WEBVTT 00:00:00.000 --> 00:00:01.288 align:middle line:90% 00:00:01.288 --> 00:00:02.080 align:middle line:90% BRIANNA BLASER: OK. 00:00:02.080 --> 00:00:03.240 align:middle line:90% It says it's broadcasting. 00:00:03.240 --> 00:00:05.310 align:middle line:84% And you can see attendees popping on. 00:00:05.310 --> 00:00:23.238 align:middle line:90% 00:00:23.238 --> 00:00:25.680 align:middle line:84% RICHARD LADNER: For those that have joined us, 00:00:25.680 --> 00:00:27.513 align:middle line:84% we're going to start in a couple of minutes, 00:00:27.513 --> 00:00:30.148 align:middle line:84% just waiting for people to join the webinar. 00:00:30.148 --> 00:00:30.940 align:middle line:90% I'm Richard Ladner. 00:00:30.940 --> 00:01:27.598 align:middle line:90% 00:01:27.598 --> 00:01:30.496 align:middle line:90% Brianna, how are we doing? 00:01:30.496 --> 00:01:32.545 align:middle line:90% Are people still joining? 00:01:32.545 --> 00:01:33.420 align:middle line:90% BRIANNA BLASER: Yeah. 00:01:33.420 --> 00:01:35.080 align:middle line:90% I'm still seeing people hop on. 00:01:35.080 --> 00:01:36.465 align:middle line:84% Maybe give it a few more seconds. 00:01:36.465 --> 00:01:58.270 align:middle line:90% 00:01:58.270 --> 00:02:00.020 align:middle line:84% Looks like it's stabilized a bit, Richard. 00:02:00.020 --> 00:02:02.217 align:middle line:84% It's 9:01 if you want to go ahead and get started. 00:02:02.217 --> 00:02:03.550 align:middle line:90% RICHARD LADNER: Hello, everyone. 00:02:03.550 --> 00:02:04.620 align:middle line:90% My name's Richard Ladner. 00:02:04.620 --> 00:02:07.290 align:middle line:84% I'm from the University of Washington. 00:02:07.290 --> 00:02:09.960 align:middle line:84% And this is the SIGCSE panel 00:02:09.960 --> 00:02:14.200 align:middle line:84% that we were going to have in March and couldn't do it. 00:02:14.200 --> 00:02:17.160 align:middle line:84% So because we have such a big panel, 00:02:17.160 --> 00:02:21.570 align:middle line:84% we postponed it till the summer because we're all so busy 00:02:21.570 --> 00:02:26.430 align:middle line:84% doing our physical distancing and teaching online and all 00:02:26.430 --> 00:02:28.950 align:middle line:90% the things that we had to do. 00:02:28.950 --> 00:02:32.040 align:middle line:84% So this was the panel called How and What 00:02:32.040 --> 00:02:34.200 align:middle line:90% to Teach Accessibility. 00:02:34.200 --> 00:02:37.200 align:middle line:84% So we called this a teaching accessibility webinar. 00:02:37.200 --> 00:02:40.770 align:middle line:84% I want to remind people that this is recorded. 00:02:40.770 --> 00:02:42.443 align:middle line:84% And so it will be available later 00:02:42.443 --> 00:02:43.860 align:middle line:84% if you have to leave, for example. 00:02:43.860 --> 00:02:45.600 align:middle line:90% Or you can tell people. 00:02:45.600 --> 00:02:52.500 align:middle line:84% And that link will be on the AccessComputing web page. 00:02:52.500 --> 00:02:56.070 align:middle line:84% I wanted to mention a couple of resources, one other resource 00:02:56.070 --> 00:02:57.530 align:middle line:90% besides AccessComputing. 00:02:57.530 --> 00:02:59.350 align:middle line:90% That's Teach Access. 00:02:59.350 --> 00:03:02.400 align:middle line:84% So if you search on Google for Teach Access, 00:03:02.400 --> 00:03:04.920 align:middle line:84% you'll find a great number of resources about teaching 00:03:04.920 --> 00:03:07.830 align:middle line:84% accessibility, in addition to our own website, 00:03:07.830 --> 00:03:11.100 align:middle line:90% AccessComputing. 00:03:11.100 --> 00:03:15.960 align:middle line:84% We will take questions at the end after about 50 minutes, 00:03:15.960 --> 00:03:17.970 align:middle line:90% maybe 45 minutes. 00:03:17.970 --> 00:03:20.410 align:middle line:84% And so at the bottom of the screen, 00:03:20.410 --> 00:03:24.260 align:middle line:84% there is a Question and Answer button 00:03:24.260 --> 00:03:28.020 align:middle line:84% that you can push to ask the questions. 00:03:28.020 --> 00:03:31.140 align:middle line:84% If you want to use the chat, probably we're 00:03:31.140 --> 00:03:33.490 align:middle line:84% not going to use that for question and answer. 00:03:33.490 --> 00:03:36.030 align:middle line:84% But if you want to send a private message to somebody, 00:03:36.030 --> 00:03:36.960 align:middle line:90% go ahead. 00:03:36.960 --> 00:03:39.990 align:middle line:90% 00:03:39.990 --> 00:03:44.580 align:middle line:84% I also wanted to mention that we will be doing an evaluation. 00:03:44.580 --> 00:03:49.110 align:middle line:84% And that evaluation link will be sent to you in email 00:03:49.110 --> 00:03:51.228 align:middle line:90% afterwards. 00:03:51.228 --> 00:03:52.770 align:middle line:84% There will be some things in the chat 00:03:52.770 --> 00:03:54.300 align:middle line:90% that Brianna will put in there. 00:03:54.300 --> 00:03:59.980 align:middle line:84% Brianna Blaser is my assistant at AccessComputing. 00:03:59.980 --> 00:04:04.620 align:middle line:84% And so she'll be helping out with this also with the timing. 00:04:04.620 --> 00:04:06.290 align:middle line:90% There are captions. 00:04:06.290 --> 00:04:09.182 align:middle line:84% So if you want the captions, you can 00:04:09.182 --> 00:04:10.890 align:middle line:84% go down again to the bottom of the screen 00:04:10.890 --> 00:04:14.311 align:middle line:84% and pull up the little menu and push the Caption button. 00:04:14.311 --> 00:04:15.644 align:middle line:90% And that will give you captions. 00:04:15.644 --> 00:04:19.910 align:middle line:90% 00:04:19.910 --> 00:04:22.940 align:middle line:84% So I think we're about ready to start. 00:04:22.940 --> 00:04:26.160 align:middle line:90% So let's move on. 00:04:26.160 --> 00:04:29.870 align:middle line:84% So we have five great people with us-- 00:04:29.870 --> 00:04:35.210 align:middle line:84% Amy Ko, Leah Findlater, Anat Caspi, Paula Gabbert, 00:04:35.210 --> 00:04:36.470 align:middle line:90% and Daniel Krutz. 00:04:36.470 --> 00:04:39.380 align:middle line:84% And these are the topics that they're going to cover. 00:04:39.380 --> 00:04:43.940 align:middle line:84% And I decided to do a bunch of different ideas. 00:04:43.940 --> 00:04:47.360 align:middle line:84% For example, Amy will talk about introducing accessibility 00:04:47.360 --> 00:04:50.880 align:middle line:84% in a web design course, Leah about teaching accessibility 00:04:50.880 --> 00:04:55.130 align:middle line:84% in a master's level course, Anat about accessibility 00:04:55.130 --> 00:04:57.570 align:middle line:84% as a theme in a capstone design course, 00:04:57.570 --> 00:05:00.680 align:middle line:84% and Paula as, sort of at the other end, 00:05:00.680 --> 00:05:04.760 align:middle line:84% accessibility as a theme as an intro computer science course. 00:05:04.760 --> 00:05:07.550 align:middle line:84% And finally, Daniel will talk about his tools 00:05:07.550 --> 00:05:10.520 align:middle line:84% to improve understanding about the need for accessibility 00:05:10.520 --> 00:05:11.960 align:middle line:90% in the first place. 00:05:11.960 --> 00:05:14.270 align:middle line:84% And these tools will be available 00:05:14.270 --> 00:05:18.320 align:middle line:84% as soon as your grant is over, I guess. 00:05:18.320 --> 00:05:22.760 align:middle line:84% So why don't we start with Amy, associate professor 00:05:22.760 --> 00:05:25.310 align:middle line:84% in the Information School at the University of Washington? 00:05:25.310 --> 00:05:27.120 align:middle line:90% Go ahead, Amy. 00:05:27.120 --> 00:05:27.620 align:middle line:90% AMY KO: All right. 00:05:27.620 --> 00:05:28.850 align:middle line:90% Thanks a lot, Richard. 00:05:28.850 --> 00:05:31.920 align:middle line:90% Next slide. 00:05:31.920 --> 00:05:34.520 align:middle line:84% So for context here, I'm at the University of Washington 00:05:34.520 --> 00:05:35.840 align:middle line:90% in the Information School. 00:05:35.840 --> 00:05:38.750 align:middle line:84% And we have a required client-side web development 00:05:38.750 --> 00:05:43.220 align:middle line:84% course that about 210 students a year take with us. 00:05:43.220 --> 00:05:46.580 align:middle line:84% And really, the course covers a lot of things on client-side. 00:05:46.580 --> 00:05:48.590 align:middle line:84% We want students to understand the architecture 00:05:48.590 --> 00:05:49.790 align:middle line:90% of the internet. 00:05:49.790 --> 00:05:53.990 align:middle line:84% We want them to understand HTML, CSS, JavaScript, and other web 00:05:53.990 --> 00:05:56.655 align:middle line:84% standards that support interchange. 00:05:56.655 --> 00:05:59.030 align:middle line:84% And we also want to make sure that students can construct 00:05:59.030 --> 00:06:02.270 align:middle line:84% accessible, responsive, interactive, and valid 00:06:02.270 --> 00:06:03.840 align:middle line:90% client-side applications. 00:06:03.840 --> 00:06:06.715 align:middle line:84% So that's a lot to fit into one course. 00:06:06.715 --> 00:06:08.840 align:middle line:84% And I think it's a big challenge to even just cover 00:06:08.840 --> 00:06:11.880 align:middle line:84% those basic things, let alone things about accessibility. 00:06:11.880 --> 00:06:13.490 align:middle line:84% So the big problem we faced was, how 00:06:13.490 --> 00:06:15.740 align:middle line:84% do we integrate accessibility into this course 00:06:15.740 --> 00:06:19.778 align:middle line:84% without having to take other things away in the class? 00:06:19.778 --> 00:06:20.570 align:middle line:90% Next slide, please. 00:06:20.570 --> 00:06:23.220 align:middle line:90% 00:06:23.220 --> 00:06:26.450 align:middle line:84% So what we observed first is that HTML really 00:06:26.450 --> 00:06:28.850 align:middle line:84% is a necessary part of any client-side course. 00:06:28.850 --> 00:06:31.130 align:middle line:90% But it's really boring to learn. 00:06:31.130 --> 00:06:32.270 align:middle line:90% And it's boring to teach. 00:06:32.270 --> 00:06:33.618 align:middle line:90% Most students don't know it. 00:06:33.618 --> 00:06:35.660 align:middle line:84% But they find it really straightforward to learn, 00:06:35.660 --> 00:06:38.600 align:middle line:84% in most cases, and really uninspiring. 00:06:38.600 --> 00:06:40.970 align:middle line:84% It's really a learning a bunch of tags and attributes 00:06:40.970 --> 00:06:44.390 align:middle line:84% and not really embracing any of the interesting things 00:06:44.390 --> 00:06:45.080 align:middle line:90% about the web. 00:06:45.080 --> 00:06:47.660 align:middle line:84% And so this makes it for a very underwhelming way 00:06:47.660 --> 00:06:48.650 align:middle line:90% to start the class. 00:06:48.650 --> 00:06:52.015 align:middle line:84% So we observed that and took that as the problem 00:06:52.015 --> 00:06:54.140 align:middle line:84% that we tried to solve by integrating accessibility 00:06:54.140 --> 00:06:54.950 align:middle line:90% into it. 00:06:54.950 --> 00:06:55.940 align:middle line:90% Next slide, please. 00:06:55.940 --> 00:07:04.130 align:middle line:90% 00:07:04.130 --> 00:07:04.630 align:middle line:90% All right. 00:07:04.630 --> 00:07:07.070 align:middle line:90% So here's what we did. 00:07:07.070 --> 00:07:09.790 align:middle line:84% We started off by giving students a chapter of a book 00:07:09.790 --> 00:07:11.380 align:middle line:90% that we wrote on HTML. 00:07:11.380 --> 00:07:14.380 align:middle line:84% And it covers accessibility, motivates accessibility, 00:07:14.380 --> 00:07:16.720 align:middle line:84% explains it, and talks about the relationship 00:07:16.720 --> 00:07:20.830 align:middle line:84% between accessibility and HTML on the internet. 00:07:20.830 --> 00:07:24.200 align:middle line:90% Next slide, please. 00:07:24.200 --> 00:07:26.060 align:middle line:84% And then what we do is really immediately 00:07:26.060 --> 00:07:29.390 align:middle line:84% get them into the habit of testing and verifying 00:07:29.390 --> 00:07:30.590 align:middle line:90% for accessibility. 00:07:30.590 --> 00:07:33.980 align:middle line:84% So students have to set up an environment where they're 00:07:33.980 --> 00:07:36.050 align:middle line:84% doing test-driven development that validates 00:07:36.050 --> 00:07:38.552 align:middle line:84% their HTML against accessibility violations, 00:07:38.552 --> 00:07:40.760 align:middle line:84% including things like missing alt tags and other more 00:07:40.760 --> 00:07:43.838 align:middle line:84% sophisticated things that linters can check for. 00:07:43.838 --> 00:07:45.380 align:middle line:84% So they're getting immediate feedback 00:07:45.380 --> 00:07:48.890 align:middle line:84% here that the HTML that they're writing is missing things 00:07:48.890 --> 00:07:49.670 align:middle line:90% and is broken. 00:07:49.670 --> 00:07:51.253 align:middle line:84% And we're trying to normalize the idea 00:07:51.253 --> 00:07:53.630 align:middle line:84% that accessibility defects are defects. 00:07:53.630 --> 00:07:54.850 align:middle line:90% They're not optional things. 00:07:54.850 --> 00:07:58.340 align:middle line:84% They're the things that make a web page actually broken. 00:07:58.340 --> 00:08:01.430 align:middle line:90% Next slide, please. 00:08:01.430 --> 00:08:03.470 align:middle line:84% Step three here is then once they've 00:08:03.470 --> 00:08:05.780 align:middle line:84% set up that environment, we ask students 00:08:05.780 --> 00:08:09.470 align:middle line:84% to write a personal home page with static HTML, 00:08:09.470 --> 00:08:11.540 align:middle line:90% including tags and images. 00:08:11.540 --> 00:08:14.750 align:middle line:84% And we provide a template that has some injected 00:08:14.750 --> 00:08:17.360 align:middle line:84% accessibility defects just in case students 00:08:17.360 --> 00:08:20.510 align:middle line:84% manage to write accessible HTML the first time around. 00:08:20.510 --> 00:08:21.890 align:middle line:90% It turns out that they never do. 00:08:21.890 --> 00:08:23.850 align:middle line:84% They always introduce defects of their own. 00:08:23.850 --> 00:08:25.723 align:middle line:84% So we get a baseline set of defects 00:08:25.723 --> 00:08:27.140 align:middle line:84% that we've guaranteed that they'll 00:08:27.140 --> 00:08:31.310 align:middle line:84% see plus a set of defects that they introduce themselves. 00:08:31.310 --> 00:08:33.620 align:middle line:84% And these are the basic requirements for their project. 00:08:33.620 --> 00:08:35.640 align:middle line:84% They have to include a title and an author 00:08:35.640 --> 00:08:38.419 align:middle line:84% and a top-level heading, an image, a paragraph, 00:08:38.419 --> 00:08:42.440 align:middle line:84% a hyperlink, and a list-- so really, really basic kinds 00:08:42.440 --> 00:08:43.880 align:middle line:90% of HTML features. 00:08:43.880 --> 00:08:46.520 align:middle line:84% And it's astounding to us that even with this really basic set 00:08:46.520 --> 00:08:48.080 align:middle line:84% of requirements that students often 00:08:48.080 --> 00:08:50.720 align:middle line:84% introduce 5 to 10 accessibility defects that 00:08:50.720 --> 00:08:53.720 align:middle line:84% will show up in the validation step 00:08:53.720 --> 00:08:55.760 align:middle line:90% that they'll have to go fix. 00:08:55.760 --> 00:08:58.610 align:middle line:90% Next slide, please. 