WEBVTT 00:00:00.890 --> 00:00:02.640 align:middle line:84% RICHARD LADNER: My name is Richard Ladner. 00:00:02.640 --> 00:00:07.912 align:middle line:84% I'm a professor emeritus at the University of Washington 00:00:07.912 --> 00:00:09.870 align:middle line:84% in the Paul G. Allen School of Computer Science 00:00:09.870 --> 00:00:11.400 align:middle line:90% and Engineering. 00:00:11.400 --> 00:00:15.240 align:middle line:84% And my colleague here is Amy Ko, who 00:00:15.240 --> 00:00:20.160 align:middle line:84% is a professor in the iSchool at the University of Washington. 00:00:20.160 --> 00:00:23.940 align:middle line:84% And the other organizer is Kristen Shinohara, 00:00:23.940 --> 00:00:30.210 align:middle line:84% who is at Rochester Institute of Technology, and she's online. 00:00:30.210 --> 00:00:33.037 align:middle line:90% Kristen, are you here? 00:00:33.037 --> 00:00:34.370 align:middle line:90% KRISTEN SHINOHARA: Yes I'm here. 00:00:34.370 --> 00:00:35.995 align:middle line:84% RICHARD LADNER: Hey, great to have you. 00:00:38.050 --> 00:00:45.519 align:middle line:84% And the three of us put together this, not 00:00:45.519 --> 00:00:48.330 align:middle line:84% allowed to call it a workshop, event to try and get 00:00:48.330 --> 00:00:53.100 align:middle line:84% more people to teach about accessibility and disability 00:00:53.100 --> 00:00:54.440 align:middle line:90% in their classes. 00:00:54.440 --> 00:00:56.190 align:middle line:84% And we thought a good way to do that would 00:00:56.190 --> 00:01:00.210 align:middle line:84% be to bring in some people who had been doing this for a while 00:01:00.210 --> 00:01:02.830 align:middle line:90% and then have them talk. 00:01:02.830 --> 00:01:05.459 align:middle line:84% So none of the three of us are really going to talk. 00:01:05.459 --> 00:01:09.810 align:middle line:84% I'll be advancing slides and Kristin will do introductions 00:01:09.810 --> 00:01:12.930 align:middle line:84% and Amy will have a little introduction as well about 00:01:12.930 --> 00:01:15.860 align:middle line:90% the logistics. 00:01:15.860 --> 00:01:18.800 align:middle line:84% So welcome everyone from wherever you are. 00:01:18.800 --> 00:01:21.890 align:middle line:90% Hopefully you all registered. 00:01:21.890 --> 00:01:24.920 align:middle line:84% If you haven't registered, you can still do that. 00:01:24.920 --> 00:01:27.770 align:middle line:84% You just have to go to the SIGCSE website 00:01:27.770 --> 00:01:32.690 align:middle line:84% and then go to our event and you can register right there. 00:01:32.690 --> 00:01:37.020 align:middle line:84% Also we're going to have an evaluation at the end, 00:01:37.020 --> 00:01:40.650 align:middle line:84% you don't have to do it here, but you could do it later. 00:01:40.650 --> 00:01:43.710 align:middle line:84% And everybody that's registered will get an email just 00:01:43.710 --> 00:01:48.440 align:middle line:84% as a reminder to do that evaluation. 00:01:48.440 --> 00:01:50.900 align:middle line:84% Just a tiny bit about AccessComputing, 00:01:50.900 --> 00:01:53.600 align:middle line:84% it's a National Science Foundation 00:01:53.600 --> 00:01:58.550 align:middle line:84% funded Broadening Participation in Computing Alliance. 00:01:58.550 --> 00:02:05.990 align:middle line:84% It's been funded on a number of grants since 2006. 00:02:05.990 --> 00:02:07.520 align:middle line:90% And we just have a new grant. 00:02:07.520 --> 00:02:11.180 align:middle line:84% And as part of this grant we're trying 00:02:11.180 --> 00:02:15.650 align:middle line:84% to promote and advocate and move people 00:02:15.650 --> 00:02:19.130 align:middle line:84% to teach more about accessibility in their classes. 00:02:19.130 --> 00:02:22.970 align:middle line:84% Of course you want to teach your class accessibly as well. 00:02:22.970 --> 00:02:26.390 align:middle line:84% That is make sure that every student can participate. 00:02:26.390 --> 00:02:29.307 align:middle line:84% And at least one of the speakers today will talk about that. 00:02:29.307 --> 00:02:30.890 align:middle line:84% But the rest of the speakers are going 00:02:30.890 --> 00:02:33.710 align:middle line:84% to talk about how they've integrated accessibility 00:02:33.710 --> 00:02:36.410 align:middle line:84% and disability into their computer science classes. 00:02:36.410 --> 00:02:39.680 align:middle line:84% Intro classes, software engineering classes, 00:02:39.680 --> 00:02:41.645 align:middle line:84% development classes, all sorts of classes. 00:02:49.590 --> 00:02:51.490 align:middle line:84% Hopefully we'll have time at the end. 00:02:51.490 --> 00:02:53.785 align:middle line:84% We have 13 speakers, each will have 10 minutes. 