 00:03:28.860 align:middle line:90% Sorry. 00:03:28.860 --> 00:03:31.115 align:middle line:84% So thank you for the introduction, Brianna, 00:03:31.115 --> 00:03:32.490 align:middle line:84% and thank you for being flexible. 00:03:32.490 --> 00:03:34.440 align:middle line:84% I use a screen reader, and so Brianna's 00:03:34.440 --> 00:03:37.110 align:middle line:84% been a really big help, as a lot of these sharing 00:03:37.110 --> 00:03:39.000 align:middle line:90% capabilities and slide-- 00:03:39.000 --> 00:03:41.445 align:middle line:84% kind of presenting through meeting conference rooms online 00:03:41.445 --> 00:03:43.820 align:middle line:84% aren't super accessible, so thank you for being flexible. 00:03:43.820 --> 00:03:45.760 align:middle line:90% But I think we're ready. 00:03:45.760 --> 00:03:48.240 align:middle line:84% So today, I'm going to share with you 00:03:48.240 --> 00:03:51.030 align:middle line:84% one project as part of my greater research 00:03:51.030 --> 00:03:53.220 align:middle line:90% program as a PhD student-- 00:03:53.220 --> 00:03:56.460 align:middle line:84% how to submit your interaction methods and approaches 00:03:56.460 --> 00:03:59.190 align:middle line:84% and to inform those with disability studies, 00:03:59.190 --> 00:04:01.330 align:middle line:84% and I'll explain that in a little bit. 00:04:01.330 --> 00:04:03.810 align:middle line:84% But I know we're all kind of from various fields 00:04:03.810 --> 00:04:06.830 align:middle line:84% in engineering and human-computer interaction. 00:04:06.830 --> 00:04:09.440 align:middle line:84% It's probably the way that people and their technology 00:04:09.440 --> 00:04:10.890 align:middle line:84% interact, so a lot of times, it's 00:04:10.890 --> 00:04:13.623 align:middle line:84% considered a subdiscipline of computer science. 00:04:13.623 --> 00:04:15.540 align:middle line:84% But I think a lot of the same things that I'll 00:04:15.540 --> 00:04:18.600 align:middle line:84% talk about today will be relevant, no matter what sort 00:04:18.600 --> 00:04:21.790 align:middle line:90% of engineering-- are we OK? 00:04:21.790 --> 00:04:24.211 align:middle line:90% I'm just moving the mouse. 00:04:24.211 --> 00:04:25.623 align:middle line:90% Fantastic. 00:04:25.623 --> 00:04:26.915 align:middle line:90% I'm going to switch the slides. 00:04:26.915 --> 00:04:30.963 align:middle line:90% 00:04:30.963 --> 00:04:31.880 align:middle line:90% The slide is switched. 00:04:31.880 --> 00:04:37.870 align:middle line:90% 00:04:37.870 --> 00:04:39.810 align:middle line:84% So Brianna wanted me to share a little bit 00:04:39.810 --> 00:04:43.860 align:middle line:84% about my professional trajectory with you all, in case 00:04:43.860 --> 00:04:45.360 align:middle line:84% you have students with disabilities, 00:04:45.360 --> 00:04:47.910 align:middle line:84% or may have disabilities yourself or are just curious. 00:04:47.910 --> 00:04:51.480 align:middle line:84% So I have an undergraduate degree in psychology, 00:04:51.480 --> 00:04:54.480 align:middle line:84% and I got that from the University of North Carolina 00:04:54.480 --> 00:04:55.320 align:middle line:90% Wilmington. 00:04:55.320 --> 00:04:59.310 align:middle line:84% And I thought I was going to be a psychology PhD, you know, 00:04:59.310 --> 00:05:01.860 align:middle line:84% working with folks with different mental health 00:05:01.860 --> 00:05:03.777 align:middle line:90% conditions, maybe doing therapy. 00:05:03.777 --> 00:05:05.610 align:middle line:84% And I applied for grad school, and I did not 00:05:05.610 --> 00:05:06.990 align:middle line:90% get in on the first time. 00:05:06.990 --> 00:05:10.380 align:middle line:84% And so I was like, OK, I've got to regroup, 00:05:10.380 --> 00:05:11.760 align:middle line:90% figure out what to do. 00:05:11.760 --> 00:05:14.070 align:middle line:84% And in the meantime, I was looking for a job 00:05:14.070 --> 00:05:15.900 align:middle line:90% just to make some money. 00:05:15.900 --> 00:05:18.030 align:middle line:84% And at this time, I was living in Seattle, 00:05:18.030 --> 00:05:21.375 align:middle line:84% and I connected with a computer science professor. 00:05:21.375 --> 00:05:22.500 align:middle line:90% His name is Richard Ladner. 00:05:22.500 --> 00:05:25.860 align:middle line:84% You may see his name connected with a lot of these engineering 00:05:25.860 --> 00:05:26.900 align:middle line:90% grants. 00:05:26.900 --> 00:05:29.220 align:middle line:84% But he actually hired me as a research assistant 00:05:29.220 --> 00:05:32.460 align:middle line:84% to help with his human-computer interaction projects 00:05:32.460 --> 00:05:33.960 align:middle line:84% that his grad students were running. 00:05:33.960 --> 00:05:36.030 align:middle line:84% And so I was able to bring skills 00:05:36.030 --> 00:05:38.010 align:middle line:84% for my psychology degree, where I learned 00:05:38.010 --> 00:05:40.170 align:middle line:84% how to do human subjects research, 00:05:40.170 --> 00:05:42.757 align:middle line:84% to-- instead of maybe looking at people's personalities 00:05:42.757 --> 00:05:44.340 align:middle line:84% or behaviors-- but looking at the ways 00:05:44.340 --> 00:05:46.560 align:middle line:84% that they interacted with technology. 00:05:46.560 --> 00:05:48.720 align:middle line:84% So from that opportunity, I learned 00:05:48.720 --> 00:05:51.400 align:middle line:84% that I really liked human-computer interaction, 00:05:51.400 --> 00:05:53.310 align:middle line:84% and so I applied for the PhD program 00:05:53.310 --> 00:05:56.100 align:middle line:84% that I'm finishing up right now in human-centered design 00:05:56.100 --> 00:05:57.020 align:middle line:90% and engineering. 00:05:57.020 --> 00:06:00.030 align:middle line:84% This department is kind of an interdisciplinary department 00:06:00.030 --> 00:06:02.280 align:middle line:84% where scholars from backgrounds like mine, 00:06:02.280 --> 00:06:06.990 align:middle line:84% in psychology and computer science, kind of work together. 00:06:06.990 --> 00:06:08.970 align:middle line:84% And in the meantime, I've also spent some time 00:06:08.970 --> 00:06:10.798 align:middle line:84% as an intern at Microsoft Research. 00:06:10.798 --> 00:06:12.840 align:middle line:84% So that's just a little bit about my professional 00:06:12.840 --> 00:06:18.030 align:middle line:84% trajectory, and just wanted to highlight that Richard Ladner 00:06:18.030 --> 00:06:21.900 align:middle line:84% was able to use his connections with the community in his role 00:06:21.900 --> 00:06:25.972 align:middle line:84% as a professor to bring in a researcher with disabilities-- 00:06:25.972 --> 00:06:27.930 align:middle line:84% not necessarily through the traditional routes, 00:06:27.930 --> 00:06:30.998 align:middle line:84% I started out as a researcher and then became a student-- 00:06:30.998 --> 00:06:32.790 align:middle line:84% so I really appreciate that kind of effort. 00:06:32.790 --> 00:06:34.950 align:middle line:84% It's a great example of ways we can 00:06:34.950 --> 00:06:37.290 align:middle line:84% bring more students with disabilities into competing 00:06:37.290 --> 00:06:38.880 align:middle line:90% fields. 00:06:38.880 --> 00:06:42.180 align:middle line:84% So on the third slide, just a little fun fact about me-- 00:06:42.180 --> 00:06:43.830 align:middle line:90% I love geography. 00:06:43.830 --> 00:06:46.978 align:middle line:84% This giant tactile globe is at Perkins School 00:06:46.978 --> 00:06:48.270 align:middle line:90% for the Blind in Massachusetts. 00:06:48.270 --> 00:06:50.280 align:middle line:84% And so I love, like, tactile maps 00:06:50.280 --> 00:06:54.090 align:middle line:84% and diagrams and thinking about the politics of geography. 00:06:54.090 --> 00:06:58.738 align:middle line:84% I also enjoy reading, trivia, chocolate, and being outside. 00:06:58.738 --> 00:07:00.780 align:middle line:84% So those are things I like to do outside of work. 00:07:00.780 --> 00:07:03.740 align:middle line:90% 00:07:03.740 --> 00:07:06.200 align:middle line:84% And so now, I'll introduce the actual project 00:07:06.200 --> 00:07:07.700 align:middle line:84% that I'm going to talk to you about. 00:07:07.700 --> 00:07:09.730 align:middle line:84% It's called Biographical Prototypes: 00:07:09.730 --> 00:07:13.000 align:middle line:84% Reimagining Recognition and Disability in Design. 00:07:13.000 --> 00:07:15.700 align:middle line:84% And I collaborated with my advisor, Daniella Rosner, 00:07:15.700 --> 00:07:18.190 align:middle line:84% and another student, Burren Peil. 00:07:18.190 --> 00:07:25.180 align:middle line:84% And to introduce the mindset that we took on this project, 00:07:25.180 --> 00:07:29.050 align:middle line:84% I want to tell a story and give a little bit of background. 