00:08:58.610 --> 00:09:00.680 align:middle line:84% So once they find those defects, students 00:09:00.680 --> 00:09:03.530 align:middle line:84% are required then to use the screen reader built 00:09:03.530 --> 00:09:06.470 align:middle line:84% into their operating system to verify and experience 00:09:06.470 --> 00:09:08.170 align:middle line:84% that defect that was being warned. 00:09:08.170 --> 00:09:09.890 align:middle line:84% So once they see that there is a problem, 00:09:09.890 --> 00:09:12.350 align:middle line:84% they have to go and see why it's a problem 00:09:12.350 --> 00:09:14.630 align:middle line:84% and observe for themselves why it 00:09:14.630 --> 00:09:16.670 align:middle line:84% would be impossible to use the page unless they 00:09:16.670 --> 00:09:18.908 align:middle line:90% fixed the site. 00:09:18.908 --> 00:09:20.450 align:middle line:84% And so they go through and understand 00:09:20.450 --> 00:09:21.825 align:middle line:84% how to use the screen reader, how 00:09:21.825 --> 00:09:23.810 align:middle line:84% to test with the screen reader, and how 00:09:23.810 --> 00:09:27.560 align:middle line:84% to verify that the warning generated by the linter 00:09:27.560 --> 00:09:29.252 align:middle line:90% is actually a real problem. 00:09:29.252 --> 00:09:31.460 align:middle line:84% And then they have to write down why it was a problem 00:09:31.460 --> 00:09:34.830 align:middle line:84% and then write down the fix for it. 00:09:34.830 --> 00:09:37.427 align:middle line:90% Next slide, please. 00:09:37.427 --> 00:09:39.510 align:middle line:84% So when we talk to students about their experience 00:09:39.510 --> 00:09:42.360 align:middle line:84% with this, one of the things they note 00:09:42.360 --> 00:09:44.130 align:middle line:84% is that because it's the first assignment, 00:09:44.130 --> 00:09:46.140 align:middle line:84% it really does normalize accessibility 00:09:46.140 --> 00:09:50.690 align:middle line:84% as a core part of web standards, of developing good software, 00:09:50.690 --> 00:09:54.733 align:middle line:84% of build processes, and of test-driven development. 00:09:54.733 --> 00:09:57.150 align:middle line:84% They also say that when they're forced to experience those 00:09:57.150 --> 00:09:59.790 align:middle line:84% defects from a perspective other than their own-- 00:09:59.790 --> 00:10:02.040 align:middle line:84% like they've never used a screen reader before-- 00:10:02.040 --> 00:10:03.960 align:middle line:84% they do recognize this more general principle 00:10:03.960 --> 00:10:06.600 align:middle line:84% that they're not necessarily in the best position 00:10:06.600 --> 00:10:08.160 align:middle line:84% to judge the severity of defects. 00:10:08.160 --> 00:10:11.875 align:middle line:84% They realize when they see that the use of the screen reader-- 00:10:11.875 --> 00:10:13.500 align:middle line:84% they recognize that they can see what's 00:10:13.500 --> 00:10:16.290 align:middle line:84% on the screen with their eyes, in most cases, unless they 00:10:16.290 --> 00:10:17.340 align:middle line:90% aren't sighted. 00:10:17.340 --> 00:10:19.860 align:middle line:84% And so they start recognizing that they're really 00:10:19.860 --> 00:10:22.440 align:middle line:84% not in the best position to evaluate whether or not 00:10:22.440 --> 00:10:25.038 align:middle line:90% things are good. 00:10:25.038 --> 00:10:26.580 align:middle line:84% Students often report being surprised 00:10:26.580 --> 00:10:29.340 align:middle line:84% at how difficult a simple markup language like HTML 00:10:29.340 --> 00:10:32.610 align:middle line:84% can be to get right, especially when you set the bar 00:10:32.610 --> 00:10:34.770 align:middle line:90% as including accessibility. 00:10:34.770 --> 00:10:37.320 align:middle line:84% And a lot of our alumni graduate and report that even 00:10:37.320 --> 00:10:39.030 align:middle line:84% just this single lesson, which only 00:10:39.030 --> 00:10:42.960 align:middle line:84% lasts in the first week of that class, 00:10:42.960 --> 00:10:44.490 align:middle line:84% empower them to advocate for better 00:10:44.490 --> 00:10:46.320 align:middle line:84% accessibility verification practices 00:10:46.320 --> 00:10:47.460 align:middle line:90% at their organization. 00:10:47.460 --> 00:10:48.990 align:middle line:84% So they would often go to companies 00:10:48.990 --> 00:10:51.870 align:middle line:84% and say things like, why aren't we verifying accessibility 00:10:51.870 --> 00:10:52.830 align:middle line:90% in our build process? 00:10:52.830 --> 00:10:54.663 align:middle line:84% And they would go and bring tools into those 00:10:54.663 --> 00:10:56.850 align:middle line:84% build processes and start checking those things in 00:10:56.850 --> 00:10:59.290 align:middle line:84% and including them in bug reports and bug triage 00:10:59.290 --> 00:10:59.790 align:middle line:90% meetings. 00:10:59.790 --> 00:11:02.550 align:middle line:90% 00:11:02.550 --> 00:11:03.870 align:middle line:90% That is it for me. 00:11:03.870 --> 00:11:09.298 align:middle line:90% 00:11:09.298 --> 00:11:10.090 align:middle line:90% LEAH FINDLATER: OK. 00:11:10.090 --> 00:11:11.090 align:middle line:90% Should I start, Richard? 00:11:11.090 --> 00:11:13.940 align:middle line:90% 00:11:13.940 --> 00:11:15.597 align:middle line:90% AMY KO: Richard's muted. 00:11:15.597 --> 00:11:16.680 align:middle line:90% LEAH FINDLATER: All right. 00:11:16.680 --> 00:11:17.600 align:middle line:90% Well, hi. 00:11:17.600 --> 00:11:18.440 align:middle line:90% I'm Leah Findlater. 00:11:18.440 --> 00:11:21.770 align:middle line:84% I'm an associate professor in human-centered design 00:11:21.770 --> 00:11:24.453 align:middle line:84% and engineering at the University of Washington. 00:11:24.453 --> 00:11:26.120 align:middle line:84% And I'm going to be talking to you today 00:11:26.120 --> 00:11:28.640 align:middle line:84% about a course that I've taught since 2016 at two 00:11:28.640 --> 00:11:29.990 align:middle line:90% different schools. 00:11:29.990 --> 00:11:32.510 align:middle line:84% It's an elective course on accessibility and inclusive 00:11:32.510 --> 00:11:34.370 align:middle line:84% design aimed at students who were 00:11:34.370 --> 00:11:36.930 align:middle line:84% enrolled in a professional master's program. 00:11:36.930 --> 00:11:40.790 align:middle line:84% And the class tends to have about 25 to 40 students in it 00:11:40.790 --> 00:11:41.780 align:middle line:90% each offering. 00:11:41.780 --> 00:11:44.330 align:middle line:84% And I should also note that this course was originally 00:11:44.330 --> 00:11:46.940 align:middle line:84% inspired by a course that Amy Hurst taught. 00:11:46.940 --> 00:11:49.740 align:middle line:84% And I saw that Amy Hurst is in the participants list. 00:11:49.740 --> 00:11:53.510 align:middle line:84% So thank you, Amy, for that inspiration. 00:11:53.510 --> 00:11:54.620 align:middle line:90% So next slide, please. 00:11:54.620 --> 00:11:57.150 align:middle line:90% 00:11:57.150 --> 00:12:01.010 align:middle line:84% The primary learning objectives of this course are to be able 00:12:01.010 --> 00:12:04.580 align:middle line:84% to describe how factors such as ability and situation broadly 00:12:04.580 --> 00:12:08.240 align:middle line:84% impact design needs, to be able to explain accessibility 00:12:08.240 --> 00:12:11.990 align:middle line:84% guidelines and implement them at a basic level of competence, 00:12:11.990 --> 00:12:14.540 align:middle line:84% to be able to critically characterize and compare design 00:12:14.540 --> 00:12:16.530 align:middle line:84% paradigms related to accessibility-- 00:12:16.530 --> 00:12:20.360 align:middle line:84% so this is things like universal design, ability-based design, 00:12:20.360 --> 00:12:22.700 align:middle line:90% inclusive design, and so on-- 00:12:22.700 --> 00:12:25.070 align:middle line:84% and to be able to create new technology 00:12:25.070 --> 00:12:27.853 align:middle line:84% prototypes that address accessibility issues. 00:12:27.853 --> 00:12:30.020 align:middle line:84% So this is different than what Amy was talking about 00:12:30.020 --> 00:12:32.150 align:middle line:84% because the entire course over the quarter 00:12:32.150 --> 00:12:34.460 align:middle line:84% focuses on accessibility and a little bit 00:12:34.460 --> 00:12:37.380 align:middle line:84% on other aspects of inclusive design. 00:12:37.380 --> 00:12:40.210 align:middle line:90% Next slide, please. 00:12:40.210 --> 00:12:43.620 align:middle line:84% So the course is roughly split into individual assignments 00:12:43.620 --> 00:12:44.725 align:middle line:90% in a group project. 00:12:44.725 --> 00:12:46.850 align:middle line:84% And I'm going to come back to these in more detail. 00:12:46.850 --> 00:12:49.950 align:middle line:84% But the individual assignments include a weekly observation 00:12:49.950 --> 00:12:53.400 align:middle line:84% journal, two web accessibility assignments, 00:12:53.400 --> 00:12:57.750 align:middle line:84% and a poster presentation on a topic of the student's choice. 00:12:57.750 --> 00:13:00.720 align:middle line:84% And the group project is a quarter-long codesign effort 00:13:00.720 --> 00:13:03.510 align:middle line:84% with a single participant whose needs are underserved 00:13:03.510 --> 00:13:06.690 align:middle line:90% by typical UX design processes. 00:13:06.690 --> 00:13:07.700 align:middle line:90% Next slide, please. 00:13:07.700 --> 00:13:13.910 align:middle line:90% 00:13:13.910 --> 00:13:15.000 align:middle line:90% One back. 00:13:15.000 --> 00:13:16.160 align:middle line:90% OK. 00:13:16.160 --> 00:13:19.160 align:middle line:84% So the big question that I want to discuss today and one 00:13:19.160 --> 00:13:22.040 align:middle line:84% that I've grappled with over the years with this course 00:13:22.040 --> 00:13:24.980 align:middle line:84% is how to engage students meaningfully with disability 00:13:24.980 --> 00:13:28.670 align:middle line:84% while limiting the burden on the disability community. 00:13:28.670 --> 00:13:30.600 align:middle line:90% So next slide. 00:13:30.600 --> 00:13:34.590 align:middle line:84% I want to discuss five strategies that I have used 00:13:34.590 --> 00:13:37.210 align:middle line:84% and that I am actively using in my course. 00:13:37.210 --> 00:13:39.570 align:middle line:84% So first of all, I encourage students 00:13:39.570 --> 00:13:42.000 align:middle line:84% to consume existing content out there 00:13:42.000 --> 00:13:44.730 align:middle line:84% that offers first-person perspectives, things 00:13:44.730 --> 00:13:48.240 align:middle line:84% like books, tweets, and blogs by disabled scholars and activists 00:13:48.240 --> 00:13:53.220 align:middle line:84% or even reports on experiences using a particular technology. 00:13:53.220 --> 00:13:57.120 align:middle line:84% And I include some of these perspectives and other material 00:13:57.120 --> 00:13:59.810 align:middle line:90% in in-class activities. 00:13:59.810 --> 00:14:01.960 align:middle line:84% Secondly, students do weekly entries 00:14:01.960 --> 00:14:04.893 align:middle line:84% in an observation journal, where they sketch and critique 00:14:04.893 --> 00:14:07.060 align:middle line:84% a design that they've encountered that week in terms 00:14:07.060 --> 00:14:08.060 align:middle line:90% of accessibility. 00:14:08.060 --> 00:14:10.810 align:middle line:84% So they have to think about, who does this design work for 00:14:10.810 --> 00:14:11.770 align:middle line:90% and why? 00:14:11.770 --> 00:14:13.300 align:middle line:90% Who is excluded and why? 00:14:13.300 --> 00:14:15.065 align:middle line:90% And how might it be improved? 00:14:15.065 --> 00:14:16.690 align:middle line:84% And one of the goals of this assignment 00:14:16.690 --> 00:14:20.230 align:middle line:84% is to build awareness and take home the habit of noticing 00:14:20.230 --> 00:14:22.910 align:middle line:90% accessibility issues. 00:14:22.910 --> 00:14:25.370 align:middle line:84% Third is a module on disability studies. 00:14:25.370 --> 00:14:28.370 align:middle line:84% And I include this to offer a critical perspective 00:14:28.370 --> 00:14:30.778 align:middle line:84% and some context for the accessibility work. 00:14:30.778 --> 00:14:33.320 align:middle line:84% So here, I typically invite a guest speaker with a disability 00:14:33.320 --> 00:14:35.180 align:middle line:90% studies background to visit. 00:14:35.180 --> 00:14:37.130 align:middle line:84% We have a great disability studies program 00:14:37.130 --> 00:14:39.313 align:middle line:90% at the University of Washington. 00:14:39.313 --> 00:14:40.730 align:middle line:84% And students learn about a variety 00:14:40.730 --> 00:14:42.650 align:middle line:84% of models of disability and critique 00:14:42.650 --> 00:14:45.175 align:middle line:84% common design assumptions, including assumptions 00:14:45.175 --> 00:14:46.550 align:middle line:84% that they may have had themselves 00:14:46.550 --> 00:14:48.900 align:middle line:84% or that we've talked about earlier in the quarter. 00:14:48.900 --> 00:14:50.540 align:middle line:84% For example, what's the motivation 00:14:50.540 --> 00:14:52.820 align:middle line:84% behind designing assistive technologies that are 00:14:52.820 --> 00:14:55.220 align:middle line:90% unobtrusive or look mainstream? 00:14:55.220 --> 00:14:59.510 align:middle line:84% And why might we think of different approaches? 00:14:59.510 --> 00:15:01.650 align:middle line:84% And then beyond the disability studies module, 00:15:01.650 --> 00:15:04.380 align:middle line:84% I also bring in a set of guest speakers, 00:15:04.380 --> 00:15:07.560 align:middle line:84% some of who talk about their own lived experience 00:15:07.560 --> 00:15:10.050 align:middle line:84% with disability in addition to their expertise 00:15:10.050 --> 00:15:12.910 align:middle line:84% in a specific area of accessibility research 00:15:12.910 --> 00:15:13.780 align:middle line:90% or practice. 00:15:13.780 --> 00:15:18.750 align:middle line:84% So these are often other members of the accessibility research 00:15:18.750 --> 00:15:21.900 align:middle line:84% community at the University of Washington. 00:15:21.900 --> 00:15:24.400 align:middle line:84% And then finally, there's the codesign project, 00:15:24.400 --> 00:15:26.290 align:middle line:84% which I'll go into in some more detail here. 00:15:26.290 --> 00:15:27.510 align:middle line:90% So next slide, please. 00:15:27.510 --> 00:15:30.660 align:middle line:90% 00:15:30.660 --> 00:15:34.290 align:middle line:84% As I already said, teams recruit their own participant 00:15:34.290 --> 00:15:35.700 align:middle line:90% for this project. 00:15:35.700 --> 00:15:38.130 align:middle line:84% Typically, this is somebody that they know. 00:15:38.130 --> 00:15:41.460 align:middle line:84% And there's a lot of flexibility here as long 00:15:41.460 --> 00:15:43.380 align:middle line:84% as the participant is going to allow the team 00:15:43.380 --> 00:15:46.980 align:middle line:84% to explore the theme of inclusive design somehow. 00:15:46.980 --> 00:15:50.610 align:middle line:84% So this is actually not focused specifically on accessibility. 00:15:50.610 --> 00:15:54.150 align:middle line:84% People can explore other aspects of inclusive design. 00:15:54.150 --> 00:15:56.610 align:middle line:84% But most teams do choose to focus on accessibility 00:15:56.610 --> 00:16:01.160 align:middle line:84% because that's what my focus is on for most of the quarter. 00:16:01.160 --> 00:16:03.260 align:middle line:84% The participant that teams recruit 00:16:03.260 --> 00:16:05.700 align:middle line:84% is involved in all steps of the project, 00:16:05.700 --> 00:16:07.760 align:middle line:84% including a project declaration, first 00:16:07.760 --> 00:16:11.090 align:middle line:84% of all, which includes a brief description of the participant 00:16:11.090 --> 00:16:12.890 align:middle line:84% that they must approve of themselves. 00:16:12.890 --> 00:16:14.945 align:middle line:90% And they can even help to write. 00:16:14.945 --> 00:16:16.820 align:middle line:84% And then there's an initial design discussion 00:16:16.820 --> 00:16:20.450 align:middle line:84% with the goal of identifying a design problem or opportunity. 00:16:20.450 --> 00:16:23.720 align:middle line:84% Here, I strongly emphasize the importance of the team 00:16:23.720 --> 00:16:25.940 align:middle line:84% identifying a problem or opportunity 00:16:25.940 --> 00:16:28.250 align:middle line:84% with the participant rather than assuming 00:16:28.250 --> 00:16:30.710 align:middle line:84% that they've picked an important problem themselves 00:16:30.710 --> 00:16:32.240 align:middle line:84% and then only focusing on solutions 00:16:32.240 --> 00:16:33.410 align:middle line:90% with that participant. 00:16:33.410 --> 00:16:37.160 align:middle line:84% Because if they do that, which is-- 00:16:37.160 --> 00:16:39.710 align:middle line:84% there's a tendency for students to do that when they're new 00:16:39.710 --> 00:16:40.892 align:middle line:90% to this area-- 00:16:40.892 --> 00:16:42.600 align:middle line:84% then they may end up focusing, of course, 00:16:42.600 --> 00:16:45.580 align:middle line:90% on the wrong problem. 00:16:45.580 --> 00:16:49.960 align:middle line:84% One thing is that before this session, where the team is 00:16:49.960 --> 00:16:51.910 align:middle line:84% identifying a problem or opportunity 00:16:51.910 --> 00:16:53.650 align:middle line:84% with the participant, the students 00:16:53.650 --> 00:16:56.470 align:middle line:84% need to first write down some of their assumptions going 00:16:56.470 --> 00:16:58.690 align:middle line:84% into the session with what they are thinking 00:16:58.690 --> 00:17:00.238 align:middle line:84% some of the problems might be and why 00:17:00.238 --> 00:17:01.780 align:middle line:84% and then reflect on those assumptions 00:17:01.780 --> 00:17:05.430 align:middle line:84% afterward in their written report. 00:17:05.430 --> 00:17:08.440 align:middle line:84% The team then plans out a codesign activity 00:17:08.440 --> 00:17:11.020 align:middle line:84% based on the design problem and runs a second session 00:17:11.020 --> 00:17:14.710 align:middle line:84% with the participant to map out specific design directions. 00:17:14.710 --> 00:17:18.347 align:middle line:84% And then following that, they create a prototype 00:17:18.347 --> 00:17:19.930 align:middle line:84% based on that session and then go back 00:17:19.930 --> 00:17:22.180 align:middle line:84% for one quick round of feedback with the participant 00:17:22.180 --> 00:17:24.380 align:middle line:90% at the very end of the quarter. 00:17:24.380 --> 00:17:26.920 align:middle line:84% So in total, this project requires about two 00:17:26.920 --> 00:17:28.359 align:middle line:84% and a half or three hours of time 00:17:28.359 --> 00:17:31.490 align:middle line:84% from the participant over the whole quarter. 00:17:31.490 --> 00:17:34.860 align:middle line:84% And then finally, this is totally optional. 00:17:34.860 --> 00:17:37.400 align:middle line:84% But participants are also invited to the final project 00:17:37.400 --> 00:17:39.200 align:middle line:90% presentations, if they wish. 00:17:39.200 --> 00:17:43.010 align:middle line:84% And this year, probably because we had online project 00:17:43.010 --> 00:17:46.880 align:middle line:84% presentations, we had higher than usual participation here 00:17:46.880 --> 00:17:49.730 align:middle line:84% and six of the nine participants. 00:17:49.730 --> 00:17:51.860 align:middle line:84% So we had nine project teams joined 00:17:51.860 --> 00:17:54.826 align:middle line:84% for the final presentations, which was quite fun. 00:17:54.826 --> 00:17:58.280 align:middle line:90% Next slide. 00:17:58.280 --> 00:18:00.160 align:middle line:84% So I've covered several strategies 00:18:00.160 --> 00:18:02.930 align:middle line:84% for having students engage meaningfully with disability. 00:18:02.930 --> 00:18:05.180 align:middle line:84% And there are many others out there as well. 00:18:05.180 --> 00:18:07.930 align:middle line:84% But I also want to touch briefly on a few other areas 00:18:07.930 --> 00:18:11.150 align:middle line:84% that I'm continually trying to improve with this course. 00:18:11.150 --> 00:18:14.890 align:middle line:84% So one of these is, because this course is not just about 00:18:14.890 --> 00:18:18.040 align:middle line:84% accessibility but does include some other aspects 00:18:18.040 --> 00:18:21.400 align:middle line:84% of inclusive design, how do we bring 00:18:21.400 --> 00:18:24.400 align:middle line:84% in some of those other topics while still allowing 00:18:24.400 --> 00:18:26.410 align:middle line:90% enough depth and accessibility? 00:18:26.410 --> 00:18:28.840 align:middle line:84% And so I'm not sure what the best solution is to this. 00:18:28.840 --> 00:18:31.070 align:middle line:84% Maybe it's just an accessibility-only course. 00:18:31.070 --> 00:18:32.573 align:middle line:90% We'll have to see what happens. 00:18:32.573 --> 00:18:34.240 align:middle line:84% But what I've done in the past is mostly 00:18:34.240 --> 00:18:38.620 align:middle line:84% inviting guest speakers who have other areas of expertise 00:18:38.620 --> 00:18:41.200 align:middle line:84% come in and share those and then also allowing 00:18:41.200 --> 00:18:43.090 align:middle line:84% some flexibility in assignment topics, 00:18:43.090 --> 00:18:45.820 align:middle line:84% like the poster that students choose 00:18:45.820 --> 00:18:48.970 align:middle line:84% to present to their classmates, as well as the participant 00:18:48.970 --> 00:18:53.760 align:middle line:84% and what they work on with that participant. 00:18:53.760 --> 00:18:56.640 align:middle line:84% Secondly is the question of how to ensure that participant 00:18:56.640 --> 00:18:58.050 align:middle line:90% involvement is sustainable. 00:18:58.050 --> 00:19:00.810 align:middle line:84% So how are we ensuring that participants are properly 00:19:00.810 --> 00:19:02.910 align:middle line:90% compensated for their time? 00:19:02.910 --> 00:19:06.390 align:middle line:84% This quarter, for example, I provided participants 00:19:06.390 --> 00:19:09.480 align:middle line:84% with a gift card using some flex funds that I had. 00:19:09.480 --> 00:19:14.040 align:middle line:84% And I realize that's not possible for all instructors. 00:19:14.040 --> 00:19:17.590 align:middle line:84% And it's also likely not a sustainable thing for us. 00:19:17.590 --> 00:19:21.400 align:middle line:84% So this is something that we need to figure out. 00:19:21.400 --> 00:19:24.480 align:middle line:84% And then thirdly, how do we make accessibility 00:19:24.480 --> 00:19:25.540 align:middle line:90% happen in the real world? 00:19:25.540 --> 00:19:27.420 align:middle line:84% So these are professional master's students. 00:19:27.420 --> 00:19:29.850 align:middle line:84% And they ask often, well, how do we 00:19:29.850 --> 00:19:32.460 align:middle line:84% get this to work in real organizations 00:19:32.460 --> 00:19:36.270 align:middle line:84% with the kinds of constraints that come up there? 00:19:36.270 --> 00:19:37.800 align:middle line:84% And so one way that I try to deal 00:19:37.800 --> 00:19:40.050 align:middle line:84% with that to help answer these questions 00:19:40.050 --> 00:19:43.530 align:middle line:84% is to bring in at least one industry speaker each quarter. 00:19:43.530 --> 00:19:46.920 align:middle line:84% But that is an area that I'd like to improve on as well. 00:19:46.920 --> 00:19:49.620 align:middle line:90% Next slide. 00:19:49.620 --> 00:19:52.410 align:middle line:90% So on a final note-- 00:19:52.410 --> 00:19:52.950 align:middle line:90% next slide. 00:19:52.950 --> 00:19:53.820 align:middle line:90% Yeah. 00:19:53.820 --> 00:19:56.500 align:middle line:84% On a final note, one of the first points that I emphasize 00:19:56.500 --> 00:19:59.880 align:middle line:84% and one that I close with in the quarter 00:19:59.880 --> 00:20:02.860 align:middle line:84% is that this course is not about us designing for them. 00:20:02.860 --> 00:20:05.640 align:middle line:84% And I think that this is important for two reasons. 00:20:05.640 --> 00:20:07.890 align:middle line:84% So sometimes I hear new students using this language 00:20:07.890 --> 00:20:09.223 align:middle line:90% at the beginning of the quarter. 00:20:09.223 --> 00:20:10.980 align:middle line:84% And I explicitly push back on it. 00:20:10.980 --> 00:20:13.320 align:middle line:84% So one reason is that it's important for the class 00:20:13.320 --> 00:20:16.710 align:middle line:84% to feel like a welcoming place for deaf and disabled students, 00:20:16.710 --> 00:20:18.780 align:middle line:84% whether or not they want to disclose 00:20:18.780 --> 00:20:21.840 align:middle line:84% that they have a disability to me or to other students. 00:20:21.840 --> 00:20:23.340 align:middle line:84% And I don't expect that students are 00:20:23.340 --> 00:20:25.507 align:middle line:84% going to share their own experiences with the class. 00:20:25.507 --> 00:20:27.572 align:middle line:84% But I greatly appreciate when they do so. 00:20:27.572 --> 00:20:29.280 align:middle line:84% And then secondly, I think it's important 00:20:29.280 --> 00:20:30.810 align:middle line:84% for nondisabled students to start 00:20:30.810 --> 00:20:33.570 align:middle line:84% to have an expectation that their classes and their design 00:20:33.570 --> 00:20:35.430 align:middle line:84% teams and their engineering teams 00:20:35.430 --> 00:20:38.340 align:middle line:84% will have deaf and disabled team members as well 00:20:38.340 --> 00:20:41.160 align:middle line:84% and that they will also seek to create those kinds of teams 00:20:41.160 --> 00:20:44.430 align:middle line:84% in the future because we need to have these accessible 00:20:44.430 --> 00:20:45.180 align:middle line:90% processes. 00:20:45.180 --> 00:20:48.270 align:middle line:84% We have to have inclusive cultures in organizations 00:20:48.270 --> 00:20:51.540 align:middle line:84% in order to achieve the most impactful accessible designs 00:20:51.540 --> 00:20:52.710 align:middle line:90% in the end. 00:20:52.710 --> 00:20:53.310 align:middle line:90% So thank you. 00:20:53.310 --> 00:20:55.860 align:middle line:90% RICHARD LADNER: Thank you, Leah. 00:20:55.860 --> 00:20:59.934 align:middle line:90% So next we have Anat Caspi. 00:20:59.934 --> 00:21:00.760 align:middle line:90% ANAT CASPI: Hi. 00:21:00.760 --> 00:21:01.260 align:middle line:90% Yeah. 00:21:01.260 --> 00:21:03.220 align:middle line:84% As Richard said, my name is Anat Caspi. 00:21:03.220 --> 00:21:04.800 align:middle line:84% I'm the director of the Taskar Center 00:21:04.800 --> 00:21:08.580 align:middle line:84% for Accessible Technology at the Paul G. Allen School at UW. 00:21:08.580 --> 00:21:11.310 align:middle line:84% And before I discuss the accessibility capstone-- 00:21:11.310 --> 00:21:14.340 align:middle line:84% and actually, it's great that I follow Leah 00:21:14.340 --> 00:21:19.860 align:middle line:84% because a lot of the themes resonate in our course. 00:21:19.860 --> 00:21:22.980 align:middle line:84% And though I didn't quite highlight the progression 00:21:22.980 --> 00:21:26.610 align:middle line:84% of the projects that students follow, 00:21:26.610 --> 00:21:30.540 align:middle line:84% they also follow this codesign principle, 00:21:30.540 --> 00:21:35.370 align:middle line:84% which the Taskar Center in general follows. 00:21:35.370 --> 00:21:39.360 align:middle line:84% And our focus is really on deployment and translation 00:21:39.360 --> 00:21:42.360 align:middle line:90% of accessible technologies. 00:21:42.360 --> 00:21:46.290 align:middle line:84% And so having this focus puts us in a very unique path 00:21:46.290 --> 00:21:48.450 align:middle line:90% with its own demands. 00:21:48.450 --> 00:21:50.400 align:middle line:84% And at the core of working on accessibility 00:21:50.400 --> 00:21:54.060 align:middle line:84% is the understanding that, as engineers, we should always 00:21:54.060 --> 00:21:58.050 align:middle line:84% be mindful of the extremely heterogeneous and diverse needs 00:21:58.050 --> 00:22:01.710 align:middle line:84% and requirements that people present as users. 00:22:01.710 --> 00:22:03.630 align:middle line:84% And in all of our projects, we work 00:22:03.630 --> 00:22:06.900 align:middle line:84% with community members as codesigners 00:22:06.900 --> 00:22:10.110 align:middle line:84% and also work in a very interdisciplinary way. 00:22:10.110 --> 00:22:13.050 align:middle line:84% And so the bottom line is that we've cultivated communities 00:22:13.050 --> 00:22:16.890 align:middle line:84% of practice that includes people of all abilities, ages, 00:22:16.890 --> 00:22:20.130 align:middle line:84% caregivers, therapists, practitioners, all of whom 00:22:20.130 --> 00:22:22.320 align:middle line:84% engage regularly with our students 00:22:22.320 --> 00:22:23.490 align:middle line:90% throughout our projects. 00:22:23.490 --> 00:22:28.260 align:middle line:84% And they're the ones who ideate on project ideas and needs. 00:22:28.260 --> 00:22:31.290 align:middle line:84% And so typically, the accessibility capstone 00:22:31.290 --> 00:22:36.510 align:middle line:84% follows the needs prescribed by these communities of practice. 00:22:36.510 --> 00:22:39.400 align:middle line:90% Next slide, please. 00:22:39.400 --> 00:22:43.320 align:middle line:84% So we have been very fortunate in the Paul G. Allen School 00:22:43.320 --> 00:22:45.720 align:middle line:90% in that it's been one of-- 00:22:45.720 --> 00:22:49.590 align:middle line:84% UW in general has been one of the institutions that 00:22:49.590 --> 00:22:52.800 align:middle line:84% have been at the forefront of accessibility research. 