00:07:29.050 --> 00:07:32.860 align:middle line:84% So this story comes to us from OXO Good Grips, 00:07:32.860 --> 00:07:36.490 align:middle line:84% which is now a popular brand of kitchenware that's specifically 00:07:36.490 --> 00:07:39.250 align:middle line:84% known for selling tools that are comfortable to use. 00:07:39.250 --> 00:07:42.520 align:middle line:84% So if you've given or attended a universal design lecture, 00:07:42.520 --> 00:07:45.437 align:middle line:84% you may have seen a slide talking about how OXO Good 00:07:45.437 --> 00:07:47.110 align:middle line:84% Grips makes these amazing products, 00:07:47.110 --> 00:07:49.660 align:middle line:84% and they were kind of inspired by disability. 00:07:49.660 --> 00:07:53.080 align:middle line:84% And so their website recounts the founding of the company, 00:07:53.080 --> 00:07:56.920 align:middle line:84% and part of it reads, "more than 25 years ago, Sam Farber 00:07:56.920 --> 00:07:59.560 align:middle line:84% noticed that his wife Betsy was having trouble 00:07:59.560 --> 00:08:02.680 align:middle line:84% comfortably holding her peeler due to arthritis. 00:08:02.680 --> 00:08:05.890 align:middle line:84% Sam saw an opportunity to create more thoughtful cooking 00:08:05.890 --> 00:08:08.200 align:middle line:84% tools that would benefit all users, 00:08:08.200 --> 00:08:12.040 align:middle line:84% and promised Betsy that he would create a better peeler." 00:08:12.040 --> 00:08:16.427 align:middle line:84% So until a year ago, that's the story that I knew about OXO. 00:08:16.427 --> 00:08:19.340 align:middle line:84% And like many other universal design lecturers, 00:08:19.340 --> 00:08:23.650 align:middle line:84% I told this story as, like, a case of design going right. 00:08:23.650 --> 00:08:28.030 align:middle line:84% But recently, a disabled designer 00:08:28.030 --> 00:08:31.210 align:middle line:84% named Liz Jackson told us kind of a different version 00:08:31.210 --> 00:08:34.270 align:middle line:84% of that story, which got me kind of thinking about approaching 00:08:34.270 --> 00:08:36.190 align:middle line:90% my work differently. 00:08:36.190 --> 00:08:39.429 align:middle line:84% So Liz Jackson actually located Betsy herself 00:08:39.429 --> 00:08:41.350 align:middle line:84% and interviewed her, and Betsy is actually 00:08:41.350 --> 00:08:43.960 align:middle line:84% retired from her career as an architect, 00:08:43.960 --> 00:08:46.540 align:middle line:84% and during the interview she reflected. 00:08:46.540 --> 00:08:50.140 align:middle line:84% "The general understanding was of the brilliance and kindness 00:08:50.140 --> 00:08:53.530 align:middle line:84% of Sam who made these tools for his poor crippled wife 00:08:53.530 --> 00:08:55.540 align:middle line:84% so she could function in the kitchen. 00:08:55.540 --> 00:08:57.340 align:middle line:84% I will probably go down in history 00:08:57.340 --> 00:08:59.530 align:middle line:84% as having arthritis rather than having 00:08:59.530 --> 00:09:01.720 align:middle line:84% the conceptual idea of making this comfortable 00:09:01.720 --> 00:09:02.980 align:middle line:90% for your hand." 00:09:02.980 --> 00:09:05.670 align:middle line:84% And so it turned out that Betsy had actually 00:09:05.670 --> 00:09:08.140 align:middle line:84% prototyped-- kind of made preliminary versions-- 00:09:08.140 --> 00:09:11.230 align:middle line:84% of several kitchen tools for herself, 00:09:11.230 --> 00:09:14.200 align:middle line:84% and she's not as widely known for that kind 00:09:14.200 --> 00:09:16.750 align:middle line:84% of innovative engineering work that she did. 00:09:16.750 --> 00:09:19.800 align:middle line:84% Rather, she's more known as the inspiration behind the work 00:09:19.800 --> 00:09:21.490 align:middle line:84% that Sam and other colleagues did. 00:09:21.490 --> 00:09:24.320 align:middle line:90% 00:09:24.320 --> 00:09:26.870 align:middle line:84% So on the next slide, here we have 00:09:26.870 --> 00:09:30.380 align:middle line:84% heard two versions of the story, and it may seem surprising 00:09:30.380 --> 00:09:34.070 align:middle line:84% that Betsy is not featured more prominently in OXO's version. 00:09:34.070 --> 00:09:36.910 align:middle line:84% But actually, a lot of design thinking activities-- 00:09:36.910 --> 00:09:39.950 align:middle line:84% the activities that teach the theory in practice of doing 00:09:39.950 --> 00:09:41.090 align:middle line:90% design-- 00:09:41.090 --> 00:09:44.570 align:middle line:84% communicate that people with disabilities 00:09:44.570 --> 00:09:47.270 align:middle line:84% are primarily users of technology, 00:09:47.270 --> 00:09:50.400 align:middle line:84% and may not be designers of technology. 00:09:50.400 --> 00:09:52.670 align:middle line:84% And so I just had kind of a couple of examples, 00:09:52.670 --> 00:09:53.720 align:middle line:90% practical examples. 00:09:53.720 --> 00:09:55.760 align:middle line:84% Like, for example, when we teach students 00:09:55.760 --> 00:09:58.250 align:middle line:84% how to brainstorm or ideate, we often 00:09:58.250 --> 00:10:00.380 align:middle line:84% teach them that that means they should hand sketch 00:10:00.380 --> 00:10:02.060 align:middle line:90% their ideas very quickly. 00:10:02.060 --> 00:10:04.940 align:middle line:84% And maybe people with vision or motor disabilities 00:10:04.940 --> 00:10:07.430 align:middle line:84% might not be able to participate in that activity. 00:10:07.430 --> 00:10:10.910 align:middle line:84% Also, a lot of interactive prototyping tools 00:10:10.910 --> 00:10:13.850 align:middle line:84% that you might use to kind of show a simulation of a design-- 00:10:13.850 --> 00:10:16.010 align:middle line:84% a lot of those are actually not accessible to use. 00:10:16.010 --> 00:10:18.758 align:middle line:90% 00:10:18.758 --> 00:10:20.300 align:middle line:84% I've written about this in other work 00:10:20.300 --> 00:10:21.717 align:middle line:84% that I'm not going to share today, 00:10:21.717 --> 00:10:23.180 align:middle line:84% but reading the way that disability 00:10:23.180 --> 00:10:25.550 align:middle line:84% is written about in design, people with disabilities 00:10:25.550 --> 00:10:28.087 align:middle line:84% are kind of cast as the users or the inspirations. 00:10:28.087 --> 00:10:30.170 align:middle line:84% And we haven't thought as much about what would it 00:10:30.170 --> 00:10:33.440 align:middle line:84% mean to think about people with disabilities as designers. 00:10:33.440 --> 00:10:36.670 align:middle line:90% 00:10:36.670 --> 00:10:41.850 align:middle line:84% So I then want to introduce the theoretical framing that 00:10:41.850 --> 00:10:46.040 align:middle line:84% underpins all of my work, which is called disability studies. 00:10:46.040 --> 00:10:48.900 align:middle line:84% So disability studies is an interdisciplinary field 00:10:48.900 --> 00:10:50.820 align:middle line:84% which studies the meaning, nature, 00:10:50.820 --> 00:10:52.920 align:middle line:90% and consequences of disability. 00:10:52.920 --> 00:10:54.900 align:middle line:84% And so it challenges a popular view 00:10:54.900 --> 00:10:58.410 align:middle line:84% that disability is inherently negative by sharing 00:10:58.410 --> 00:11:00.300 align:middle line:84% multiple perspectives on disability, 00:11:00.300 --> 00:11:02.610 align:middle line:84% and they prioritize those perspectives 00:11:02.610 --> 00:11:05.820 align:middle line:84% being written by people who actually have disabilities. 00:11:05.820 --> 00:11:08.310 align:middle line:84% So through my reading in disabilities studies, 00:11:08.310 --> 00:11:12.420 align:middle line:84% I learned that one approach to making design more accessible 00:11:12.420 --> 00:11:15.390 align:middle line:84% is to make the tools and activities more accessible, 00:11:15.390 --> 00:11:16.740 align:middle line:90% like I showed before. 00:11:16.740 --> 00:11:20.040 align:middle line:84% But another way of thinking about increasing accessibility 00:11:20.040 --> 00:11:22.500 align:middle line:84% is thinking differently about people with disabilities 00:11:22.500 --> 00:11:24.510 align:middle line:84% altogether, and the contributions 00:11:24.510 --> 00:11:26.575 align:middle line:84% that they already make to design fields. 00:11:26.575 --> 00:11:29.530 align:middle line:90% 00:11:29.530 --> 00:11:32.970 align:middle line:84% So back to the project called Biographical Prototyping. 00:11:32.970 --> 00:11:35.200 align:middle line:84% I'll now kind of ramp up a discussion 00:11:35.200 --> 00:11:36.800 align:middle line:90% of that specific project. 