00:22:52.800 --> 00:22:55.530 align:middle line:84% And our faculty and researchers have been seminal figures 00:22:55.530 --> 00:22:57.970 align:middle line:84% in this field, which means that, for the most part, 00:22:57.970 --> 00:23:00.600 align:middle line:84% we can very comfortably address accessibility 00:23:00.600 --> 00:23:04.800 align:middle line:84% as an issue that's pervasive to usability, which I recognize 00:23:04.800 --> 00:23:08.810 align:middle line:84% is not always a luxury in other institutions. 00:23:08.810 --> 00:23:11.190 align:middle line:84% And so really, there's an understanding 00:23:11.190 --> 00:23:13.200 align:middle line:84% that in all of engineering and design, 00:23:13.200 --> 00:23:16.770 align:middle line:84% rather than having to address it as a specialty subfield, 00:23:16.770 --> 00:23:21.610 align:middle line:84% this is an a core facet of engineering and design. 00:23:21.610 --> 00:23:23.490 align:middle line:84% And so that's been very important to us 00:23:23.490 --> 00:23:26.160 align:middle line:84% as we pursue an understanding among the students 00:23:26.160 --> 00:23:28.260 align:middle line:84% not only that accessibility is important. 00:23:28.260 --> 00:23:30.780 align:middle line:84% But it's deeply connected to the fact 00:23:30.780 --> 00:23:33.540 align:middle line:84% that our built environment and our technology environments 00:23:33.540 --> 00:23:36.450 align:middle line:84% have traditionally been built in a mismatched manner 00:23:36.450 --> 00:23:38.380 align:middle line:90% to the majority of people. 00:23:38.380 --> 00:23:40.200 align:middle line:84% And that's something that we continually 00:23:40.200 --> 00:23:42.570 align:middle line:90% emphasize in the course. 00:23:42.570 --> 00:23:45.990 align:middle line:84% And also, for inclusive design to be done appropriately 00:23:45.990 --> 00:23:48.030 align:middle line:84% and ethically, we have to see the fault 00:23:48.030 --> 00:23:51.390 align:middle line:84% in building mismatched products and environments. 00:23:51.390 --> 00:23:54.150 align:middle line:84% And therefore we're not trying to fix or ameliorate 00:23:54.150 --> 00:23:57.000 align:middle line:84% the deficiencies of any particular population, 00:23:57.000 --> 00:24:00.660 align:middle line:84% but address this mismatch in design and engineering. 00:24:00.660 --> 00:24:03.360 align:middle line:84% And broadly construed, this is the social model 00:24:03.360 --> 00:24:06.120 align:middle line:84% of disability, which doesn't address people 00:24:06.120 --> 00:24:08.310 align:middle line:84% as if they're coming from some kind of deficit. 00:24:08.310 --> 00:24:09.870 align:middle line:84% But rather, we're trying to correct 00:24:09.870 --> 00:24:13.080 align:middle line:84% design and engineering practices that in the past 00:24:13.080 --> 00:24:17.610 align:middle line:84% have failed to take all bodies or abilities into account. 00:24:17.610 --> 00:24:19.240 align:middle line:90% Next slide, please. 00:24:19.240 --> 00:24:24.180 align:middle line:84% And so this is how the accessibility capstone 00:24:24.180 --> 00:24:26.790 align:middle line:84% is construed as designing technology 00:24:26.790 --> 00:24:29.740 align:middle line:84% for the entirety of the human experience. 00:24:29.740 --> 00:24:33.300 align:middle line:84% And that is a skill that we find valuable regardless 00:24:33.300 --> 00:24:36.960 align:middle line:84% of what path our students choose to take later on. 00:24:36.960 --> 00:24:40.050 align:middle line:84% And so our accessibility capstone specifically 00:24:40.050 --> 00:24:43.410 align:middle line:84% provides students exposure because the students 00:24:43.410 --> 00:24:45.840 align:middle line:84% are required to interact with needs experts who 00:24:45.840 --> 00:24:48.000 align:middle line:84% are users of accessibility features 00:24:48.000 --> 00:24:50.880 align:middle line:84% and assistive technology in the local community, 00:24:50.880 --> 00:24:54.400 align:middle line:84% along with therapists, coaches, and caregivers. 00:24:54.400 --> 00:24:57.210 align:middle line:84% And those are also part of our community of practice 00:24:57.210 --> 00:25:00.930 align:middle line:84% that engage with us on a typical basis. 00:25:00.930 --> 00:25:04.140 align:middle line:84% And to Leah's point as well, we do 00:25:04.140 --> 00:25:09.990 align:middle line:84% remunerate our needs experts who engage with our project teams. 00:25:09.990 --> 00:25:15.300 align:middle line:84% And that's been something that was definitely something 00:25:15.300 --> 00:25:18.120 align:middle line:84% that we had to work through with our school. 00:25:18.120 --> 00:25:22.200 align:middle line:84% But I'm glad that we were able to address that. 00:25:22.200 --> 00:25:24.840 align:middle line:84% And we do acknowledge that some institutions don't 00:25:24.840 --> 00:25:26.980 align:middle line:90% have the ability to do that. 00:25:26.980 --> 00:25:29.940 align:middle line:84% So our needs experts themselves tend to be professionals 00:25:29.940 --> 00:25:31.932 align:middle line:90% in various fields. 00:25:31.932 --> 00:25:36.000 align:middle line:84% Via assignments, students become tuned to the challenges, 00:25:36.000 --> 00:25:38.670 align:middle line:84% being the design, economic, and social challenges, 00:25:38.670 --> 00:25:42.300 align:middle line:84% that people face in the development and also the use 00:25:42.300 --> 00:25:44.190 align:middle line:90% of accessible technologies. 00:25:44.190 --> 00:25:46.230 align:middle line:84% And the focus is on building understanding 00:25:46.230 --> 00:25:48.450 align:middle line:84% by building a connection with a person who 00:25:48.450 --> 00:25:51.632 align:middle line:84% sees these challenges on an ongoing basis. 00:25:51.632 --> 00:25:53.340 align:middle line:84% And then an additional underlying message 00:25:53.340 --> 00:25:57.390 align:middle line:84% is that engineers and designers can be and are themselves users 00:25:57.390 --> 00:26:01.010 align:middle line:90% of accessible technologies. 00:26:01.010 --> 00:26:04.340 align:middle line:84% And so through this engagement, participation, and interaction, 00:26:04.340 --> 00:26:09.410 align:middle line:84% the team-based project experience allows the teams-- 00:26:09.410 --> 00:26:12.380 align:middle line:84% and the assignment guides them through a rigorous engineering 00:26:12.380 --> 00:26:14.660 align:middle line:84% design process to identify and tackle 00:26:14.660 --> 00:26:17.360 align:middle line:84% these mismatches between built technologies 00:26:17.360 --> 00:26:20.700 align:middle line:84% and their use by individuals of all abilities. 00:26:20.700 --> 00:26:23.580 align:middle line:90% Next slide, please. 00:26:23.580 --> 00:26:26.150 align:middle line:84% And so as you can imagine, it takes a lot of effort 00:26:26.150 --> 00:26:29.060 align:middle line:84% to build the kinds of relationships and communities 00:26:29.060 --> 00:26:31.920 align:middle line:84% that can support student teams in this learning process. 00:26:31.920 --> 00:26:34.730 align:middle line:84% But we also want to ensure that our students are not just 00:26:34.730 --> 00:26:38.330 align:middle line:84% dropped into this interaction but are properly tuned 00:26:38.330 --> 00:26:41.630 align:middle line:84% to the sensitivities and their own attitudes 00:26:41.630 --> 00:26:43.440 align:middle line:90% before they begin the process. 00:26:43.440 --> 00:26:51.320 align:middle line:84% So there is a prequel which teaches them 00:26:51.320 --> 00:26:56.870 align:middle line:84% how to engage with disability studies themes 00:26:56.870 --> 00:27:00.500 align:middle line:84% and talk about disability in a way that's 00:27:00.500 --> 00:27:06.500 align:middle line:84% respectful and sensitive and understands biases, 00:27:06.500 --> 00:27:07.400 align:middle line:90% potentially. 00:27:07.400 --> 00:27:10.170 align:middle line:90% 00:27:10.170 --> 00:27:11.880 align:middle line:90% Next slide. 00:27:11.880 --> 00:27:15.010 align:middle line:84% And so the steps of our capstone course, 00:27:15.010 --> 00:27:16.630 align:middle line:90% which is a 10-week course-- 00:27:16.630 --> 00:27:19.260 align:middle line:84% the student teams are asked to codesign and build 00:27:19.260 --> 00:27:21.340 align:middle line:90% a system component or process. 00:27:21.340 --> 00:27:25.320 align:middle line:84% that meets the needs expert's identified needs. 00:27:25.320 --> 00:27:27.100 align:middle line:84% And they're guided through the process. 00:27:27.100 --> 00:27:29.310 align:middle line:84% So first, they engage in codesign process 00:27:29.310 --> 00:27:30.240 align:middle line:90% with a needs expert. 00:27:30.240 --> 00:27:32.850 align:middle line:84% And they write a contract together. 00:27:32.850 --> 00:27:35.730 align:middle line:84% Then lectures define introductory concepts 00:27:35.730 --> 00:27:37.770 align:middle line:84% of disability studies and how they relate 00:27:37.770 --> 00:27:39.670 align:middle line:90% to engineering practices. 00:27:39.670 --> 00:27:42.720 align:middle line:84% They also identify principles of inclusive design 00:27:42.720 --> 00:27:47.670 align:middle line:84% and how they can use codesign skills in order to benefit 00:27:47.670 --> 00:27:50.220 align:middle line:90% diverse communities largely. 00:27:50.220 --> 00:27:52.650 align:middle line:84% And then they conduct contextual inquiries 00:27:52.650 --> 00:27:55.560 align:middle line:84% with their needs experts and also some other potentially 00:27:55.560 --> 00:27:58.530 align:middle line:84% primary users to understand the problem, 00:27:58.530 --> 00:28:02.370 align:middle line:84% develop a deeper understanding of the use cases. 00:28:02.370 --> 00:28:07.800 align:middle line:84% Then they devise specific technology specifications 00:28:07.800 --> 00:28:10.020 align:middle line:90% and development plans. 00:28:10.020 --> 00:28:16.920 align:middle line:84% And we're very strict about tying the contextual inquiry 00:28:16.920 --> 00:28:19.620 align:middle line:84% goals with these technology specifications 00:28:19.620 --> 00:28:23.160 align:middle line:84% in order to show them how the engineering process can 00:28:23.160 --> 00:28:29.430 align:middle line:84% be directly linked to these more qualitative inclusive design 00:28:29.430 --> 00:28:30.660 align:middle line:90% activities. 00:28:30.660 --> 00:28:33.600 align:middle line:84% And so finally, they iterate on the prototype once. 00:28:33.600 --> 00:28:36.540 align:middle line:84% And they use both quantitative and qualitative methods 00:28:36.540 --> 00:28:40.950 align:middle line:84% to assess usability outcomes and accessibility by primary user 00:28:40.950 --> 00:28:42.160 align:middle line:90% populations. 00:28:42.160 --> 00:28:47.730 align:middle line:84% And so finally, I wanted to share, with time allowed, 00:28:47.730 --> 00:28:50.790 align:middle line:84% the final capstone for last year's 00:28:50.790 --> 00:28:55.980 align:middle line:84% capstone, the video that was made by the computer science 00:28:55.980 --> 00:28:56.863 align:middle line:90% department. 00:28:56.863 --> 00:29:00.110 align:middle line:90% 00:29:00.110 --> 00:29:02.150 align:middle line:90% Or not. 00:29:02.150 --> 00:29:03.292 align:middle line:90% RICHARD LADNER: Yeah. 00:29:03.292 --> 00:29:04.250 align:middle line:90% Let me figure that out. 00:29:04.250 --> 00:29:05.230 align:middle line:90% [INAUDIBLE] 00:29:05.230 --> 00:29:11.110 align:middle line:90% 00:29:11.110 --> 00:29:13.880 align:middle line:84% ANAT CASPI: The idea was to allow the students to speak 00:29:13.880 --> 00:29:14.685 align:middle line:90% in their own words. 00:29:14.685 --> 00:29:17.220 align:middle line:90% 00:29:17.220 --> 00:29:19.290 align:middle line:84% RICHARD LADNER: We'll put that link in the chat. 00:29:19.290 --> 00:29:23.850 align:middle line:90% 00:29:23.850 --> 00:29:27.690 align:middle line:84% Somehow it played earlier, but I couldn't play it right now. 00:29:27.690 --> 00:29:29.250 align:middle line:84% ANAT CASPI: So just to sum it up, 00:29:29.250 --> 00:29:32.520 align:middle line:84% really, it follows the progress of three different student 00:29:32.520 --> 00:29:36.420 align:middle line:84% teams and how they engaged with their needs experts 00:29:36.420 --> 00:29:41.370 align:middle line:84% and, finally, shows the effort to create something that 00:29:41.370 --> 00:29:45.120 align:middle line:84% is sustainable beyond the end of their own project 00:29:45.120 --> 00:29:52.260 align:middle line:84% by placing their technology out in instructables on GitHub. 00:29:52.260 --> 00:29:55.800 align:middle line:84% And we really do emphasize documenting to the point 00:29:55.800 --> 00:29:58.920 align:middle line:84% where another developer or a developer community 00:29:58.920 --> 00:30:02.340 align:middle line:84% might be able to take up those efforts 00:30:02.340 --> 00:30:05.390 align:middle line:84% and continue building on top of that. 00:30:05.390 --> 00:30:07.290 align:middle line:84% And in some cases, we've actually 00:30:07.290 --> 00:30:10.770 align:middle line:84% been able to fully take on those projects 00:30:10.770 --> 00:30:15.250 align:middle line:84% and progress them to real translation to the community. 00:30:15.250 --> 00:30:16.120 align:middle line:90% Thank you so much. 00:30:16.120 --> 00:30:17.800 align:middle line:84% RICHARD LADNER: Sorry about that, Anat. 00:30:17.800 --> 00:30:18.940 align:middle line:90% Well, your time was up. 00:30:18.940 --> 00:30:21.480 align:middle line:90% 00:30:21.480 --> 00:30:22.890 align:middle line:90% OK, Paula? 00:30:22.890 --> 00:30:23.900 align:middle line:90% You're on. 00:30:23.900 --> 00:30:24.900 align:middle line:90% PAULA Gabbert: Thank you. 00:30:24.900 --> 00:30:25.400 align:middle line:90% Yes. 00:30:25.400 --> 00:30:26.160 align:middle line:90% I'm Paula Gabbert. 00:30:26.160 --> 00:30:29.880 align:middle line:84% And I am professor of computer science at Furman University. 00:30:29.880 --> 00:30:31.230 align:middle line:90% So I'm happy to be here today. 00:30:31.230 --> 00:30:34.560 align:middle line:90% Go ahead to the next slide. 00:30:34.560 --> 00:30:37.140 align:middle line:84% So I'm going to be talking about a course 00:30:37.140 --> 00:30:38.910 align:middle line:90% that we teach at Furman. 00:30:38.910 --> 00:30:41.040 align:middle line:84% And it's essentially a CS0 course 00:30:41.040 --> 00:30:47.610 align:middle line:84% that introduces computing topics on a breadth-first level-- so 00:30:47.610 --> 00:30:50.310 align:middle line:84% a breadth level rather than an introduction 00:30:50.310 --> 00:30:52.980 align:middle line:90% through programming. 00:30:52.980 --> 00:30:55.440 align:middle line:84% What we do at Furman, though, is we introduce these topics 00:30:55.440 --> 00:30:57.810 align:middle line:84% through the lens of an application area. 00:30:57.810 --> 00:31:00.780 align:middle line:84% And so some examples of these application areas-- this 00:31:00.780 --> 00:31:02.370 align:middle line:90% is not an extensive list. 00:31:02.370 --> 00:31:06.360 align:middle line:84% But we have one on social media, bioinformatics, gaming, 00:31:06.360 --> 00:31:07.560 align:middle line:90% modeling. 