00:11:36.800 --> 00:11:42.390 align:middle line:84% So I'll define first what biographical prototypes are. 00:11:42.390 --> 00:11:45.460 align:middle line:84% So biographical prototypes are material manifestations 00:11:45.460 --> 00:11:49.000 align:middle line:84% of people's personal stories of making something work. 00:11:49.000 --> 00:11:51.430 align:middle line:84% Prototypes take a wide variety of forms, 00:11:51.430 --> 00:11:54.090 align:middle line:84% from representations of things that people invent, 00:11:54.090 --> 00:11:57.610 align:middle line:84% to illustrations of rooms that people modify, to mockups 00:11:57.610 --> 00:12:01.150 align:middle line:84% of digital applications that they repurpose or put 00:12:01.150 --> 00:12:03.760 align:middle line:84% to a new use from their intended use. 00:12:03.760 --> 00:12:05.950 align:middle line:84% And most importantly, they foreground people 00:12:05.950 --> 00:12:08.860 align:middle line:84% with disabilities as the fashioners of their own stories 00:12:08.860 --> 00:12:10.450 align:middle line:90% in design contexts. 00:12:10.450 --> 00:12:13.690 align:middle line:84% And so you'll note that throughout this project, 00:12:13.690 --> 00:12:15.890 align:middle line:84% we use the phrase "making things work", 00:12:15.890 --> 00:12:18.340 align:middle line:84% just to kind of take the professional weight off 00:12:18.340 --> 00:12:19.860 align:middle line:90% of the word "design". 00:12:19.860 --> 00:12:22.000 align:middle line:84% So you'll noticed that throughout the presentation. 00:12:22.000 --> 00:12:24.460 align:middle line:84% Sometimes, when we work with community members that are not 00:12:24.460 --> 00:12:27.310 align:middle line:84% professional designers, using different language 00:12:27.310 --> 00:12:30.720 align:middle line:84% can help you bring out those stories. 00:12:30.720 --> 00:12:34.380 align:middle line:84% So to develop the method of biographical prototyping, 00:12:34.380 --> 00:12:37.130 align:middle line:84% we drew on a technique called counter-storytelling, 00:12:37.130 --> 00:12:39.720 align:middle line:84% which is practiced within disability and critical area 00:12:39.720 --> 00:12:40.850 align:middle line:90% studies. 00:12:40.850 --> 00:12:43.560 align:middle line:84% So counter-stories challenge deficit stories. 00:12:43.560 --> 00:12:48.680 align:middle line:84% So for example, a deficit story is usually about someone with 00:12:48.680 --> 00:12:51.590 align:middle line:84% disabilities-- and often disability is kind of portrayed 00:12:51.590 --> 00:12:54.700 align:middle line:84% as a burden or primarily negative-- 00:12:54.700 --> 00:12:56.240 align:middle line:84% where the purpose of the story is 00:12:56.240 --> 00:12:59.190 align:middle line:84% to inspire someone who doesn't have disabilities. 00:12:59.190 --> 00:13:01.520 align:middle line:84% And so that would be a deficit story. 00:13:01.520 --> 00:13:05.030 align:middle line:84% And so then a counter-story is written by someone 00:13:05.030 --> 00:13:06.770 align:middle line:84% with disabilities, and they often 00:13:06.770 --> 00:13:08.890 align:middle line:90% offer more nuanced portrayals. 00:13:08.890 --> 00:13:11.840 align:middle line:84% Like often, maybe people with disabilities-- 00:13:11.840 --> 00:13:14.360 align:middle line:84% disability may impact their creative expression, 00:13:14.360 --> 00:13:17.090 align:middle line:84% along with disability also being burdensome because 00:13:17.090 --> 00:13:18.965 align:middle line:90% of structural societal barriers. 00:13:18.965 --> 00:13:21.920 align:middle line:90% 00:13:21.920 --> 00:13:24.680 align:middle line:84% So we combine this practice of counter storytelling 00:13:24.680 --> 00:13:29.070 align:middle line:84% with rapid prototyping that we do a lot in design process use. 00:13:29.070 --> 00:13:31.870 align:middle line:84% And I want to form biographical prototypes, 00:13:31.870 --> 00:13:34.490 align:middle line:84% so I want to give an example of what we mean 00:13:34.490 --> 00:13:36.350 align:middle line:90% by a biographical prototype. 00:13:36.350 --> 00:13:37.850 align:middle line:84% So this one comes to us from someone 00:13:37.850 --> 00:13:40.850 align:middle line:84% named Diana, who I met during an interview study, 00:13:40.850 --> 00:13:44.100 align:middle line:84% and I learned that Diana loves to make crafts. 00:13:44.100 --> 00:13:47.120 align:middle line:84% And so Diana uses a wheelchair as well, 00:13:47.120 --> 00:13:50.340 align:middle line:84% and one day, Diana spilled a lot of beads on the floor 00:13:50.340 --> 00:13:51.590 align:middle line:90% that she was using in a craft. 00:13:51.590 --> 00:13:53.720 align:middle line:84% And she wasn't sure how she was going to pick them up, 00:13:53.720 --> 00:13:54.890 align:middle line:84% because she was going to have to lean 00:13:54.890 --> 00:13:57.660 align:middle line:84% pretty far over her chair, which would be impossible for her. 00:13:57.660 --> 00:14:01.040 align:middle line:84% And so she ended up spotting a spatula in her kitchen, 00:14:01.040 --> 00:14:03.710 align:middle line:84% and thought to wrap it in double sided sticky tape. 00:14:03.710 --> 00:14:06.688 align:middle line:84% And after she did that, she had this new sticky sweeping tool 00:14:06.688 --> 00:14:08.480 align:middle line:84% that she was able to sweep her on the floor 00:14:08.480 --> 00:14:10.970 align:middle line:90% and collect her beads. 00:14:10.970 --> 00:14:13.400 align:middle line:84% And in another instance Diana was 00:14:13.400 --> 00:14:15.240 align:middle line:84% using rhinestones in a craft piece, 00:14:15.240 --> 00:14:18.320 align:middle line:84% and she has difficulty pinching her fingers to collect 00:14:18.320 --> 00:14:19.810 align:middle line:90% one rhinestone at a time. 00:14:19.810 --> 00:14:22.160 align:middle line:84% And so over time, she's learned that she 00:14:22.160 --> 00:14:25.550 align:middle line:84% can wrap the end of a pen-- like an ink pen-- in wax, 00:14:25.550 --> 00:14:29.330 align:middle line:84% and stick the wax end of a pin down on a pile of rhinestones, 00:14:29.330 --> 00:14:33.390 align:middle line:84% pick up one at a time, and place it intricately on her craft. 00:14:33.390 --> 00:14:36.230 align:middle line:84% And so in this case, we have a biographical prototype. 00:14:36.230 --> 00:14:38.870 align:middle line:84% I'm retelling it in this case, and we have photos 00:14:38.870 --> 00:14:40.790 align:middle line:90% of representative materials. 00:14:40.790 --> 00:14:42.890 align:middle line:84% And they foreground Diana as a person 00:14:42.890 --> 00:14:45.830 align:middle line:84% with disabilities who has done some creative things to make 00:14:45.830 --> 00:14:49.570 align:middle line:84% things work, to make her art craft cleanup 00:14:49.570 --> 00:14:53.580 align:middle line:84% and jewelry construction more accessible for her. 00:14:53.580 --> 00:14:57.187 align:middle line:84% So I did an interview study where I asked people 00:14:57.187 --> 00:14:59.770 align:middle line:84% with disabilities individually about their creative practices. 00:14:59.770 --> 00:15:02.080 align:middle line:84% But I wanted to create an activity that was scalable so 00:15:02.080 --> 00:15:04.080 align:middle line:84% that other researchers and designers could maybe 00:15:04.080 --> 00:15:06.360 align:middle line:84% use this method to help us get to know people 00:15:06.360 --> 00:15:09.210 align:middle line:84% with disabilities, maybe in a little bit of a different way. 00:15:09.210 --> 00:15:11.340 align:middle line:84% And so to kind of refine this method, 00:15:11.340 --> 00:15:14.160 align:middle line:84% I ran a series of design workshops 00:15:14.160 --> 00:15:17.490 align:middle line:84% where people with disabilities were invited-- 00:15:17.490 --> 00:15:20.610 align:middle line:84% I was pretty broad with definitions of disabilities-- 00:15:20.610 --> 00:15:24.180 align:middle line:84% and they came and first engaged with a bunch of example 00:15:24.180 --> 00:15:25.290 align:middle line:90% biographical prototypes. 00:15:25.290 --> 00:15:29.310 align:middle line:84% So in doing this project, having these example story cards, 00:15:29.310 --> 00:15:31.620 align:middle line:84% or story cards with printed Braille and representative 00:15:31.620 --> 00:15:34.200 align:middle line:84% objects, and giving time to pass those around helped 00:15:34.200 --> 00:15:35.910 align:middle line:84% set the tone of the stories that we 00:15:35.910 --> 00:15:37.950 align:middle line:84% were going to then ask the participants to tell. 00:15:37.950 --> 00:15:41.000 align:middle line:84% So having these examples was pretty important. 00:15:41.000 --> 00:15:44.280 align:middle line:84% And so once we pass these prototypes around, 00:15:44.280 --> 00:15:46.928 align:middle line:84% participants got a chance to share what resonated, 00:15:46.928 --> 00:15:49.470 align:middle line:84% like something that stuck out to them about these prototypes. 00:15:49.470 --> 00:15:52.320 align:middle line:84% And we noticed the discussions began around like, oh, 00:15:52.320 --> 00:15:55.197 align:middle line:84% this was so cool, and then ended up transferring 00:15:55.197 --> 00:15:56.280 align:middle line:90% to their personal stories. 00:15:56.280 --> 00:15:58.452 align:middle line:84% Like, oh, I've used something similar, 00:15:58.452 --> 00:15:59.910 align:middle line:84% or that's a great idea-- maybe I'll 00:15:59.910 --> 00:16:04.800 align:middle line:84% incorporate that technique or item into my daily practice. 00:16:04.800 --> 00:16:07.680 align:middle line:84% So after they reflected on engaging with those example 00:16:07.680 --> 00:16:10.433 align:middle line:84% biographical prototypes, we partnered participants 00:16:10.433 --> 00:16:11.850 align:middle line:84% where they started to tell stories 00:16:11.850 --> 00:16:14.580 align:middle line:84% from their own life of making things work. 00:16:14.580 --> 00:16:18.660 align:middle line:84% And then they worked together to make a representative prototype 00:16:18.660 --> 00:16:20.730 align:middle line:84% that would serve as kind of a significant object 00:16:20.730 --> 00:16:22.630 align:middle line:90% to help them tell that story. 00:16:22.630 --> 00:16:25.800 align:middle line:84% And so in the end, participants introduced their story 00:16:25.800 --> 00:16:28.770 align:middle line:84% with their biographical prototype to the entire group. 00:16:28.770 --> 00:16:31.500 align:middle line:84% And we were able to open up a discussion that 00:16:31.500 --> 00:16:33.310 align:middle line:84% wasn't just about individual stories, 00:16:33.310 --> 00:16:35.070 align:middle line:84% but uses individual stories as a launchpad 00:16:35.070 --> 00:16:37.050 align:middle line:84% to think about like, well, how often do you 00:16:37.050 --> 00:16:38.430 align:middle line:90% get to tell stories like this? 00:16:38.430 --> 00:16:40.258 align:middle line:84% How often do people ask you questions 00:16:40.258 --> 00:16:41.550 align:middle line:90% about how you make things work? 00:16:41.550 --> 00:16:45.900 align:middle line:84% And how has your encounters been in design situations, working 00:16:45.900 --> 00:16:48.180 align:middle line:84% with designers or engineers, and how they have 00:16:48.180 --> 00:16:50.140 align:middle line:90% treated your contributions. 00:16:50.140 --> 00:16:54.020 align:middle line:90% 00:16:54.020 --> 00:16:58.750 align:middle line:84% So at the workshop, participants told many, many stories 00:16:58.750 --> 00:17:01.450 align:middle line:84% of inventing, modifying, and repurposing 00:17:01.450 --> 00:17:03.420 align:middle line:90% things in their own life. 00:17:03.420 --> 00:17:07.510 align:middle line:84% And a couple more examples are a participant 00:17:07.510 --> 00:17:10.535 align:middle line:84% named Denise loves to paint but has tremors, 00:17:10.535 --> 00:17:12.910 align:middle line:84% and so she's learned to use a bunch of different objects, 00:17:12.910 --> 00:17:15.520 align:middle line:84% from foam to clay, to wrap around 00:17:15.520 --> 00:17:16.930 align:middle line:84% store-bought paintbrushes to make 00:17:16.930 --> 00:17:20.440 align:middle line:84% them easier for her to grip and steady her hands. 00:17:20.440 --> 00:17:23.619 align:middle line:84% And Shay has difficulty falling asleep at night 00:17:23.619 --> 00:17:26.319 align:middle line:84% due to their anxiety and mental health conditions, 00:17:26.319 --> 00:17:28.990 align:middle line:84% and so they've created a specific schedule that they 00:17:28.990 --> 00:17:29.835 align:middle line:90% follow. 00:17:29.835 --> 00:17:31.210 align:middle line:84% And they kind of check things off 00:17:31.210 --> 00:17:33.250 align:middle line:84% with a physical artifact in order 00:17:33.250 --> 00:17:35.320 align:middle line:84% to help them wind down at the end of the day. 00:17:35.320 --> 00:17:37.195 align:middle line:84% So we learned that making things work kind of 00:17:37.195 --> 00:17:38.950 align:middle line:84% took a variety of forms, from objects 00:17:38.950 --> 00:17:41.740 align:middle line:84% people invented and also processes, 00:17:41.740 --> 00:17:43.930 align:middle line:84% like mental and emotional processes that people 00:17:43.930 --> 00:17:45.660 align:middle line:90% engaged in, as well. 00:17:45.660 --> 00:17:49.400 align:middle line:90% 00:17:49.400 --> 00:17:51.830 align:middle line:84% But the stories also helped us not 00:17:51.830 --> 00:17:56.690 align:middle line:84% just to learn individual things, but to connect experiences 00:17:56.690 --> 00:17:59.750 align:middle line:84% a disability with greater societal trends that 00:17:59.750 --> 00:18:01.340 align:middle line:90% are participants noticed. 00:18:01.340 --> 00:18:03.230 align:middle line:84% So they told us that they were rarely 00:18:03.230 --> 00:18:06.620 align:middle line:84% asked to tell these stories outside of the workshop, 00:18:06.620 --> 00:18:09.020 align:middle line:84% and as a consequence, they felt a lot of pressure 00:18:09.020 --> 00:18:10.790 align:middle line:84% to share only positive things, to try 00:18:10.790 --> 00:18:14.187 align:middle line:84% to convince people that having disabilities wasn't so bad. 00:18:14.187 --> 00:18:15.770 align:middle line:84% But they really did kind of want space 00:18:15.770 --> 00:18:18.560 align:middle line:84% to share these more vulnerable stories without feeling 00:18:18.560 --> 00:18:21.787 align:middle line:84% pressure to solve what people might think of as our problems. 00:18:21.787 --> 00:18:23.870 align:middle line:84% So I'll go into these in a little bit more detail. 00:18:23.870 --> 00:18:26.590 align:middle line:90% 00:18:26.590 --> 00:18:28.413 align:middle line:84% So I learned that participants were rarely 00:18:28.413 --> 00:18:29.580 align:middle line:90% asked to tell their stories. 00:18:29.580 --> 00:18:31.920 align:middle line:84% One of our participants, Catherine, told us, 00:18:31.920 --> 00:18:33.420 align:middle line:84% I don't think I've ever-- and I have 00:18:33.420 --> 00:18:35.190 align:middle line:84% been injured for 30 years-- asked 00:18:35.190 --> 00:18:37.890 align:middle line:84% to share things around making things 00:18:37.890 --> 00:18:41.800 align:middle line:90% work with your disabilities. 00:18:41.800 --> 00:18:45.100 align:middle line:84% And a different participant named Tali kind of reflected 00:18:45.100 --> 00:18:47.200 align:middle line:84% on their personal experiences, and connected them 00:18:47.200 --> 00:18:49.510 align:middle line:84% with the perception that they think 00:18:49.510 --> 00:18:52.420 align:middle line:84% is an assumption in society that people with disabilities just 00:18:52.420 --> 00:18:53.760 align:middle line:90% simply don't have such stories. 00:18:53.760 --> 00:18:56.710 align:middle line:84% So Tali speculated who is credited with design 00:18:56.710 --> 00:18:59.020 align:middle line:84% depends on who is given the most agency. 00:18:59.020 --> 00:19:00.730 align:middle line:84% And when people see that you're disabled, 00:19:00.730 --> 00:19:03.640 align:middle line:84% they don't think of that person as possibly coming up 00:19:03.640 --> 00:19:05.152 align:middle line:90% with that design for themselves. 00:19:05.152 --> 00:19:06.610 align:middle line:84% And so this is definitely something 00:19:06.610 --> 00:19:08.740 align:middle line:84% our participants noticed in their daily lives, 00:19:08.740 --> 00:19:11.860 align:middle line:84% and were able to kind of reflect on, with their stories at hand, 00:19:11.860 --> 00:19:14.020 align:middle line:84% as significant objects to think with. 00:19:14.020 --> 00:19:17.280 align:middle line:90% 00:19:17.280 --> 00:19:19.530 align:middle line:84% And as a consequence of this just 00:19:19.530 --> 00:19:22.650 align:middle line:84% being silenced around having agency in design, 00:19:22.650 --> 00:19:25.175 align:middle line:84% participants felt really pressured to tell all only 00:19:25.175 --> 00:19:26.550 align:middle line:84% positive stories that they wanted 00:19:26.550 --> 00:19:28.390 align:middle line:90% more space for vulnerability. 00:19:28.390 --> 00:19:30.780 align:middle line:84% So one participant, Trinh, who has multiple disabilities, 00:19:30.780 --> 00:19:33.660 align:middle line:84% kind of articulated how this plays out in her life. 00:19:33.660 --> 00:19:37.580 align:middle line:84% She shared an expectation to tell stories of recovery, 00:19:37.580 --> 00:19:41.250 align:middle line:84% and so when I tell stories about something making things work, 00:19:41.250 --> 00:19:43.800 align:middle line:84% I tell people that I used to be in a wheelchair, 00:19:43.800 --> 00:19:46.050 align:middle line:84% but now I've learned to use crutches. 00:19:46.050 --> 00:19:48.510 align:middle line:84% But then problems such as chronic illness 00:19:48.510 --> 00:19:49.500 align:middle line:90% I don't talk about. 00:19:49.500 --> 00:19:51.330 align:middle line:84% It opens up vulnerability, because it 00:19:51.330 --> 00:19:53.760 align:middle line:90% isn't an inspirational story. 