00:31:07.560 --> 00:31:10.770 align:middle line:84% And then the one that I do is on accessible technology. 00:31:10.770 --> 00:31:13.890 align:middle line:84% So again, we cover the breadth of computer science 00:31:13.890 --> 00:31:17.220 align:middle line:84% through the lens of these application areas. 00:31:17.220 --> 00:31:21.750 align:middle line:84% The course serves both as the first course in the major-- 00:31:21.750 --> 00:31:24.090 align:middle line:84% so it is a required course for our computer science 00:31:24.090 --> 00:31:27.180 align:middle line:84% majors and information technology majors. 00:31:27.180 --> 00:31:32.340 align:middle line:84% But it also serves as a course for the nonmajors. 00:31:32.340 --> 00:31:34.740 align:middle line:84% So it's a service course in that respect. 00:31:34.740 --> 00:31:36.660 align:middle line:84% And our bachelor of arts students at Furman 00:31:36.660 --> 00:31:40.740 align:middle line:84% can use this course to satisfy their general education 00:31:40.740 --> 00:31:43.660 align:middle line:84% requirement for math and formal reasoning. 00:31:43.660 --> 00:31:49.110 align:middle line:84% So what this results in is providing multiple perspectives 00:31:49.110 --> 00:31:51.900 align:middle line:84% within our course in order to talk 00:31:51.900 --> 00:31:53.170 align:middle line:90% about accessible technology. 00:31:53.170 --> 00:31:56.280 align:middle line:84% And so it's really an advantage having 00:31:56.280 --> 00:31:59.410 align:middle line:90% both populations in the course. 00:31:59.410 --> 00:32:02.070 align:middle line:90% So the next slide-- 00:32:02.070 --> 00:32:05.460 align:middle line:84% so why introduce accessibility concepts early? 00:32:05.460 --> 00:32:08.910 align:middle line:84% So this is coming way at the beginning of the curriculum. 00:32:08.910 --> 00:32:11.770 align:middle line:84% And there's a couple of reasons for that. 00:32:11.770 --> 00:32:14.050 align:middle line:84% First, it supports universal design principles. 00:32:14.050 --> 00:32:18.720 align:middle line:84% So again, universal design says we should design and develop 00:32:18.720 --> 00:32:20.800 align:middle line:84% accessible technology from the beginning. 00:32:20.800 --> 00:32:23.140 align:middle line:84% It shouldn't be an add-on to the end. 00:32:23.140 --> 00:32:26.010 align:middle line:84% And so we should think of our curriculum that way as well. 00:32:26.010 --> 00:32:27.750 align:middle line:84% We ought to be designing our curriculum 00:32:27.750 --> 00:32:29.760 align:middle line:84% with accessibility right from day one, 00:32:29.760 --> 00:32:34.290 align:middle line:84% right from the very beginning in the intro course. 00:32:34.290 --> 00:32:38.730 align:middle line:84% And what I've discovered is that accessibility concepts really 00:32:38.730 --> 00:32:43.830 align:middle line:84% intersect nicely with these core concepts, core CS concepts. 00:32:43.830 --> 00:32:46.770 align:middle line:84% And so it really has lend itself well 00:32:46.770 --> 00:32:48.630 align:middle line:84% to what we do at Furman, where we 00:32:48.630 --> 00:32:52.500 align:middle line:84% want to introduce core concepts by applying them 00:32:52.500 --> 00:32:53.610 align:middle line:90% to a particular area. 00:32:53.610 --> 00:32:56.160 align:middle line:84% And accessibility concepts really lend themselves well. 00:32:56.160 --> 00:32:59.950 align:middle line:84% And I'll illustrate that in just a minute. 00:32:59.950 --> 00:33:02.730 align:middle line:84% But it also provides a broader context 00:33:02.730 --> 00:33:05.730 align:middle line:84% for more specific accessibility training 00:33:05.730 --> 00:33:07.830 align:middle line:90% in upper-level courses. 00:33:07.830 --> 00:33:09.930 align:middle line:84% And so what I mean by that is it allows 00:33:09.930 --> 00:33:13.710 align:middle line:84% us to talk about the social historical legal landscapes 00:33:13.710 --> 00:33:16.890 align:middle line:84% that will motivate the need for appropriate application 00:33:16.890 --> 00:33:20.560 align:middle line:84% development that will come later in the curriculum. 00:33:20.560 --> 00:33:24.870 align:middle line:84% And so it really is a way for us to explore accessibility 00:33:24.870 --> 00:33:29.820 align:middle line:84% early in the curriculum in order to motivate the need for doing 00:33:29.820 --> 00:33:33.300 align:middle line:90% so later in the curriculum. 00:33:33.300 --> 00:33:38.310 align:middle line:84% So on the next slide, there are some primary objectives 00:33:38.310 --> 00:33:40.800 align:middle line:90% for the course. 00:33:40.800 --> 00:33:42.420 align:middle line:84% We want to, again, motivate the need 00:33:42.420 --> 00:33:45.210 align:middle line:84% for universal design principles by understanding 00:33:45.210 --> 00:33:47.610 align:middle line:84% the legal, political, and financial issues 00:33:47.610 --> 00:33:51.000 align:middle line:84% surrounding accessibility technology. 00:33:51.000 --> 00:33:52.410 align:middle line:90% I do this in a variety of ways. 00:33:52.410 --> 00:33:54.870 align:middle line:84% In fact, some of the things that Leah talked about in terms 00:33:54.870 --> 00:33:59.470 align:middle line:84% of engaging students in discussions with accessibility, 00:33:59.470 --> 00:34:03.210 align:middle line:84% whether I do that through having them journal-- 00:34:03.210 --> 00:34:07.230 align:middle line:84% I also do that by having people come to the class. 00:34:07.230 --> 00:34:13.230 align:middle line:84% And I have our Office of Accessibility resources 00:34:13.230 --> 00:34:15.300 align:middle line:84% director come and visit the class 00:34:15.300 --> 00:34:20.850 align:middle line:84% and give a perspective for the local perspective of accessible 00:34:20.850 --> 00:34:22.530 align:middle line:90% issues. 00:34:22.530 --> 00:34:24.690 align:middle line:84% I've also been really fortunate to have 00:34:24.690 --> 00:34:27.960 align:middle line:90% a Furman student who is blind. 00:34:27.960 --> 00:34:30.630 align:middle line:84% And she has come to visit my class as well. 00:34:30.630 --> 00:34:32.670 align:middle line:84% And she heard about the class and was 00:34:32.670 --> 00:34:33.870 align:middle line:90% willing to come and visit. 00:34:33.870 --> 00:34:36.090 align:middle line:84% And those days are actually the highlights 00:34:36.090 --> 00:34:37.800 align:middle line:90% of the term, where she comes in. 00:34:37.800 --> 00:34:40.650 align:middle line:84% And she's very open about her experiences 00:34:40.650 --> 00:34:43.060 align:middle line:90% through the use of technology. 00:34:43.060 --> 00:34:45.480 align:middle line:84% We also take a more national-level perspective 00:34:45.480 --> 00:34:49.560 align:middle line:84% by looking at the Section 504, the Rehabilitation 00:34:49.560 --> 00:34:51.780 align:middle line:84% Act, the Americans with Disability Act. 00:34:51.780 --> 00:34:53.177 align:middle line:84% So we look at the national level. 00:34:53.177 --> 00:34:54.719 align:middle line:84% And then we look at the global level. 00:34:54.719 --> 00:34:57.840 align:middle line:84% I have them look at the United Nations Convention 00:34:57.840 --> 00:35:00.180 align:middle line:84% on the Rights of Persons with Disabilities 00:35:00.180 --> 00:35:01.860 align:middle line:84% and the World Health Organization, WHO, 00:35:01.860 --> 00:35:07.170 align:middle line:84% report so that they can really get a sense of the issues 00:35:07.170 --> 00:35:12.660 align:middle line:84% across the broad spectrum of the entire culture. 00:35:12.660 --> 00:35:14.790 align:middle line:84% The discussions that result from that 00:35:14.790 --> 00:35:17.760 align:middle line:84% are really formulated through some readings 00:35:17.760 --> 00:35:22.638 align:middle line:84% that we do from a book that's edited by Lazar and Stein. 00:35:22.638 --> 00:35:24.180 align:middle line:84% It's called Disability, Human Rights, 00:35:24.180 --> 00:35:25.920 align:middle line:90% and Information Technology. 00:35:25.920 --> 00:35:29.280 align:middle line:84% And we focus on these questions in our discussions. 00:35:29.280 --> 00:35:32.130 align:middle line:84% How can we provide access to digital information 00:35:32.130 --> 00:35:35.580 align:middle line:84% to all people at the same time and at the same cost? 00:35:35.580 --> 00:35:37.860 align:middle line:84% Who should pay for the cost of developing accessible 00:35:37.860 --> 00:35:39.900 align:middle line:90% technology and information? 00:35:39.900 --> 00:35:43.200 align:middle line:84% How does technology aid people with disability? 00:35:43.200 --> 00:35:46.030 align:middle line:84% And how does technology exclude people with disability? 00:35:46.030 --> 00:35:49.170 align:middle line:84% And so we have classroom discussions 00:35:49.170 --> 00:35:53.190 align:middle line:84% centering on these big questions and these big issues. 00:35:53.190 --> 00:35:55.110 align:middle line:84% And then, of course, we also want 00:35:55.110 --> 00:35:59.460 align:middle line:84% to be sure we cover our core computer science topics. 00:35:59.460 --> 00:36:01.478 align:middle line:84% And then through these conversations 00:36:01.478 --> 00:36:03.270 align:middle line:84% and through these discussions, the students 00:36:03.270 --> 00:36:05.710 align:middle line:84% develop empathy for people with disability 00:36:05.710 --> 00:36:08.040 align:middle line:84% and really see the need and are motivated 00:36:08.040 --> 00:36:12.920 align:middle line:84% to learn about how we can make technology accessible. 00:36:12.920 --> 00:36:16.800 align:middle line:84% So the next slide, we can see just an example 00:36:16.800 --> 00:36:19.470 align:middle line:84% of some core computer science topics. 00:36:19.470 --> 00:36:22.710 align:middle line:84% This is not a complete, exhaustive list, obviously. 00:36:22.710 --> 00:36:25.590 align:middle line:84% So all of our courses, all of our sections 00:36:25.590 --> 00:36:27.090 align:middle line:90% cover data storage. 00:36:27.090 --> 00:36:28.740 align:middle line:84% But when I'm looking at data storage 00:36:28.740 --> 00:36:31.230 align:middle line:84% and how data is represented digitally 00:36:31.230 --> 00:36:33.480 align:middle line:84% through the lens of accessibility, 00:36:33.480 --> 00:36:37.020 align:middle line:84% we talk about how accessible information is created 00:36:37.020 --> 00:36:38.700 align:middle line:84% by translating from one type of data 00:36:38.700 --> 00:36:41.880 align:middle line:84% to another using OCR or speech-to-text or 00:36:41.880 --> 00:36:44.490 align:middle line:90% text-to-speech technologies. 00:36:44.490 --> 00:36:49.360 align:middle line:84% All of our courses cover operating systems. 00:36:49.360 --> 00:36:52.140 align:middle line:84% And again, through the lens of accessible technology, 00:36:52.140 --> 00:36:54.690 align:middle line:84% we explore operating systems by looking 00:36:54.690 --> 00:36:58.050 align:middle line:84% at the accessibility options on the Mac OS 00:36:58.050 --> 00:37:02.980 align:middle line:84% because that is the platform that we have in our labs. 00:37:02.980 --> 00:37:06.870 align:middle line:84% And so we look at the dictation tools, the VoiceOver, Zoom, 00:37:06.870 --> 00:37:09.600 align:middle line:90% and alert settings. 00:37:09.600 --> 00:37:13.170 align:middle line:84% All of our sections will cover programming and algorithm 00:37:13.170 --> 00:37:16.050 align:middle line:84% development, at least two to three weeks of programming, 00:37:16.050 --> 00:37:18.147 align:middle line:90% although some do more. 00:37:18.147 --> 00:37:19.980 align:middle line:84% I use about two to three weeks of the course 00:37:19.980 --> 00:37:21.330 align:middle line:90% to cover programming. 00:37:21.330 --> 00:37:23.790 align:middle line:84% And I illustrate programming techniques 00:37:23.790 --> 00:37:26.580 align:middle line:84% by using some really simple speech-to-text 00:37:26.580 --> 00:37:28.380 align:middle line:84% and text-to-speech libraries that 00:37:28.380 --> 00:37:30.320 align:middle line:90% are available through Python. 00:37:30.320 --> 00:37:33.210 align:middle line:84% And so they can do some simple programming activities while, 00:37:33.210 --> 00:37:37.900 align:middle line:84% again, exploring accessibility development. 00:37:37.900 --> 00:37:41.980 align:middle line:84% Another core topic that we all cover is software development. 00:37:41.980 --> 00:37:45.120 align:middle line:84% And so we discuss agile methods and the importance 00:37:45.120 --> 00:37:47.950 align:middle line:84% of advocating for user involvement. 00:37:47.950 --> 00:37:50.490 align:middle line:84% I have them watch Haben Girma's presentation to the Apple 00:37:50.490 --> 00:37:52.360 align:middle line:90% Developers Conference. 00:37:52.360 --> 00:37:55.680 align:middle line:84% And that is really a good eye-opening type of activity 00:37:55.680 --> 00:37:57.000 align:middle line:90% for them to do. 00:37:57.000 --> 00:38:00.180 align:middle line:84% There are other topics that we cover. 00:38:00.180 --> 00:38:05.363 align:middle line:84% And obviously, there are also topics that are optionally 00:38:05.363 --> 00:38:07.530 align:middle line:84% covered, like artificial intelligence and databases, 00:38:07.530 --> 00:38:10.110 align:middle line:90% that we can cover if we want to. 00:38:10.110 --> 00:38:11.940 align:middle line:84% But they all lend themselves to examples 00:38:11.940 --> 00:38:15.320 align:middle line:90% within accessible technology. 00:38:15.320 --> 00:38:19.010 align:middle line:84% On the next slide, at the end of the course, 00:38:19.010 --> 00:38:22.790 align:middle line:84% I have the students reflect on what they've learned 00:38:22.790 --> 00:38:26.850 align:middle line:84% and apply it to their particular discipline. 00:38:26.850 --> 00:38:30.540 align:middle line:84% So again, I have a cross-section of the university. 00:38:30.540 --> 00:38:33.630 align:middle line:84% So we start with the social definition of disability, 00:38:33.630 --> 00:38:36.710 align:middle line:84% which Anat mentioned, which argues 00:38:36.710 --> 00:38:39.920 align:middle line:84% that a person with disability is impaired 00:38:39.920 --> 00:38:44.090 align:middle line:84% not by their own impairment, by society's inability to provide 00:38:44.090 --> 00:38:46.140 align:middle line:90% appropriate resources. 00:38:46.140 --> 00:38:48.980 align:middle line:84% And then I ask them to reflect on their major, potential 00:38:48.980 --> 00:38:51.410 align:middle line:84% major, or main interest area and how 00:38:51.410 --> 00:38:54.050 align:middle line:84% the topics we've discussed for accessibility and accessible 00:38:54.050 --> 00:38:57.050 align:middle line:84% technology can be incorporated by that discipline 00:38:57.050 --> 00:38:58.850 align:middle line:90% to benefit society. 00:38:58.850 --> 00:39:01.910 align:middle line:84% How can your discipline contribute positively 00:39:01.910 --> 00:39:04.550 align:middle line:84% to minimize social impacts of disability 00:39:04.550 --> 00:39:07.010 align:middle line:84% and include all persons in the activities, information 00:39:07.010 --> 00:39:11.370 align:middle line:84% access, and communications within your discipline? 