00:19:53.760 --> 00:19:57.540 align:middle line:84% So many participants were really proud to share stories 00:19:57.540 --> 00:19:58.680 align:middle line:90% of making things work. 00:19:58.680 --> 00:20:01.620 align:middle line:84% They also wanted to share kind of messier stories 00:20:01.620 --> 00:20:03.630 align:middle line:84% without feeling pressure that, you know, 00:20:03.630 --> 00:20:05.850 align:middle line:84% that a designer just wanted to solve these problems. 00:20:05.850 --> 00:20:08.070 align:middle line:84% They just wanted to talk about, and have space, 00:20:08.070 --> 00:20:10.050 align:middle line:84% to think with these things, as well as think 00:20:10.050 --> 00:20:13.140 align:middle line:84% about kind of the more structural barriers that 00:20:13.140 --> 00:20:16.230 align:middle line:84% created those negative experiences in the first place. 00:20:16.230 --> 00:20:19.600 align:middle line:90% 00:20:19.600 --> 00:20:21.480 align:middle line:84% So most prototyping, as you think about it 00:20:21.480 --> 00:20:25.620 align:middle line:84% for designers and engineers, is used to refine a future design. 00:20:25.620 --> 00:20:27.960 align:middle line:84% But this project kind of took prototyping 00:20:27.960 --> 00:20:29.790 align:middle line:84% in a new direction as a way of, like, how 00:20:29.790 --> 00:20:32.850 align:middle line:84% we can share existing stories, and get to know people. 00:20:32.850 --> 00:20:35.250 align:middle line:84% So prototyping could foster recognition 00:20:35.250 --> 00:20:37.920 align:middle line:84% of contributions to design by disabled people, 00:20:37.920 --> 00:20:42.053 align:middle line:84% and reflections on how, in our field, if we don't think 00:20:42.053 --> 00:20:44.220 align:middle line:84% about these stories, or don't collect these stories, 00:20:44.220 --> 00:20:46.350 align:middle line:84% we might reinforce kind of negative narratives 00:20:46.350 --> 00:20:48.810 align:middle line:84% about disability as just a design problem to solve. 00:20:48.810 --> 00:20:51.600 align:middle line:84% And really, it is more of rich life experience 00:20:51.600 --> 00:20:54.110 align:middle line:84% with a lot of creative expression involved. 00:20:54.110 --> 00:20:57.630 align:middle line:90% 00:20:57.630 --> 00:21:01.360 align:middle line:84% So just kind of some takeaways-- we kind of propose 00:21:01.360 --> 00:21:04.410 align:middle line:84% that biographical prototypes can help people with disabilities 00:21:04.410 --> 00:21:06.330 align:middle line:84% get an opportunity to introduce themselves 00:21:06.330 --> 00:21:08.890 align:middle line:84% to designers and engineers in a way that they choose. 00:21:08.890 --> 00:21:10.860 align:middle line:84% So often, we go in with a pre-set 00:21:10.860 --> 00:21:14.310 align:middle line:84% of questions or our own agenda, like what we want to know, 00:21:14.310 --> 00:21:17.190 align:middle line:84% but this helps people with disabilities kind of share 00:21:17.190 --> 00:21:18.990 align:middle line:84% a story of their own creative expression 00:21:18.990 --> 00:21:22.110 align:middle line:84% and have more agency in how the design workshop, 00:21:22.110 --> 00:21:25.950 align:middle line:84% or how things play out, maybe during a research study. 00:21:25.950 --> 00:21:29.970 align:middle line:84% Also, it helps kind of reorient disability from just 00:21:29.970 --> 00:21:32.220 align:middle line:84% a simple problem to solve in design, but actually 00:21:32.220 --> 00:21:34.810 align:middle line:84% as a kind of new way of thinking about design 00:21:34.810 --> 00:21:39.310 align:middle line:84% in a creative, expressive way that can contribute to design. 00:21:39.310 --> 00:21:42.820 align:middle line:84% It helped us-- biographical prototypes-- connect not just 00:21:42.820 --> 00:21:44.710 align:middle line:84% collect individual stories, but connect 00:21:44.710 --> 00:21:47.043 align:middle line:84% these individual stories of making things work, thinking 00:21:47.043 --> 00:21:48.880 align:middle line:84% about, like, why does someone have to have 00:21:48.880 --> 00:21:50.030 align:middle line:90% their own stuff at home? 00:21:50.030 --> 00:21:51.490 align:middle line:84% And while it's creative, it kind of 00:21:51.490 --> 00:21:54.157 align:middle line:84% indicates that there is a lot of structural barriers in thinking 00:21:54.157 --> 00:21:57.820 align:middle line:84% about design as a way to work at more structural levels, rather 00:21:57.820 --> 00:21:59.550 align:middle line:90% than individual levels. 00:21:59.550 --> 00:22:02.310 align:middle line:84% But the stories themselves kind of served as a conduit 00:22:02.310 --> 00:22:06.130 align:middle line:84% to bring those more structural, abstract, societal-level things 00:22:06.130 --> 00:22:08.630 align:middle line:84% up, and have discussions about them. 00:22:08.630 --> 00:22:11.410 align:middle line:84% And finally, biographical prototypes, 00:22:11.410 --> 00:22:13.330 align:middle line:84% what we would do in future, is kind 00:22:13.330 --> 00:22:15.760 align:middle line:84% of have more examples of how some stories might 00:22:15.760 --> 00:22:17.200 align:middle line:90% be about making things work. 00:22:17.200 --> 00:22:19.660 align:middle line:84% Other stories might be a way of sharing 00:22:19.660 --> 00:22:21.850 align:middle line:84% like an ongoing challenge or frustration, 00:22:21.850 --> 00:22:25.900 align:middle line:84% again, in order to get at things to do to solve things 00:22:25.900 --> 00:22:28.980 align:middle line:90% at more of a structural level. 00:22:28.980 --> 00:22:34.110 align:middle line:84% And so that's kind of what I had regarding 00:22:34.110 --> 00:22:35.880 align:middle line:90% this specific project. 00:22:35.880 --> 00:22:39.030 align:middle line:84% Feel free-- I tweet occasionally, mostly 00:22:39.030 --> 00:22:41.620 align:middle line:84% about kind of academic or design things that I'm doing. 00:22:41.620 --> 00:22:44.970 align:middle line:84% You can follow me up clb5590, and I've also 00:22:44.970 --> 00:22:47.370 align:middle line:84% got my web url are up on this slide. 00:22:47.370 --> 00:22:49.320 align:middle line:84% And just a couple of other areas that I've 00:22:49.320 --> 00:22:53.760 align:middle line:84% done research on that you might be interested in checking out-- 00:22:53.760 --> 00:22:56.130 align:middle line:84% I ran a workshop on accessible brainstorming actually 00:22:56.130 --> 00:22:57.380 align:middle line:90% with the folks here at DO-IT. 00:22:57.380 --> 00:22:59.130 align:middle line:84% So thought about some different strategies 00:22:59.130 --> 00:23:01.680 align:middle line:84% for making that activity more accessible. 00:23:01.680 --> 00:23:04.260 align:middle line:84% I've written about some pitfalls of empathy building. 00:23:04.260 --> 00:23:06.572 align:middle line:84% Empathy building is super popular in design, 00:23:06.572 --> 00:23:08.280 align:middle line:84% and I have a paper just kind of about how 00:23:08.280 --> 00:23:10.260 align:middle line:84% we can think through that, and make 00:23:10.260 --> 00:23:12.390 align:middle line:84% sure we don't throw that term around, 00:23:12.390 --> 00:23:14.310 align:middle line:90% or assume that it's always good. 00:23:14.310 --> 00:23:17.830 align:middle line:84% I've done some work on designing to support interdependence, 00:23:17.830 --> 00:23:20.940 align:middle line:84% so how we can support accessibility 00:23:20.940 --> 00:23:24.980 align:middle line:90% done kind of collaboratively. 00:23:24.980 --> 00:23:27.390 align:middle line:84% And also, a lot of my earlier work 00:23:27.390 --> 00:23:29.400 align:middle line:84% is on increasing information access 00:23:29.400 --> 00:23:32.490 align:middle line:84% for blind and low-vision people through smartphones. 00:23:32.490 --> 00:23:35.160 align:middle line:84% So I'm happy to take any questions that you have, 00:23:35.160 --> 00:23:38.710 align:middle line:84% and elaborate further on this project that I introduced, 00:23:38.710 --> 00:23:39.900 align:middle line:90% or any of my other works. 00:23:39.900 --> 00:23:41.890 align:middle line:90% Thank you. 00:23:41.890 --> 00:23:44.020 align:middle line:84% Thank you, Cindy, that was great. 00:23:44.020 --> 00:23:46.390 align:middle line:84% Somebody has already asked a question on the chat, 00:23:46.390 --> 00:23:49.390 align:middle line:84% and I'm going to encourage folks to go ahead and type 00:23:49.390 --> 00:23:52.330 align:middle line:84% questions into the chat, and we'll take them from there. 00:23:52.330 --> 00:23:57.170 align:middle line:84% So that question we have is, is "Invent, modify, and repurpose" 00:23:57.170 --> 00:24:00.940 align:middle line:84% part of a design process that was used? 00:24:00.940 --> 00:24:03.290 align:middle line:84% Yeah, thank you for the question. 00:24:03.290 --> 00:24:06.490 align:middle line:84% So in this case, we were asking people 00:24:06.490 --> 00:24:10.750 align:middle line:84% to tell stories of inventing, modifying, and repurposing 00:24:10.750 --> 00:24:13.190 align:middle line:90% objects from their own lives. 00:24:13.190 --> 00:24:17.057 align:middle line:84% So in this specific case, this wasn't 00:24:17.057 --> 00:24:19.390 align:middle line:84% part of the design process in the workshops that we ran. 00:24:19.390 --> 00:24:23.320 align:middle line:84% We were seeking for them to come up with representative objects 00:24:23.320 --> 00:24:26.440 align:middle line:84% to help tell a story from their own life. 00:24:26.440 --> 00:24:29.140 align:middle line:84% But I think that brings up an interesting point of how 00:24:29.140 --> 00:24:31.025 align:middle line:84% we can maybe think about the work 00:24:31.025 --> 00:24:33.400 align:middle line:84% that people with disabilities do in their everyday life-- 00:24:33.400 --> 00:24:38.710 align:middle line:84% that inventive, that adaptation or repurpose work-- as design, 00:24:38.710 --> 00:24:42.760 align:middle line:84% and I think in some cases, like the work of designers 00:24:42.760 --> 00:24:46.330 align:middle line:84% and engineers could be helping to amplify or refine something 00:24:46.330 --> 00:24:49.360 align:middle line:84% that someone with disabilities has already done, 00:24:49.360 --> 00:24:53.970 align:middle line:84% and how we can help them kind of make it work better for them. 00:24:53.970 --> 00:24:54.470 align:middle line:90% Great. 00:24:54.470 --> 00:24:56.450 align:middle line:84% Do you have any other questions that folks 00:24:56.450 --> 00:24:57.450 align:middle line:90% want to ask in the chat? 00:24:57.450 --> 00:24:59.010 align:middle line:90% There's another one. 00:24:59.010 --> 00:25:00.860 align:middle line:84% What is the added benefit of creating 00:25:00.860 --> 00:25:03.770 align:middle line:84% a biographical prototype as opposed to prompting people 00:25:03.770 --> 00:25:07.950 align:middle line:84% to tell their stories as through a life story interview? 00:25:07.950 --> 00:25:09.560 align:middle line:84% Thanks for that question I have a lot 00:25:09.560 --> 00:25:14.300 align:middle line:84% of experience doing interviews, and I 00:25:14.300 --> 00:25:16.520 align:middle line:84% think that getting people to tell stories 00:25:16.520 --> 00:25:18.030 align:middle line:84% takes a lot of time and practice. 00:25:18.030 --> 00:25:21.050 align:middle line:84% And so thinking about the design workshop 00:25:21.050 --> 00:25:24.490 align:middle line:84% is kind of a quintessential activity 00:25:24.490 --> 00:25:26.380 align:middle line:84% leveraged in design and engineering fields 00:25:26.380 --> 00:25:28.900 align:middle line:84% where there's a limited amount of time. 00:25:28.900 --> 00:25:31.300 align:middle line:84% So I think that you can interview people, 00:25:31.300 --> 00:25:33.740 align:middle line:84% and you can ask them to tell stories. 00:25:33.740 --> 00:25:37.583 align:middle line:84% But if you kind of incorporate it into a workshop, 00:25:37.583 --> 00:25:39.000 align:middle line:84% it can help set the stage of like, 00:25:39.000 --> 00:25:41.420 align:middle line:84% we actually want to hear your stories 00:25:41.420 --> 00:25:43.570 align:middle line:84% and here's a multi-modal way-- like, 00:25:43.570 --> 00:25:45.490 align:middle line:84% yes, you can tell your story with words. 00:25:45.490 --> 00:25:48.010 align:middle line:84% We can also create representative objects. 00:25:48.010 --> 00:25:51.090 align:middle line:84% So it kind of operates at multiple levels, 00:25:51.090 --> 00:25:52.660 align:middle line:84% so kind of practically speaking, it's 00:25:52.660 --> 00:25:55.150 align:middle line:84% a way to get out those stories, maybe a little bit more 00:25:55.150 --> 00:25:57.460 align:middle line:84% quickly, and in a multi-modal fashion. 00:25:57.460 --> 00:25:59.260 align:middle line:84% Number one and number two, I think 00:25:59.260 --> 00:26:05.020 align:middle line:84% it kind of helps to establish a stance in the workshop 00:26:05.020 --> 00:26:07.810 align:middle line:84% that you want to take people with disability seriously 00:26:07.810 --> 00:26:09.490 align:middle line:90% as designers. 00:26:09.490 --> 00:26:14.090 align:middle line:84% And so I would love to do more research on this. 00:26:14.090 --> 00:26:17.128 align:middle line:84% I guess I don't have like quantitative data to spell out 00:26:17.128 --> 00:26:17.670 align:middle line:90% the benefits. 00:26:17.670 --> 00:26:21.670 align:middle line:84% But just in my experience doing a lot of interviews, 00:26:21.670 --> 00:26:27.240 align:middle line:84% it usually takes a lot of time to get at those rich stories 00:26:27.240 --> 00:26:29.670 align:middle line:84% that designers or engineers may not have allocated. 00:26:29.670 --> 00:26:34.570 align:middle line:90% 00:26:34.570 --> 00:26:37.640 align:middle line:84% Our next question-- I haven't found a good clearinghouse 00:26:37.640 --> 00:26:40.070 align:middle line:84% for connecting people who might need a design 00:26:40.070 --> 00:26:42.560 align:middle line:84% solution, collaborative or not, and people 00:26:42.560 --> 00:26:44.420 align:middle line:90% who are interested in helping. 00:26:44.420 --> 00:26:47.690 align:middle line:84% I know a little about the Neil Squire society in Canada, 00:26:47.690 --> 00:26:49.910 align:middle line:90% and AT Makers on Facebook. 00:26:49.910 --> 00:26:54.150 align:middle line:84% This seems like a flood waiting to happen. 00:26:54.150 --> 00:26:59.790 align:middle line:84% So I guess our general advice about making connections-- 00:26:59.790 --> 00:27:02.548 align:middle line:84% and this is hard in a class setting, 00:27:02.548 --> 00:27:04.340 align:middle line:84% where you have limited time and it might be 00:27:04.340 --> 00:27:08.270 align:middle line:84% students' or professors' or anybody's first exposure-- 00:27:08.270 --> 00:27:12.800 align:middle line:84% but I always recommend that I hope that a design encounter is 00:27:12.800 --> 00:27:16.580 align:middle line:84% not the only way that you're experiencing people 00:27:16.580 --> 00:27:17.430 align:middle line:90% with disabilities. 00:27:17.430 --> 00:27:21.500 align:middle line:84% And so I encourage people to join activist organizations, 00:27:21.500 --> 00:27:24.750 align:middle line:84% or make friends with people with disabilities. 00:27:24.750 --> 00:27:27.350 align:middle line:84% But I think at the very least, a really important thing 00:27:27.350 --> 00:27:32.247 align:middle line:84% to do is to make connections with people before you've 00:27:32.247 --> 00:27:34.330 align:middle line:84% decided what design problem you're going to solve. 00:27:34.330 --> 00:27:37.670 align:middle line:84% Because often, if you don't do that, 00:27:37.670 --> 00:27:39.830 align:middle line:84% the problem you're looking at working on 00:27:39.830 --> 00:27:42.290 align:middle line:84% is not relevant for people who actually have disabilities. 00:27:42.290 --> 00:27:45.560 align:middle line:84% And so again, yeah, connecting with organizations where 00:27:45.560 --> 00:27:48.838 align:middle line:84% people with disabilities are prominent and have positions 00:27:48.838 --> 00:27:50.630 align:middle line:84% of leadership, and making those connections 00:27:50.630 --> 00:27:52.140 align:middle line:90% as early as possible. 00:27:52.140 --> 00:27:55.400 align:middle line:84% And if possible, not just for the purposes of design, 00:27:55.400 --> 00:28:01.360 align:middle line:84% but also building relationships and friendships in a community. 00:28:01.360 --> 00:28:03.342 align:middle line:84% How do you do universal design when 00:28:03.342 --> 00:28:04.800 align:middle line:84% there are so many different ability 00:28:04.800 --> 00:28:06.750 align:middle line:90% levels with different needs? 00:28:06.750 --> 00:28:08.480 align:middle line:90% Is it difficult to do? 00:28:08.480 --> 00:28:10.590 align:middle line:90% Yeah, thanks for your question. 00:28:10.590 --> 00:28:13.170 align:middle line:84% And that's helping me realize I forgot 00:28:13.170 --> 00:28:15.420 align:middle line:84% to talk about something that I think is really, really 00:28:15.420 --> 00:28:17.860 align:middle line:90% important to this project. 00:28:17.860 --> 00:28:19.990 align:middle line:90% So I'll talk about it now. 00:28:19.990 --> 00:28:23.520 align:middle line:84% Well first of all, I don't like to make claims 00:28:23.520 --> 00:28:26.940 align:middle line:84% that anything I do will be accessible for everyone. 00:28:26.940 --> 00:28:29.130 align:middle line:90% I know that it won't. 00:28:29.130 --> 00:28:32.390 align:middle line:84% I also say that carefully to say that that 00:28:32.390 --> 00:28:35.183 align:middle line:90% shouldn't be an excuse to try. 00:28:35.183 --> 00:28:36.600 align:middle line:84% But something that really helped-- 00:28:36.600 --> 00:28:40.400 align:middle line:84% so before the workshops, I put out 00:28:40.400 --> 00:28:41.910 align:middle line:84% recruitment information, and folks 00:28:41.910 --> 00:28:43.110 align:middle line:90% submitted a screener survey. 