00:39:11.370 --> 00:39:14.060 align:middle line:84% So on the next slide, there are a couple of quotes. 00:39:14.060 --> 00:39:14.870 align:middle line:90% I have others. 00:39:14.870 --> 00:39:18.170 align:middle line:84% But these are just some examples of what students are 00:39:18.170 --> 00:39:21.500 align:middle line:90% saying in these reflections. 00:39:21.500 --> 00:39:24.800 align:middle line:84% So an English major said, as a reader and writer, 00:39:24.800 --> 00:39:26.930 align:middle line:84% I know how important it is to include 00:39:26.930 --> 00:39:29.600 align:middle line:84% all voices in the literary world, particularly 00:39:29.600 --> 00:39:32.630 align:middle line:84% those voices that have been historically unheard. 00:39:32.630 --> 00:39:35.090 align:middle line:84% By fighting for more accessible ebooks, keyboards, 00:39:35.090 --> 00:39:37.910 align:middle line:84% and other technological aids, my field 00:39:37.910 --> 00:39:41.720 align:middle line:84% can benefit from hundreds of untold stories. 00:39:41.720 --> 00:39:44.540 align:middle line:84% And then a politics and international affairs major 00:39:44.540 --> 00:39:46.880 align:middle line:84% said, we've created a system of information 00:39:46.880 --> 00:39:49.460 align:middle line:84% to keep the people informed of what is happening 00:39:49.460 --> 00:39:51.020 align:middle line:90% in the political field. 00:39:51.020 --> 00:39:52.820 align:middle line:84% That system does not include those 00:39:52.820 --> 00:39:54.770 align:middle line:84% with visual or social disabilities. 00:39:54.770 --> 00:39:56.780 align:middle line:84% Girma pointed out in her presentation 00:39:56.780 --> 00:39:58.670 align:middle line:84% at the Apple Conference that we just 00:39:58.670 --> 00:40:01.940 align:middle line:84% assume things of people with disabilities. 00:40:01.940 --> 00:40:04.640 align:middle line:84% We assume that a blind woman won't use a camera because it 00:40:04.640 --> 00:40:07.640 align:middle line:84% hasn't been made accessible to her, which is one of the things 00:40:07.640 --> 00:40:10.880 align:middle line:84% that Girma talks about in her presentation. 00:40:10.880 --> 00:40:14.150 align:middle line:84% This student applied that to his area to say, 00:40:14.150 --> 00:40:16.550 align:middle line:84% we assume a man with a social disability 00:40:16.550 --> 00:40:19.790 align:middle line:84% won't be informed and active in politics because it hasn't 00:40:19.790 --> 00:40:22.670 align:middle line:90% been made accessible for him. 00:40:22.670 --> 00:40:25.730 align:middle line:84% And there are other illustrations 00:40:25.730 --> 00:40:28.700 align:middle line:84% of how students are reflecting on this concept 00:40:28.700 --> 00:40:30.500 align:middle line:84% of universal design and applying it 00:40:30.500 --> 00:40:33.560 align:middle line:90% to their particular discipline. 00:40:33.560 --> 00:40:38.240 align:middle line:84% Another politics major mentioned that getting people 00:40:38.240 --> 00:40:40.460 align:middle line:84% with disability involved in political process 00:40:40.460 --> 00:40:43.670 align:middle line:84% will help make our democracy stronger. 00:40:43.670 --> 00:40:49.970 align:middle line:84% So again, these examples are illustrating how we can really 00:40:49.970 --> 00:40:54.410 align:middle line:84% motivate students to think about these issues 00:40:54.410 --> 00:40:56.030 align:middle line:84% at the beginning of their curriculum 00:40:56.030 --> 00:41:00.590 align:middle line:84% and help get them motivated to ensure that they are 00:41:00.590 --> 00:41:03.000 align:middle line:84% ready for those upper-level concepts 00:41:03.000 --> 00:41:07.500 align:middle line:84% and upper-level courses if they are pursuing their major. 00:41:07.500 --> 00:41:12.440 align:middle line:84% But in addition, we are also serving our nonmajors 00:41:12.440 --> 00:41:15.050 align:middle line:84% because all of the students at Furman 00:41:15.050 --> 00:41:18.260 align:middle line:84% will eventually be creating digital information 00:41:18.260 --> 00:41:22.040 align:middle line:84% and promoting and utilizing or advocating 00:41:22.040 --> 00:41:26.310 align:middle line:84% for the use of technology within their various disciplines. 00:41:26.310 --> 00:41:30.770 align:middle line:84% And so by understanding the need for accessible technology 00:41:30.770 --> 00:41:34.580 align:middle line:84% by all the disciplines, it becomes a really powerful tool 00:41:34.580 --> 00:41:38.360 align:middle line:84% for us to impact not just computer science majors, 00:41:38.360 --> 00:41:40.830 align:middle line:90% but other majors as well. 00:41:40.830 --> 00:41:43.250 align:middle line:84% So the future challenges for us are 00:41:43.250 --> 00:41:46.670 align:middle line:84% to really try to get at how we can do this 00:41:46.670 --> 00:41:51.920 align:middle line:84% throughout the curriculum and make sure that we introduce 00:41:51.920 --> 00:41:56.220 align:middle line:84% those concepts early in the term, early in the curriculum 00:41:56.220 --> 00:42:00.470 align:middle line:84% and not wait till the end of the curriculum as an add-on. 00:42:00.470 --> 00:42:02.790 align:middle line:90% So that is all I have. 00:42:02.790 --> 00:42:03.610 align:middle line:90% Thank you. 00:42:03.610 --> 00:42:05.120 align:middle line:84% RICHARD LADNER: Thank you, Paula. 00:42:05.120 --> 00:42:08.580 align:middle line:90% And Daniel, go right ahead. 00:42:08.580 --> 00:42:09.330 align:middle line:90% DANIEL KRUTZ: Hey. 00:42:09.330 --> 00:42:10.080 align:middle line:90% Thanks, Richard. 00:42:10.080 --> 00:42:14.350 align:middle line:84% And first, thanks to Richard for organizing all of this. 00:42:14.350 --> 00:42:15.120 align:middle line:90% So I'm Dan Krutz. 00:42:15.120 --> 00:42:18.060 align:middle line:84% I'm an assistant professor at the Rochester Institute 00:42:18.060 --> 00:42:20.190 align:middle line:90% of Technology. 00:42:20.190 --> 00:42:22.110 align:middle line:84% I'll be the first to say, by background, 00:42:22.110 --> 00:42:26.790 align:middle line:84% I'm not an accessibility expert by any means. 00:42:26.790 --> 00:42:29.135 align:middle line:84% I am a software engineering expert. 00:42:29.135 --> 00:42:31.260 align:middle line:84% And when I started thinking about a couple of years 00:42:31.260 --> 00:42:35.790 align:middle line:84% ago was how to actually make it so folks who aren't necessarily 00:42:35.790 --> 00:42:37.670 align:middle line:90% accessibility experts-- 00:42:37.670 --> 00:42:40.950 align:middle line:84% how they can include appropriate educational material 00:42:40.950 --> 00:42:44.400 align:middle line:84% in their courses, in their curriculum, 00:42:44.400 --> 00:42:46.710 align:middle line:84% especially a lot of institutions that might not 00:42:46.710 --> 00:42:51.720 align:middle line:84% have the resources to have an entire major or even a course 00:42:51.720 --> 00:42:54.420 align:middle line:90% focused on accessibility. 00:42:54.420 --> 00:42:58.080 align:middle line:84% And so one of my objectives behind a project I'm working on 00:42:58.080 --> 00:43:01.350 align:middle line:84% is how to make it so folks without the resources, 00:43:01.350 --> 00:43:04.980 align:middle line:84% without the background can at least include 00:43:04.980 --> 00:43:07.860 align:middle line:84% some material regarding accessibility 00:43:07.860 --> 00:43:10.390 align:middle line:90% into their curriculum. 00:43:10.390 --> 00:43:11.867 align:middle line:84% So I'll start off by saying anybody 00:43:11.867 --> 00:43:14.500 align:middle line:84% who has created software knows that creating software 00:43:14.500 --> 00:43:15.890 align:middle line:90% is not easy. 00:43:15.890 --> 00:43:18.740 align:middle line:84% It's really hard to create software that's on time, 00:43:18.740 --> 00:43:20.750 align:middle line:90% on budget, high quality. 00:43:20.750 --> 00:43:23.740 align:middle line:84% And there's many important criteria 00:43:23.740 --> 00:43:25.990 align:middle line:84% that we need to consider when developing software. 00:43:25.990 --> 00:43:29.410 align:middle line:84% So things like security, extensibility, testability-- 00:43:29.410 --> 00:43:32.265 align:middle line:84% all of these things are incredibly important. 00:43:32.265 --> 00:43:35.860 align:middle line:84% But one of the things that's not frequently spoke about 00:43:35.860 --> 00:43:40.750 align:middle line:84% is how accessibility is equally important in creating software. 00:43:40.750 --> 00:43:43.460 align:middle line:84% So it is something that we all know needs to be covered. 00:43:43.460 --> 00:43:45.100 align:middle line:90% So how do we cover that? 00:43:45.100 --> 00:43:48.360 align:middle line:90% Next slide, please. 00:43:48.360 --> 00:43:50.430 align:middle line:84% So accessibility, as we all know, 00:43:50.430 --> 00:43:55.260 align:middle line:84% should be at the forefront of the developer's mindset. 00:43:55.260 --> 00:43:57.360 align:middle line:84% And how do we demonstrate this to students? 00:43:57.360 --> 00:44:00.660 align:middle line:84% How do we make students aware that creating accessible 00:44:00.660 --> 00:44:03.630 align:middle line:84% software is not something they need to do to check a box, 00:44:03.630 --> 00:44:05.310 align:middle line:84% or they do it because they have to? 00:44:05.310 --> 00:44:06.840 align:middle line:84% How do we get them excited about it? 00:44:06.840 --> 00:44:08.790 align:middle line:84% How do we actually make them aware 00:44:08.790 --> 00:44:10.290 align:middle line:90% that it really is important? 00:44:10.290 --> 00:44:11.010 align:middle line:90% So next slide. 00:44:11.010 --> 00:44:13.640 align:middle line:90% 00:44:13.640 --> 00:44:15.890 align:middle line:84% So the first thing you can do is you can tell students 00:44:15.890 --> 00:44:16.953 align:middle line:90% that it's important. 00:44:16.953 --> 00:44:18.620 align:middle line:84% And if you're anything like me, students 00:44:18.620 --> 00:44:20.240 align:middle line:90% hinge on your every word. 00:44:20.240 --> 00:44:22.970 align:middle line:84% They're on their edge of their seat in their classes. 00:44:22.970 --> 00:44:26.070 align:middle line:84% They're incredibly excited all the time. 00:44:26.070 --> 00:44:28.050 align:middle line:84% But for some folks, that might not work. 00:44:28.050 --> 00:44:31.700 align:middle line:84% So another option is to actually demonstrate the need 00:44:31.700 --> 00:44:34.213 align:middle line:90% to create accessible software. 00:44:34.213 --> 00:44:35.880 align:middle line:84% And there's a couple of ways to do that. 00:44:35.880 --> 00:44:38.570 align:middle line:84% One way I've been focusing on in some of my tools 00:44:38.570 --> 00:44:40.100 align:middle line:90% is creating empathy. 00:44:40.100 --> 00:44:42.890 align:middle line:90% So next slide, please. 00:44:42.890 --> 00:44:47.050 align:middle line:84% So first I'll say, truly experiencing a disability is 00:44:47.050 --> 00:44:48.140 align:middle line:90% quite impossible. 00:44:48.140 --> 00:44:53.830 align:middle line:84% You cannot emulate what a person who is deaf or colorblind would 00:44:53.830 --> 00:44:55.010 align:middle line:90% actually experience. 00:44:55.010 --> 00:44:58.540 align:middle line:84% So our objective is to get it as reasonably close as possible 00:44:58.540 --> 00:45:02.110 align:middle line:84% and do a reasonably good job demonstrating it to the user. 00:45:02.110 --> 00:45:04.600 align:middle line:84% So one example of empathy-creating material 00:45:04.600 --> 00:45:08.260 align:middle line:84% in our tools would be to demonstrate that experience 00:45:08.260 --> 00:45:11.690 align:middle line:84% to the user as reasonably close as possible. 00:45:11.690 --> 00:45:15.460 align:middle line:84% So what we might do to demonstrate 00:45:15.460 --> 00:45:19.000 align:middle line:84% what a user with maybe a form of blindness 00:45:19.000 --> 00:45:21.170 align:middle line:84% might experience the page would be-- 00:45:21.170 --> 00:45:23.320 align:middle line:84% is we would first ask the student 00:45:23.320 --> 00:45:25.210 align:middle line:90% to interact with a web page. 00:45:25.210 --> 00:45:30.040 align:middle line:84% And we'd show them a basic web page, as is shown on the left. 00:45:30.040 --> 00:45:35.890 align:middle line:84% Then we would turn on an accessibility emulation feature 00:45:35.890 --> 00:45:38.580 align:middle line:84% that would make the page appear reasonably as it would 00:45:38.580 --> 00:45:43.023 align:middle line:84% to somebody who was blind or had a certain form of blindness. 00:45:43.023 --> 00:45:44.440 align:middle line:84% And as you can see from the right, 00:45:44.440 --> 00:45:45.910 align:middle line:90% that page is very blurry. 00:45:45.910 --> 00:45:48.320 align:middle line:84% It'd be really hard to interact with. 00:45:48.320 --> 00:45:50.920 align:middle line:84% And so by doing this, we're demonstrating 00:45:50.920 --> 00:45:56.020 align:middle line:84% how it is difficult for a user with accessibility needs 00:45:56.020 --> 00:46:00.250 align:middle line:84% to interact with a web page or, really, any piece of software 00:46:00.250 --> 00:46:03.130 align:middle line:84% when it's not created in an accessible fashion. 00:46:03.130 --> 00:46:05.860 align:middle line:90% So next page. 00:46:05.860 --> 00:46:07.410 align:middle line:84% So one of the recent publications 00:46:07.410 --> 00:46:11.160 align:middle line:84% we had at ICSE-SEET was we found that creating empathy 00:46:11.160 --> 00:46:13.410 align:middle line:84% for users with accessibility challenges 00:46:13.410 --> 00:46:16.680 align:middle line:84% is really important for accessibility education. 00:46:16.680 --> 00:46:19.350 align:middle line:84% So we found that students pay more attention 00:46:19.350 --> 00:46:24.822 align:middle line:84% to the educational components of the activity 00:46:24.822 --> 00:46:28.050 align:middle line:84% when we create some empathy with them. 00:46:28.050 --> 00:46:30.420 align:middle line:84% Students see the need for creating accessible software 00:46:30.420 --> 00:46:32.070 align:middle line:90% as being much more important. 00:46:32.070 --> 00:46:33.630 align:middle line:84% And at the end of the day, students 00:46:33.630 --> 00:46:37.080 align:middle line:84% are more interested in the topic of accessibility. 00:46:37.080 --> 00:46:39.630 align:middle line:90% Next slide, please. 00:46:39.630 --> 00:46:42.500 align:middle line:84% So the question is how to actually create empathy. 00:46:42.500 --> 00:46:44.510 align:middle line:84% And one of the things we are working around-- 00:46:44.510 --> 00:46:46.640 align:middle line:84% and I'll credit Richard with this statement-- 00:46:46.640 --> 00:46:49.880 align:middle line:84% is, how do you create empathy and not pity for the user? 00:46:49.880 --> 00:46:55.670 align:middle line:84% And that's not something that's trivial to determine. 00:46:55.670 --> 00:46:58.940 align:middle line:84% Some of the ways we create empathy in our activities 00:46:58.940 --> 00:47:02.450 align:middle line:84% is we have testimonials from real people about how 00:47:02.450 --> 00:47:05.210 align:middle line:84% inaccessible software has impacted them. 00:47:05.210 --> 00:47:09.068 align:middle line:84% So one example we have is a student who is colorblind. 00:47:09.068 --> 00:47:10.610 align:middle line:84% And they talk about how they've tried 00:47:10.610 --> 00:47:13.280 align:middle line:84% to use software that is inaccessible to users 00:47:13.280 --> 00:47:15.860 align:middle line:84% who are colorblind and how frustrating it is. 00:47:15.860 --> 00:47:18.530 align:middle line:84% We do the same thing with deaf students, 00:47:18.530 --> 00:47:22.450 align:middle line:84% where they might talk about how software that's not created 00:47:22.450 --> 00:47:25.190 align:middle line:84% in an accessible fashion to them has adversely 00:47:25.190 --> 00:47:27.200 align:middle line:90% impacted their experience. 00:47:27.200 --> 00:47:29.780 align:middle line:84% And then like I demonstrated a minute ago, 00:47:29.780 --> 00:47:33.440 align:middle line:84% we have tools that do a reasonably close job 00:47:33.440 --> 00:47:39.470 align:middle line:84% to emulating existing software to appear as it would 00:47:39.470 --> 00:47:43.010 align:middle line:84% to somebody who may have an accessibility challenge. 00:47:43.010 --> 00:47:45.870 align:middle line:90% So next slide. 00:47:45.870 --> 00:47:48.430 align:middle line:90% So next slide, one more. 00:47:48.430 --> 00:47:52.830 align:middle line:84% So one of the sets of tools that we've been creating 00:47:52.830 --> 00:47:54.900 align:middle line:84% are the Accessibility Learning Labs. 00:47:54.900 --> 00:47:57.480 align:middle line:84% So the objective behind these tools 00:47:57.480 --> 00:48:00.720 align:middle line:84% is to make it as easy as possible for instructors 00:48:00.720 --> 00:48:04.830 align:middle line:84% to include an accessibility component in their curriculum. 00:48:04.830 --> 00:48:09.150 align:middle line:84% And these tools are designed for courses ranging 00:48:09.150 --> 00:48:13.380 align:middle line:84% from CS1-level classes and even high school courses all the way 00:48:13.380 --> 00:48:17.310 align:middle line:84% to a graduate class, maybe, on web design or UI 00:48:17.310 --> 00:48:20.880 align:middle line:84% design or, heck, even a project management class. 00:48:20.880 --> 00:48:24.330 align:middle line:84% These are designed to make the participant 00:48:24.330 --> 00:48:28.470 align:middle line:84% aware of some foundational best practices for creating 00:48:28.470 --> 00:48:30.130 align:middle line:90% accessible software. 00:48:30.130 --> 00:48:32.760 align:middle line:84% But most importantly in my mind, it's 00:48:32.760 --> 00:48:36.060 align:middle line:84% to have the participant walk away from the activity saying, 00:48:36.060 --> 00:48:37.690 align:middle line:90% accessibility is important. 00:48:37.690 --> 00:48:39.750 align:middle line:84% I need to make sure that I'm focusing 00:48:39.750 --> 00:48:41.450 align:middle line:90% on that in what I'm creating. 00:48:41.450 --> 00:48:43.662 align:middle line:84% It could be the project manager understanding 00:48:43.662 --> 00:48:45.120 align:middle line:84% that when a developer says, hey, we 00:48:45.120 --> 00:48:47.760 align:middle line:84% need to spend these extra time and resources making sure it's 00:48:47.760 --> 00:48:50.310 align:middle line:84% accessible, the project manager says, yes, 00:48:50.310 --> 00:48:52.060 align:middle line:90% I understand why it's needed. 00:48:52.060 --> 00:48:53.910 align:middle line:84% Let's devote those resources to it. 00:48:53.910 --> 00:48:56.610 align:middle line:84% Or it could be the student understanding programming 00:48:56.610 --> 00:48:59.100 align:middle line:84% for the first time, knowing that this is something 00:48:59.100 --> 00:49:02.250 align:middle line:84% that should be baked into the software development project 00:49:02.250 --> 00:49:07.560 align:middle line:84% right from the get-go, like I believe Paula mentioned. 00:49:07.560 --> 00:49:09.750 align:middle line:84% And so all these materials are publicly 00:49:09.750 --> 00:49:14.370 align:middle line:84% available on our project website at all.rit.edu. 00:49:14.370 --> 00:49:15.990 align:middle line:84% I'll be the first to mention that I 00:49:15.990 --> 00:49:18.060 align:middle line:84% think we have one or two labs that 00:49:18.060 --> 00:49:20.100 align:middle line:90% are publicly available now. 00:49:20.100 --> 00:49:24.450 align:middle line:84% But we are working on more labs that will be easily adoptable. 00:49:24.450 --> 00:49:25.500 align:middle line:90% So next slide, please. 00:49:25.500 --> 00:49:28.470 align:middle line:90% 00:49:28.470 --> 00:49:31.110 align:middle line:84% So some of the topics that we're focusing on early on 00:49:31.110 --> 00:49:33.240 align:middle line:84% are vision-related accessibility challenges, 00:49:33.240 --> 00:49:35.520 align:middle line:90% like color blindness, hearing. 00:49:35.520 --> 00:49:38.490 align:middle line:84% We have a very large population of deaf hard-of-hearing 00:49:38.490 --> 00:49:42.540 align:middle line:84% students at RIT because we are home to the National Technical 00:49:42.540 --> 00:49:44.560 align:middle line:90% Institute for the Deaf-- 00:49:44.560 --> 00:49:49.170 align:middle line:84% some other vision issues as far as blindness, dexterity, 00:49:49.170 --> 00:49:52.380 align:middle line:84% and cognitive challenges for participants. 00:49:52.380 --> 00:49:54.640 align:middle line:90% So next slide, please. 00:49:54.640 --> 00:49:59.640 align:middle line:84% And so this material is becoming available on our project 00:49:59.640 --> 00:50:02.580 align:middle line:90% website at all.rit.edu. 00:50:02.580 --> 00:50:06.360 align:middle line:84% We are looking for collaborators and adopters for this material. 00:50:06.360 --> 00:50:08.280 align:middle line:90% It is entirely web-based. 00:50:08.280 --> 00:50:11.790 align:middle line:84% So everything from the lecture slides to the YouTube videos 00:50:11.790 --> 00:50:13.380 align:middle line:90% to the actual activities-- 00:50:13.380 --> 00:50:15.840 align:middle line:90% you only need a web browser. 00:50:15.840 --> 00:50:19.230 align:middle line:84% And I think some of us may be doing some online teaching 00:50:19.230 --> 00:50:21.270 align:middle line:84% over the summer and over the fall. 00:50:21.270 --> 00:50:24.750 align:middle line:84% So obviously, this is something that folks can definitely 00:50:24.750 --> 00:50:26.160 align:middle line:90% benefit from. 00:50:26.160 --> 00:50:28.410 align:middle line:84% Even if you don't know much about maybe 00:50:28.410 --> 00:50:33.660 align:middle line:84% a certain accessibility topic, like colorblindness, 00:50:33.660 --> 00:50:37.830 align:middle line:84% these materials are designed so that you can easily incorporate 00:50:37.830 --> 00:50:39.030 align:middle line:90% these into your classroom. 00:50:39.030 --> 00:50:41.220 align:middle line:84% And then we are providing everything 00:50:41.220 --> 00:50:44.520 align:middle line:84% that you would need to provide to your students 00:50:44.520 --> 00:50:47.160 align:middle line:90% to conduct these activities. 00:50:47.160 --> 00:50:50.790 align:middle line:84% So like I said, we are looking for adopters and collaborators. 00:50:50.790 --> 00:50:53.580 align:middle line:84% And the nice thing is, early on, we can build to suit. 00:50:53.580 --> 00:50:55.830 align:middle line:84% So if there are certain things that you'd like to see, 00:50:55.830 --> 00:50:57.372 align:middle line:84% there's a good chance we can actually 00:50:57.372 --> 00:50:59.290 align:middle line:90% build that into the activities. 00:50:59.290 --> 00:50:59.790 align:middle line:90% All right. 00:50:59.790 --> 00:51:00.707 align:middle line:90% So thank you, Richard. 00:51:00.707 --> 00:51:03.953 align:middle line:90% 00:51:03.953 --> 00:51:04.870 align:middle line:90% RICHARD LADNER: Great. 00:51:04.870 --> 00:51:06.190 align:middle line:90% Thank you, all of you. 00:51:06.190 --> 00:51:11.500 align:middle line:84% That was a fantastic sequence of different approaches 00:51:11.500 --> 00:51:13.390 align:middle line:90% to teaching accessibility. 00:51:13.390 --> 00:51:18.325 align:middle line:84% And I'm going to ask Brianna to come back on. 00:51:18.325 --> 00:51:19.520 align:middle line:90% Are you there? 00:51:19.520 --> 00:51:20.353 align:middle line:90% BRIANNA BLASER: Yep. 00:51:20.353 --> 00:51:21.210 align:middle line:90% I'm here. 00:51:21.210 --> 00:51:22.390 align:middle line:84% RICHARD LADNER: Have you been following the questions 00:51:22.390 --> 00:51:24.410 align:middle line:84% so that we can cover some of those? 00:51:24.410 --> 00:51:25.630 align:middle line:90% We have about 10 minutes. 00:51:25.630 --> 00:51:26.505 align:middle line:90% BRIANNA BLASER: Yeah. 00:51:26.505 --> 00:51:29.890 align:middle line:84% So some folks have entered some questions into the-- 00:51:29.890 --> 00:51:31.882 align:middle line:90% if you use the Q&A tool. 00:51:31.882 --> 00:51:34.090 align:middle line:84% And there are some that folks have answered in there. 00:51:34.090 --> 00:51:35.480 align:middle line:84% And we can elaborate on those in a minute. 00:51:35.480 --> 00:51:37.710 align:middle line:84% But there's one for the panel to address as a whole 00:51:37.710 --> 00:51:39.627 align:middle line:84% that I think would be a great question to hear 00:51:39.627 --> 00:51:42.010 align:middle line:90% what you folks have to say. 00:51:42.010 --> 00:51:43.660 align:middle line:90% Robert Domanski asks, hi. 00:51:43.660 --> 00:51:45.700 align:middle line:84% I'm curious to know if any of the panelists 00:51:45.700 --> 00:51:47.980 align:middle line:84% have been able to gain adoption of these practices 00:51:47.980 --> 00:51:49.930 align:middle line:84% from their departmental colleagues. 00:51:49.930 --> 00:51:51.550 align:middle line:84% And if so, what strategies were most 00:51:51.550 --> 00:51:55.120 align:middle line:90% effective in persuading them? 00:51:55.120 --> 00:51:57.370 align:middle line:84% RICHARD LADNER: Would anybody like to start with that? 00:51:57.370 --> 00:51:58.255 align:middle line:90% Anat or Leah? 00:51:58.255 --> 00:52:03.160 align:middle line:90% 00:52:03.160 --> 00:52:04.378 align:middle line:90% AMY KO: If not, I can start. 00:52:04.378 --> 00:52:05.170 align:middle line:90% RICHARD LADNER: OK. 00:52:05.170 --> 00:52:06.730 align:middle line:90% Go ahead, Amy. 00:52:06.730 --> 00:52:08.980 align:middle line:90% AMY KO: Sure. 00:52:08.980 --> 00:52:10.510 align:middle line:90% The answer is a yes and a no. 00:52:10.510 --> 00:52:14.380 align:middle line:84% So the no is I haven't been able to convince 00:52:14.380 --> 00:52:21.120 align:middle line:84% any of my colleagues at my rank or above to change anything. 00:52:21.120 --> 00:52:23.620 align:middle line:84% And this includes colleagues that actually are accessibility 00:52:23.620 --> 00:52:26.070 align:middle line:84% experts, such as my colleague Jake [? Wolbrock, ?] who 00:52:26.070 --> 00:52:28.570 align:middle line:84% I'm going to call out for not ever teaching an accessibility 00:52:28.570 --> 00:52:31.153 align:middle line:84% course in the Information School because he keeps [? buying ?] 00:52:31.153 --> 00:52:33.280 align:middle line:90% [? out of ?] courses instead. 00:52:33.280 --> 00:52:34.615 align:middle line:90% We're busy, right? 00:52:34.615 --> 00:52:36.490 align:middle line:84% It's a hard thing to convince busy colleagues 00:52:36.490 --> 00:52:39.550 align:middle line:84% to do new things and to change the way that they teach. 00:52:39.550 --> 00:52:41.290 align:middle line:84% The only success that I've had is 00:52:41.290 --> 00:52:43.120 align:middle line:84% changing the behavior of colleagues 00:52:43.120 --> 00:52:45.010 align:middle line:90% that are below me in rank. 00:52:45.010 --> 00:52:47.890 align:middle line:84% So I happen to be the program chair 00:52:47.890 --> 00:52:49.250 align:middle line:90% for our undergraduate program. 00:52:49.250 --> 00:52:51.880 align:middle line:84% And so I essentially told all of our teaching track faculty, 00:52:51.880 --> 00:52:53.180 align:middle line:90% we're going to do this. 00:52:53.180 --> 00:52:55.000 align:middle line:90% And they did it. 00:52:55.000 --> 00:52:57.670 align:middle line:84% And it wasn't so much an authoritarian move. 00:52:57.670 --> 00:52:59.380 align:middle line:84% It was much more like, let me explain 00:52:59.380 --> 00:53:00.900 align:middle line:90% to you why this is important. 00:53:00.900 --> 00:53:02.920 align:middle line:84% Let's brainstorm together about ways 00:53:02.920 --> 00:53:05.740 align:middle line:84% of implementing this in a way that's sustainable and usable 00:53:05.740 --> 00:53:07.130 align:middle line:84% and built into our infrastructure 00:53:07.130 --> 00:53:08.710 align:middle line:90% so we don't lose it. 00:53:08.710 --> 00:53:10.930 align:middle line:84% So it was just a project that we did together. 00:53:10.930 --> 00:53:13.410 align:middle line:84% But that was the effective strategy in my case-- 00:53:13.410 --> 00:53:16.039 align:middle line:90% was just using my power. 00:53:16.039 --> 00:53:19.045 align:middle line:90% [INTERPOSING VOICES] 00:53:19.045 --> 00:53:20.920 align:middle line:84% DANIEL KRUTZ: So I kind of flipped that, Amy. 00:53:20.920 --> 00:53:24.260 align:middle line:84% And I'll say, I'm a third-year tenure track person. 00:53:24.260 --> 00:53:27.910 align:middle line:90% So I have no power at all. 00:53:27.910 --> 00:53:30.970 align:middle line:84% So I was able to implement some of my material 00:53:30.970 --> 00:53:34.510 align:middle line:84% into our CS2 curriculum, which has 00:53:34.510 --> 00:53:38.440 align:middle line:84% like 350 students a semester, I would say. 00:53:38.440 --> 00:53:41.200 align:middle line:84% And we do have a department that is very focused 00:53:41.200 --> 00:53:44.110 align:middle line:90% on accessibility. 00:53:44.110 --> 00:53:46.030 align:middle line:84% And so I would say that's fortunate for us. 00:53:46.030 --> 00:53:48.920 align:middle line:84% The way I was able to do it was, frankly, I said, 00:53:48.920 --> 00:53:51.880 align:middle line:84% here's how easy it is to include it in your curriculum. 00:53:51.880 --> 00:53:53.920 align:middle line:84% And you don't need to do anything. 00:53:53.920 --> 00:53:57.160 align:middle line:84% And so everybody's super busy in their classes, especially 00:53:57.160 --> 00:53:59.560 align:middle line:90% the average CS1, CS2 course. 00:53:59.560 --> 00:54:03.640 align:middle line:84% So how can we make it as easy as possible for an adopter 00:54:03.640 --> 00:54:05.920 align:middle line:84% and have an activity that maybe somebody can 00:54:05.920 --> 00:54:07.610 align:middle line:90% do in 20 to 30 minutes-- 00:54:07.610 --> 00:54:11.170 align:middle line:84% so something that doesn't take a lot of time or resources 00:54:11.170 --> 00:54:12.520 align:middle line:90% by the adopter? 