00:28:43.110 --> 00:28:45.238 align:middle line:84% And in that survey, I asked them to write 00:28:45.238 --> 00:28:47.280 align:middle line:84% about their disabilities, and what sort of access 00:28:47.280 --> 00:28:50.430 align:middle line:90% needs they anticipated. 00:28:50.430 --> 00:28:51.900 align:middle line:84% That spawned an email thread where 00:28:51.900 --> 00:28:54.420 align:middle line:84% I would clarify what I understood their access needs 00:28:54.420 --> 00:28:56.940 align:middle line:84% to be, and they could let me know whether I was interpreting 00:28:56.940 --> 00:28:58.560 align:middle line:90% that correctly. 00:28:58.560 --> 00:29:00.750 align:middle line:84% Also, as a workshops junior, I gave them 00:29:00.750 --> 00:29:03.730 align:middle line:84% more detailed information about exactly what we would be doing. 00:29:03.730 --> 00:29:06.870 align:middle line:84% And so then they could kind of refine their access needs. 00:29:06.870 --> 00:29:11.340 align:middle line:84% And in some cases, that meant them being like, oh, well 00:29:11.340 --> 00:29:14.878 align:middle line:84% actually, now that I know you're using PowerPoint slides, 00:29:14.878 --> 00:29:16.420 align:middle line:84% I need them in an alternative format. 00:29:16.420 --> 00:29:21.340 align:middle line:84% Or now that I know that we'll be able to get up and move around, 00:29:21.340 --> 00:29:23.340 align:middle line:84% I don't think I need that thing I said I needed, 00:29:23.340 --> 00:29:25.410 align:middle line:84% because I know that I can just get up and move around 00:29:25.410 --> 00:29:27.120 align:middle line:84% when I need to, or something like that. 00:29:27.120 --> 00:29:29.640 align:middle line:84% So establishing this communication ahead of time 00:29:29.640 --> 00:29:30.910 align:middle line:90% is really important. 00:29:30.910 --> 00:29:31.950 align:middle line:90% And then what I did-- 00:29:31.950 --> 00:29:34.260 align:middle line:84% so a lot of social justice activism 00:29:34.260 --> 00:29:37.310 align:middle line:84% is starting to do this, and I highly recommend-- 00:29:37.310 --> 00:29:39.400 align:middle line:90% but they're called commitments. 00:29:39.400 --> 00:29:41.460 align:middle line:84% And I call mine access commitments. 00:29:41.460 --> 00:29:43.920 align:middle line:84% And so what we did at the beginning of the workshop was 00:29:43.920 --> 00:29:49.050 align:middle line:84% I had a slide that had a list of most of the access 00:29:49.050 --> 00:29:50.790 align:middle line:90% needs that people had. 00:29:50.790 --> 00:29:52.190 align:middle line:84% And I didn't say who needed what, 00:29:52.190 --> 00:29:53.940 align:middle line:84% but I just said that these are some things 00:29:53.940 --> 00:29:56.760 align:middle line:84% that we talked about we need to do for each other. 00:29:56.760 --> 00:29:58.260 align:middle line:84% And I established that accessibility 00:29:58.260 --> 00:30:00.650 align:middle line:90% is a collective responsibility. 00:30:00.650 --> 00:30:03.380 align:middle line:84% And also, you can think about this intersectionally, too. 00:30:03.380 --> 00:30:06.660 align:middle line:84% We talked about how we use each other's pronouns, 00:30:06.660 --> 00:30:10.170 align:middle line:84% speak directly to someone and not their interpreters, 00:30:10.170 --> 00:30:13.110 align:middle line:84% let's give each other time to express ourselves in the way 00:30:13.110 --> 00:30:15.580 align:middle line:84% that we want to express ourselves. 00:30:15.580 --> 00:30:18.960 align:middle line:84% And then a second slide was called Communication 00:30:18.960 --> 00:30:21.120 align:middle line:84% Considerations, and I taught something at I 00:30:21.120 --> 00:30:24.930 align:middle line:84% hear a lot in education research is stepping up and stepping 00:30:24.930 --> 00:30:25.470 align:middle line:90% back. 00:30:25.470 --> 00:30:27.830 align:middle line:84% And so we talked about that in this workshop, 00:30:27.830 --> 00:30:32.923 align:middle line:84% we want to hear from everyone in whatever way 00:30:32.923 --> 00:30:33.840 align:middle line:90% that they communicate. 00:30:33.840 --> 00:30:35.400 align:middle line:84% And so this is an opportunity for you 00:30:35.400 --> 00:30:37.530 align:middle line:84% to reflect personally, that if you're generally 00:30:37.530 --> 00:30:40.065 align:middle line:84% an outgoing person, you can think about how you're 00:30:40.065 --> 00:30:41.940 align:middle line:84% going to give an opportunity for someone else 00:30:41.940 --> 00:30:43.460 align:middle line:90% to express themselves. 00:30:43.460 --> 00:30:45.158 align:middle line:84% And if you're a more quiet person, 00:30:45.158 --> 00:30:46.950 align:middle line:84% you get the opportunity to kind of step up. 00:30:46.950 --> 00:30:50.070 align:middle line:84% So I taught just some basic communication considerations, 00:30:50.070 --> 00:30:52.710 align:middle line:84% and gave reminders of that throughout the workshop. 00:30:52.710 --> 00:30:58.200 align:middle line:84% Also key was training volunteers, first of all, 00:30:58.200 --> 00:31:01.170 align:middle line:84% in providing consensual assistance-- so asking people 00:31:01.170 --> 00:31:03.660 align:middle line:84% if they needed help before intervening. 00:31:03.660 --> 00:31:09.720 align:middle line:84% And also, being thoughtful and noticing if a participant 00:31:09.720 --> 00:31:11.400 align:middle line:90% wasn't engaging with materials. 00:31:11.400 --> 00:31:13.163 align:middle line:84% Being like, hey, there's some markers 00:31:13.163 --> 00:31:14.580 align:middle line:84% at the end of the table, would you 00:31:14.580 --> 00:31:15.788 align:middle line:90% like me to grab them for you? 00:31:15.788 --> 00:31:20.520 align:middle line:84% Or, you know, can I fold this paper for you, or whatever. 00:31:20.520 --> 00:31:22.260 align:middle line:84% But kind of noticing and creating 00:31:22.260 --> 00:31:25.630 align:middle line:84% openings and conversations, as well as in activities. 00:31:25.630 --> 00:31:29.490 align:middle line:84% So with that, I think that set a really important 00:31:29.490 --> 00:31:31.230 align:middle line:90% access-centered culture. 00:31:31.230 --> 00:31:33.420 align:middle line:84% And no, not everyone could do everything. 00:31:33.420 --> 00:31:37.080 align:middle line:84% So some people drew 2D drawings of their designs, 00:31:37.080 --> 00:31:39.720 align:middle line:84% and there were blind to participants at the workshop. 00:31:39.720 --> 00:31:43.718 align:middle line:84% And so then, what we did was set an expectation that you're 00:31:43.718 --> 00:31:45.510 align:middle line:84% going to have to share this representation, 00:31:45.510 --> 00:31:46.980 align:middle line:84% we're going to pass it around and take time 00:31:46.980 --> 00:31:48.897 align:middle line:84% to make sure that everyone's understanding it. 00:31:48.897 --> 00:31:51.150 align:middle line:84% So even if it's not accessible for everyone, 00:31:51.150 --> 00:31:53.490 align:middle line:84% kind of allocating that time for comprehension, 00:31:53.490 --> 00:31:55.620 align:middle line:84% and establishing a common understanding 00:31:55.620 --> 00:31:57.030 align:middle line:90% is really important. 00:31:57.030 --> 00:31:59.010 align:middle line:84% Passing things around was really important, 00:31:59.010 --> 00:32:01.080 align:middle line:84% making sure people could touch or engage or look 00:32:01.080 --> 00:32:04.445 align:middle line:90% at the artifacts close to them. 00:32:04.445 --> 00:32:05.820 align:middle line:84% And so in that way, you know, not 00:32:05.820 --> 00:32:08.400 align:middle line:84% every activity is going to be accessible-- you should always 00:32:08.400 --> 00:32:09.180 align:middle line:90% try. 00:32:09.180 --> 00:32:12.420 align:middle line:84% But by building in access as a collective commitment, 00:32:12.420 --> 00:32:15.720 align:middle line:84% you can bring things up if they come up in this workshop, 00:32:15.720 --> 00:32:19.200 align:middle line:84% and also building communication expectations really, I think, 00:32:19.200 --> 00:32:20.770 align:middle line:90% helped. 00:32:20.770 --> 00:32:25.000 align:middle line:84% And then I was going to say something else-- 00:32:25.000 --> 00:32:27.980 align:middle line:84% I guess I would say, so although folks at the workshop 00:32:27.980 --> 00:32:31.940 align:middle line:84% might be making things that aren't accessible for everyone, 00:32:31.940 --> 00:32:33.770 align:middle line:84% we made a commitment as organizers 00:32:33.770 --> 00:32:36.710 align:middle line:84% that anything we made, as workshop organizers, 00:32:36.710 --> 00:32:38.900 align:middle line:84% was supposed to be accessible for everyone. 00:32:38.900 --> 00:32:44.440 align:middle line:84% So we did-- all of our slides had all text in the images. 