00:54:12.520 --> 00:54:14.770 align:middle line:84% So I think a lot of times, we need to flip it 00:54:14.770 --> 00:54:17.538 align:middle line:84% and actually say, here's what we can do for you, not-- 00:54:17.538 --> 00:54:19.580 align:middle line:84% I don't know if this is the right way to put it-- 00:54:19.580 --> 00:54:22.915 align:middle line:84% what can you do for us, type of thing, like in the sense of, 00:54:22.915 --> 00:54:25.040 align:middle line:84% include accessibility to do it because you have to. 00:54:25.040 --> 00:54:28.880 align:middle line:84% But hey, here's what's in it for you, type of thing. 00:54:28.880 --> 00:54:31.310 align:middle line:84% So yeah, Amy and I-- we're on polar opposites, I think. 00:54:31.310 --> 00:54:32.893 align:middle line:84% I'm on the other end of the spectrum. 00:54:32.893 --> 00:54:34.810 align:middle line:84% AMY KO: I had really different strategies when 00:54:34.810 --> 00:54:36.485 align:middle line:90% I was an assistant professor. 00:54:36.485 --> 00:54:37.360 align:middle line:90% You're totally right. 00:54:37.360 --> 00:54:40.853 align:middle line:90% 00:54:40.853 --> 00:54:41.770 align:middle line:90% BRIANNA BLASER: Great. 00:54:41.770 --> 00:54:43.970 align:middle line:84% There were also some questions-- does anybody else 00:54:43.970 --> 00:54:45.160 align:middle line:90% want to address that? 00:54:45.160 --> 00:54:46.940 align:middle line:84% LEAH FINDLATER: I was just going to say 00:54:46.940 --> 00:54:48.910 align:middle line:84% that I'm lucky to be in a department that's 00:54:48.910 --> 00:54:52.510 align:middle line:84% really supportive of including accessibility 00:54:52.510 --> 00:54:54.820 align:middle line:90% content in things. 00:54:54.820 --> 00:54:57.780 align:middle line:84% And I got to teach this whole course. 00:54:57.780 --> 00:55:02.290 align:middle line:84% And since I introduced this course in my department, 00:55:02.290 --> 00:55:04.780 align:middle line:84% we had another [? lecture ?] introduced, 00:55:04.780 --> 00:55:08.612 align:middle line:84% an undergraduate fewer-credit-hour course 00:55:08.612 --> 00:55:10.570 align:middle line:84% that includes a bunch of accessibility content. 00:55:10.570 --> 00:55:13.390 align:middle line:84% And I'm hoping to introduce a course that's 00:55:13.390 --> 00:55:16.310 align:middle line:84% five credit hours for undergraduates as well. 00:55:16.310 --> 00:55:19.240 align:middle line:90% So that's my next challenge. 00:55:19.240 --> 00:55:21.430 align:middle line:84% And then after that is making these courses part 00:55:21.430 --> 00:55:25.638 align:middle line:84% of the required components of the degree programs. 00:55:25.638 --> 00:55:26.430 align:middle line:90% PAULA Gabbert: Yeah. 00:55:26.430 --> 00:55:30.980 align:middle line:84% And I was just going to add that curriculum redevelopment 00:55:30.980 --> 00:55:33.410 align:middle line:84% and restructuring is always an opportunity 00:55:33.410 --> 00:55:35.690 align:middle line:90% to introduce these ideas. 00:55:35.690 --> 00:55:37.520 align:middle line:84% And as computer scientists, we're 00:55:37.520 --> 00:55:42.080 align:middle line:84% constantly looking at curriculum because our discipline 00:55:42.080 --> 00:55:42.800 align:middle line:90% is so dynamic. 00:55:42.800 --> 00:55:46.460 align:middle line:84% So I think that just having those conversations 00:55:46.460 --> 00:55:49.610 align:middle line:84% on a regular basis provides you that opportunity 00:55:49.610 --> 00:55:52.610 align:middle line:90% to explore these ideas. 00:55:52.610 --> 00:55:54.380 align:middle line:84% And you can be that voice, I would 00:55:54.380 --> 00:55:56.450 align:middle line:84% hope at no matter what rank you are, just 00:55:56.450 --> 00:56:00.620 align:middle line:84% in terms of introducing that idea in those conversations. 00:56:00.620 --> 00:56:05.190 align:middle line:90% 00:56:05.190 --> 00:56:07.830 align:middle line:84% RICHARD LADNER: Anything else there? 00:56:07.830 --> 00:56:10.130 align:middle line:90% A couple of questions-- 00:56:10.130 --> 00:56:12.180 align:middle line:84% Brianna, do we have a chat window where 00:56:12.180 --> 00:56:15.115 align:middle line:84% we can put the links, for example, to the video? 00:56:15.115 --> 00:56:15.990 align:middle line:90% BRIANNA BLASER: Yeah. 00:56:15.990 --> 00:56:17.657 align:middle line:84% I have answered some of them in the Q&A. 00:56:17.657 --> 00:56:19.915 align:middle line:84% And I think that I will put that in the chat as well. 00:56:19.915 --> 00:56:20.790 align:middle line:90% RICHARD LADNER: Yeah. 00:56:20.790 --> 00:56:22.320 align:middle line:90% Thanks. 00:56:22.320 --> 00:56:24.900 align:middle line:90% Somebody asked for that. 00:56:24.900 --> 00:56:27.870 align:middle line:84% One question that came up is for both Leah and Anat. 00:56:27.870 --> 00:56:31.035 align:middle line:84% How big are your teams for your projects? 00:56:31.035 --> 00:56:34.090 align:middle line:90% 00:56:34.090 --> 00:56:35.810 align:middle line:90% ANAT CASPI: I can address that. 00:56:35.810 --> 00:56:43.340 align:middle line:84% I used to be of the mind that anywhere between two and four 00:56:43.340 --> 00:56:44.420 align:middle line:90% is a good number. 00:56:44.420 --> 00:56:49.160 align:middle line:84% But I've recently settled on three, especially 00:56:49.160 --> 00:56:53.810 align:middle line:84% for our most recent offering, which was entirely virtual. 00:56:53.810 --> 00:56:59.090 align:middle line:84% And I found that it would be really difficult to take 00:56:59.090 --> 00:57:03.320 align:middle line:84% on the kinds of projects in just a two-person team-- 00:57:03.320 --> 00:57:06.490 align:middle line:84% the kinds of projects that we intend for them to take. 00:57:06.490 --> 00:57:08.540 align:middle line:84% But at the same time, a group of four 00:57:08.540 --> 00:57:12.630 align:middle line:84% was just too decentralized and hard to manage. 00:57:12.630 --> 00:57:17.380 align:middle line:84% So we have generally preferred teams of three. 00:57:17.380 --> 00:57:20.423 align:middle line:90% And I'll let Leah respond. 00:57:20.423 --> 00:57:21.340 align:middle line:90% LEAH FINDLATER: Right. 00:57:21.340 --> 00:57:23.270 align:middle line:90% OK, thanks. 00:57:23.270 --> 00:57:24.560 align:middle line:90% I say max four. 00:57:24.560 --> 00:57:29.810 align:middle line:84% And we've had teams from two to four. 00:57:29.810 --> 00:57:34.010 align:middle line:84% I'd say part of that is that part of the reason why 00:57:34.010 --> 00:57:36.590 align:middle line:84% I go for four as opposed to two or three, 00:57:36.590 --> 00:57:41.360 align:middle line:84% which I think would be good for making sure that everyone is 00:57:41.360 --> 00:57:43.100 align:middle line:84% really involved in the project, is 00:57:43.100 --> 00:57:45.290 align:middle line:84% partly because I'm trying to offset this burden 00:57:45.290 --> 00:57:46.320 align:middle line:90% on the participants. 00:57:46.320 --> 00:57:48.980 align:middle line:84% And if we have teams of three or four, 00:57:48.980 --> 00:57:52.370 align:middle line:84% then we don't have to recruit as many participants in any given 00:57:52.370 --> 00:57:52.940 align:middle line:90% quarter. 00:57:52.940 --> 00:57:56.720 align:middle line:84% And it still gives all of the students 00:57:56.720 --> 00:58:00.660 align:middle line:84% a reasonable amount of exposure and effort level. 00:58:00.660 --> 00:58:03.525 align:middle line:90% So it's trade-offs. 00:58:03.525 --> 00:58:04.400 align:middle line:90% RICHARD LADNER: Yeah. 00:58:04.400 --> 00:58:05.150 align:middle line:90% Thank you. 00:58:05.150 --> 00:58:08.390 align:middle line:84% It was mentioned on the question and answer-- somebody actually 00:58:08.390 --> 00:58:13.520 align:middle line:84% gave an answer that the W3C does have 00:58:13.520 --> 00:58:17.120 align:middle line:84% curriculum for accessibility on their website. 00:58:17.120 --> 00:58:19.925 align:middle line:84% So that's another place to look as well. 00:58:19.925 --> 00:58:22.730 align:middle line:84% And I believe there are links to those from the Teach Access 00:58:22.730 --> 00:58:26.300 align:middle line:84% website and from AccessComputing as well. 00:58:26.300 --> 00:58:28.970 align:middle line:90% 00:58:28.970 --> 00:58:31.490 align:middle line:84% Somebody mentioned the real-time captions. 00:58:31.490 --> 00:58:35.730 align:middle line:84% People might not realize this was not automatic captioning. 00:58:35.730 --> 00:58:37.040 align:middle line:90% It wasn't speech recognition. 00:58:37.040 --> 00:58:38.960 align:middle line:84% But we actually had a human at the other end. 00:58:38.960 --> 00:58:41.060 align:middle line:84% And I'm sure everybody thanks that 00:58:41.060 --> 00:58:45.900 align:middle line:84% human for doing such a great job with the captioning. 00:58:45.900 --> 00:58:48.650 align:middle line:90% Anat, thank you. 00:58:48.650 --> 00:58:51.830 align:middle line:84% You mentioned the contract that you had with students 00:58:51.830 --> 00:58:54.830 align:middle line:90% in the capstone course. 00:58:54.830 --> 00:58:56.960 align:middle line:84% Do you have any examples or pointers 00:58:56.960 --> 00:59:01.890 align:middle line:84% that you might be willing to share with others about the-- 00:59:01.890 --> 00:59:02.630 align:middle line:90% ANAT CASPI: Yeah. 00:59:02.630 --> 00:59:05.620 align:middle line:90% So I'm perfectly happy to share. 00:59:05.620 --> 00:59:08.360 align:middle line:84% I never actually thought of that as something 00:59:08.360 --> 00:59:10.490 align:middle line:90% that we ought to share widely. 00:59:10.490 --> 00:59:15.200 align:middle line:84% But it certainly could be while redacting the names and things. 00:59:15.200 --> 00:59:19.790 align:middle line:84% I think teams have come up with very appropriate ways 00:59:19.790 --> 00:59:23.990 align:middle line:84% of addressing some of the questions 00:59:23.990 --> 00:59:26.150 align:middle line:84% that Leah had pointed to in terms of, 00:59:26.150 --> 00:59:29.930 align:middle line:84% how do we get needs experts to engage with our teams 00:59:29.930 --> 00:59:34.040 align:middle line:84% while at the same time not burdening them and achieving 00:59:34.040 --> 00:59:36.830 align:middle line:84% that understanding of, how often will we communicate? 00:59:36.830 --> 00:59:38.250 align:middle line:90% What level of communication? 00:59:38.250 --> 00:59:41.280 align:middle line:84% What are the expectations from different team members? 00:59:41.280 --> 00:59:45.250 align:middle line:84% All of those things are asked of students and their team 00:59:45.250 --> 00:59:48.470 align:middle line:84% codesigners to spell out in the beginning 00:59:48.470 --> 00:59:51.710 align:middle line:84% of the course in order for them to have 00:59:51.710 --> 00:59:53.390 align:middle line:90% that conversation, basically. 00:59:53.390 --> 00:59:57.380 align:middle line:84% The contract itself is probably never read after it's signed. 00:59:57.380 --> 01:00:01.010 align:middle line:84% But just having that discourse about, what are the terms, 01:00:01.010 --> 01:00:07.220 align:middle line:84% is the important point in that assignment. 01:00:07.220 --> 01:00:08.900 align:middle line:84% RICHARD LADNER: Somebody asked, do you 01:00:08.900 --> 01:00:11.600 align:middle line:84% have suggestions on how to teach accessibility 01:00:11.600 --> 01:00:16.917 align:middle line:84% in informal contexts as opposed to the classroom? 01:00:16.917 --> 01:00:19.250 align:middle line:84% And I know, Anat, you're involved with that quite a bit. 01:00:19.250 --> 01:00:21.870 align:middle line:90% 01:00:21.870 --> 01:00:24.930 align:middle line:84% ANAT CASPI: I think one of the forms 01:00:24.930 --> 01:00:30.030 align:middle line:84% is just through advocacy, much like Amy had discussed. 01:00:30.030 --> 01:00:33.120 align:middle line:84% Taking on the accessibility lenses 01:00:33.120 --> 01:00:37.740 align:middle line:90% can become a part of life. 01:00:37.740 --> 01:00:41.910 align:middle line:84% And it's all about how often and to what degree 01:00:41.910 --> 01:00:45.150 align:middle line:84% you can strategically work within the community 01:00:45.150 --> 01:00:50.470 align:middle line:84% in order to promote that accessibility lens. 01:00:50.470 --> 01:00:53.970 align:middle line:84% And so in the past, with Richard, for example, 01:00:53.970 --> 01:00:59.760 align:middle line:84% we've done informal workshops on accessibility lens taking 01:00:59.760 --> 01:01:01.570 align:middle line:90% to AI and things like that. 01:01:01.570 --> 01:01:03.210 align:middle line:84% So that's a semi-formal, I guess, 01:01:03.210 --> 01:01:08.070 align:middle line:84% because it is an organized event but doesn't take part 01:01:08.070 --> 01:01:11.500 align:middle line:84% in a course format or anything like that. 01:01:11.500 --> 01:01:14.970 align:middle line:84% But I think largely, the kinds of activities 01:01:14.970 --> 01:01:17.340 align:middle line:84% that we have engaged in are actually 01:01:17.340 --> 01:01:19.710 align:middle line:84% going into the community and serving 01:01:19.710 --> 01:01:24.630 align:middle line:84% on community panels and other areas 01:01:24.630 --> 01:01:29.920 align:middle line:84% where accessibility might be seen as a marginal element, 01:01:29.920 --> 01:01:35.010 align:middle line:84% let's say pedestrian and bike access committees, things 01:01:35.010 --> 01:01:39.630 align:middle line:84% like that, where you can promote the needs of people 01:01:39.630 --> 01:01:42.820 align:middle line:84% who require accessibility features in the environment. 01:01:42.820 --> 01:01:45.870 align:middle line:84% But at the same time, that's not a formal conversation 01:01:45.870 --> 01:01:49.380 align:middle line:90% or a legal process per se. 01:01:49.380 --> 01:01:50.970 align:middle line:90% That's been my take on it. 01:01:50.970 --> 01:01:54.110 align:middle line:90% But I'm happy to hear others. 01:01:54.110 --> 01:01:55.860 align:middle line:84% BRIANNA BLASER: I was going to say, at UW, 01:01:55.860 --> 01:01:57.757 align:middle line:84% there's a student group called HuskyADAPT 01:01:57.757 --> 01:01:59.340 align:middle line:84% that I know you've been involved with, 01:01:59.340 --> 01:02:02.820 align:middle line:84% Anat, too that does things like toy hacking 01:02:02.820 --> 01:02:03.900 align:middle line:90% and that kind of stuff. 01:02:03.900 --> 01:02:06.060 align:middle line:84% And I'm going to drop a link to a webinar 01:02:06.060 --> 01:02:07.830 align:middle line:84% where we had some folks from HuskyADAPT 01:02:07.830 --> 01:02:11.260 align:middle line:90% join us and talk about that. 01:02:11.260 --> 01:02:14.200 align:middle line:90% RICHARD LADNER: Yeah. 01:02:14.200 --> 01:02:16.920 align:middle line:84% I would like to say that our time is up. 01:02:16.920 --> 01:02:23.350 align:middle line:84% And we're going to stop the recording right now.