00:32:44.440 --> 00:32:47.060 align:middle line:84% I downloaded a blue light filter for someone 00:32:47.060 --> 00:32:49.790 align:middle line:84% who couldn't look at that type of light. 00:32:49.790 --> 00:32:55.250 align:middle line:84% I sent slides around, made sure questionnaires were accessible, 00:32:55.250 --> 00:32:57.950 align:middle line:84% and made sure that I had materials that everyone 00:32:57.950 --> 00:32:59.180 align:middle line:90% could use some materials. 00:32:59.180 --> 00:33:01.708 align:middle line:84% So I think there is different things-- like at the organizer 00:33:01.708 --> 00:33:04.250 align:middle line:84% level, I was making sure that the materials I was putting out 00:33:04.250 --> 00:33:06.690 align:middle line:84% to the workshop were accessible to everyone. 00:33:06.690 --> 00:33:08.930 align:middle line:84% And then by establishing the extra time 00:33:08.930 --> 00:33:11.510 align:middle line:84% to engage with artifacts, and the expectations 00:33:11.510 --> 00:33:15.010 align:middle line:84% that they would need to be communicated in multiple ways 00:33:15.010 --> 00:33:17.390 align:middle line:84% helped to create a culture that made up 00:33:17.390 --> 00:33:20.760 align:middle line:84% for moments when something was not universally accessible. 00:33:20.760 --> 00:33:22.560 align:middle line:84% So that was a really long explanation, 00:33:22.560 --> 00:33:24.470 align:middle line:84% but I hope maybe that contextualized 00:33:24.470 --> 00:33:26.605 align:middle line:90% some of the work. 00:33:26.605 --> 00:33:27.230 align:middle line:90% That was great. 00:33:27.230 --> 00:33:30.260 align:middle line:84% And I think it gets at this real struggle 00:33:30.260 --> 00:33:35.180 align:middle line:84% of trying to make everything accessible as well as possible. 00:33:35.180 --> 00:33:37.250 align:middle line:84% How much guidance was provided to the students 00:33:37.250 --> 00:33:39.440 align:middle line:84% as they moved through the design process? 00:33:39.440 --> 00:33:41.930 align:middle line:90% A lot, or a little? 00:33:41.930 --> 00:33:45.260 align:middle line:84% So as participants moved through the process, 00:33:45.260 --> 00:33:47.570 align:middle line:90% it was really individual. 00:33:47.570 --> 00:33:53.340 align:middle line:84% So we selectively additional guidance 00:33:53.340 --> 00:33:58.070 align:middle line:84% if we perceived that someone wasn't engaging with artifacts, 00:33:58.070 --> 00:34:00.990 align:middle line:84% or was having a difficult time thinking of a story. 00:34:00.990 --> 00:34:04.190 align:middle line:84% So when we were passing around the example biographical 00:34:04.190 --> 00:34:11.090 align:middle line:84% prototypes, organizers made sure to move prototypes 00:34:11.090 --> 00:34:14.540 align:middle line:84% around the table if folks were not moving to them. 00:34:14.540 --> 00:34:17.449 align:middle line:84% Sometimes we would point something out like, oh, 00:34:17.449 --> 00:34:19.940 align:middle line:90% did you see this one? 00:34:19.940 --> 00:34:23.179 align:middle line:84% Here's the story card, you can take a second to read it. 00:34:23.179 --> 00:34:25.880 align:middle line:84% And then during the part where folks were thinking 00:34:25.880 --> 00:34:27.781 align:middle line:84% of their own stories to prototype, 00:34:27.781 --> 00:34:29.989 align:middle line:84% a few people did have difficulty thinking of stories. 00:34:29.989 --> 00:34:32.491 align:middle line:84% And in those moments, I or one of the organizers 00:34:32.491 --> 00:34:33.949 align:middle line:84% had a one on one conversation where 00:34:33.949 --> 00:34:35.880 align:middle line:84% I brought out some of the interview questions 00:34:35.880 --> 00:34:36.505 align:middle line:90% I asked people. 00:34:36.505 --> 00:34:38.449 align:middle line:84% Like, oh, talk about a time recently 00:34:38.449 --> 00:34:41.179 align:middle line:84% where something wasn't really working for you, 00:34:41.179 --> 00:34:44.659 align:middle line:84% and talk about what you did to work through that. 00:34:44.659 --> 00:34:48.991 align:middle line:84% So in most cases, those one on one conversations 00:34:48.991 --> 00:34:49.949 align:middle line:90% helped to solve things. 00:34:49.949 --> 00:34:53.389 align:middle line:84% In a few cases, I brought back out the examples, and was like, 00:34:53.389 --> 00:34:57.860 align:middle line:84% oh, this reminds me, have you ever done anything like this. 00:34:57.860 --> 00:35:01.490 align:middle line:84% So it was just kind of selectively intervening 00:35:01.490 --> 00:35:06.080 align:middle line:84% when we noticed folks weren't doing the activity. 00:35:06.080 --> 00:35:07.580 align:middle line:90% But a lot of people-- 00:35:07.580 --> 00:35:10.130 align:middle line:84% like I said, those examples were really important-- 00:35:10.130 --> 00:35:13.640 align:middle line:84% because they all showed up and thought that I just 00:35:13.640 --> 00:35:16.330 align:middle line:90% wanted to solve a problem. 00:35:16.330 --> 00:35:19.740 align:middle line:84% And so we had to reframe, like, no-- actually, 00:35:19.740 --> 00:35:21.820 align:middle line:90% we want to hear your stories. 00:35:21.820 --> 00:35:23.910 align:middle line:84% So those examples were really important to kind 00:35:23.910 --> 00:35:27.150 align:middle line:90% of reframe the activity. 00:35:27.150 --> 00:35:30.060 align:middle line:84% Can you point to some successful design solutions that 00:35:30.060 --> 00:35:33.970 align:middle line:90% have emerged from your process? 00:35:33.970 --> 00:35:36.980 align:middle line:84% So this is a research project I did last year. 00:35:36.980 --> 00:35:42.190 align:middle line:84% And so I think, honestly, the most successful things 00:35:42.190 --> 00:35:44.560 align:middle line:84% that have come out of it are I've 00:35:44.560 --> 00:35:48.010 align:middle line:84% learned how to be a better facilitator of workshops 00:35:48.010 --> 00:35:50.110 align:middle line:84% with people with disabilities, and I 00:35:50.110 --> 00:35:53.840 align:middle line:84% work on sharing that information with other people. 00:35:53.840 --> 00:35:57.988 align:middle line:84% So a lot of my work is around changing the culture of design, 00:35:57.988 --> 00:36:00.530 align:middle line:84% not necessarily designing new products, and so I'm not sure-- 00:36:00.530 --> 00:36:04.220 align:middle line:84% I guess I would hope the most successful product 00:36:04.220 --> 00:36:07.100 align:middle line:84% or whatever to come out is putting more things out 00:36:07.100 --> 00:36:10.070 align:middle line:84% in the world that show how to facilitate engagements 00:36:10.070 --> 00:36:11.598 align:middle line:90% with people with disabilities. 00:36:11.598 --> 00:36:14.670 align:middle line:90% 00:36:14.670 --> 00:36:16.680 align:middle line:84% Someone asked in the chat how they 00:36:16.680 --> 00:36:20.550 align:middle line:84% can share their own comments, but I 00:36:20.550 --> 00:36:24.150 align:middle line:84% think we can also open this up to a wider discussion, 00:36:24.150 --> 00:36:27.270 align:middle line:84% if there's anybody that wants to unmute 00:36:27.270 --> 00:36:30.860 align:middle line:84% themselves and contribute to the conversation, 00:36:30.860 --> 00:36:33.270 align:middle line:90% you're welcome to do that. 00:36:33.270 --> 00:36:36.670 align:middle line:84% Or you can put them in the chat, or if you want to email me, 00:36:36.670 --> 00:36:37.960 align:middle line:90% I put my email in the chat. 00:36:37.960 --> 00:36:39.070 align:middle line:90% It's blaser@uw.edu. 00:36:39.070 --> 00:36:42.330 align:middle line:90% 00:36:42.330 --> 00:36:45.030 align:middle line:84% I'm happy to share with folks that registered today. 00:36:45.030 --> 00:36:49.950 align:middle line:90% 00:36:49.950 --> 00:36:52.480 align:middle line:84% And you're welcome to yourself if you want to chat. 00:36:52.480 --> 00:37:10.980 align:middle line:90% 00:37:10.980 --> 00:37:13.337 align:middle line:84% OK, does anybody have any other questions? 00:37:13.337 --> 00:37:19.190 align:middle line:90% 00:37:19.190 --> 00:37:21.490 align:middle line:84% Thank you, everybody, for joining us. 00:37:21.490 --> 00:37:22.740 align:middle line:90% This was a great conversation. 00:37:22.740 --> 00:37:25.730 align:middle line:84% And thank you, Cindy, for taking the time to do this, 00:37:25.730 --> 00:37:27.440 align:middle line:84% share this information with everybody, 00:37:27.440 --> 00:37:30.230 align:middle line:84% and put this presentation together. 00:37:30.230 --> 00:37:33.770 align:middle line:84% I will be following up with a link to an evaluation, 00:37:33.770 --> 00:37:36.510 align:middle line:84% more information about our project. 00:37:36.510 --> 00:37:39.413 align:middle line:84% So thank you, everybody else, for joining us Bye. 00:37:39.413 --> 00:37:41.156 align:middle line:90% Thank you. 00:37:41.156 --> 00:38:04.834 align:middle line:90%