00:02:53.785 --> 00:02:55.410 align:middle line:84% There's going to be a couple of breaks. 00:02:58.000 --> 00:03:00.555 align:middle line:84% So hopefully, we'll have time at the end to do breakouts. 00:03:00.555 --> 00:03:01.930 align:middle line:84% And the breakouts here would just 00:03:01.930 --> 00:03:04.092 align:middle line:84% be human breakouts with real people. 00:03:04.092 --> 00:03:06.550 align:middle line:84% And the people that are online will have their own breakout 00:03:06.550 --> 00:03:07.480 align:middle line:90% rooms. 00:03:07.480 --> 00:03:10.080 align:middle line:84% It would be too difficult to integrate everything 00:03:10.080 --> 00:03:13.330 align:middle line:90% in a small space like this. 00:03:13.330 --> 00:03:22.920 align:middle line:84% So we'll go through the 13 speakers a little bit later. 00:03:22.920 --> 00:03:26.300 align:middle line:84% I wanted to mention that as of this morning, 00:03:26.300 --> 00:03:29.900 align:middle line:84% or a few hours ago, there were 23 people in person registered. 00:03:29.900 --> 00:03:33.160 align:middle line:84% There's more than 23 of you out there, so a few of you 00:03:33.160 --> 00:03:36.880 align:middle line:84% haven't registered yet, so please do that. 00:03:36.880 --> 00:03:39.057 align:middle line:84% And once you're registered for this 00:03:39.057 --> 00:03:41.640 align:middle line:84% you will get on our mailing list for AccessComputing of course 00:03:41.640 --> 00:03:43.800 align:middle line:84% you can opt out later, but that'll 00:03:43.800 --> 00:03:46.500 align:middle line:84% give you more information as time goes on 00:03:46.500 --> 00:03:49.230 align:middle line:84% about teaching accessibility and lots of other things 00:03:49.230 --> 00:03:51.270 align:middle line:84% about disability and accessibility of computer 00:03:51.270 --> 00:03:51.770 align:middle line:90% science. 00:04:00.830 --> 00:04:03.030 align:middle line:90% So there's too many people. 00:04:03.030 --> 00:04:05.370 align:middle line:90% That's more than 60 people. 00:04:05.370 --> 00:04:08.630 align:middle line:84% So we're not going to do individual introductions. 00:04:08.630 --> 00:04:11.855 align:middle line:84% And I've introduced Amy and Kristen, our leaders. 00:04:14.450 --> 00:04:15.985 align:middle line:90% So let's see what's next. 00:04:19.060 --> 00:04:23.960 align:middle line:84% Amy, do you want to come up and do this segment? 00:04:23.960 --> 00:04:29.450 align:middle line:84% Amy's in charge of logistics, she's good at this. 00:04:29.450 --> 00:04:31.260 align:middle line:90% AMY KO: All right, hi everybody. 00:04:31.260 --> 00:04:33.290 align:middle line:84% So, the first thing that we want to point out 00:04:33.290 --> 00:04:34.100 align:middle line:90% is just the agenda. 00:04:34.100 --> 00:04:35.850 align:middle line:84% I think Richard talked about this already, 00:04:35.850 --> 00:04:37.190 align:middle line:90% but we're doing our welcome now. 00:04:37.190 --> 00:04:39.590 align:middle line:90% We'll have two groups of talks. 00:04:39.590 --> 00:04:43.460 align:middle line:84% One group from 3:45 to 4:45, for just an hour, 00:04:43.460 --> 00:04:45.200 align:middle line:84% they'll all be short 10 minute talks. 00:04:45.200 --> 00:04:47.480 align:middle line:84% If you're speaking, please keep it to 10 minutes 00:04:47.480 --> 00:04:49.520 align:middle line:84% so that we ensure that it's short. 00:04:49.520 --> 00:04:51.998 align:middle line:84% We'll track time and try to keep you to it. 00:04:51.998 --> 00:04:53.040 align:middle line:90% We'll have a short break. 00:04:53.040 --> 00:04:55.100 align:middle line:84% So those in person can do some networking, 00:04:55.100 --> 00:04:56.780 align:middle line:90% online can do some networking. 00:04:56.780 --> 00:05:00.170 align:middle line:84% And then we'll do another chunk of talks from 5 to 6:10. 00:05:00.170 --> 00:05:02.450 align:middle line:84% And then we're going to have some breakouts at the end 00:05:02.450 --> 00:05:05.150 align:middle line:84% to just really service some of the questions 00:05:05.150 --> 00:05:09.350 align:middle line:84% around specific content areas in CS for teaching accessibility 00:05:09.350 --> 00:05:12.320 align:middle line:84% and to get you some affinity groups around some 00:05:12.320 --> 00:05:13.880 align:middle line:90% of those topics. 00:05:13.880 --> 00:05:15.530 align:middle line:84% There is one logistical thing which 00:05:15.530 --> 00:05:17.990 align:middle line:84% we think is the interactive part of this, which 00:05:17.990 --> 00:05:20.730 align:middle line:84% is that link on the top right over there, 00:05:20.730 --> 00:05:24.530 align:middle line:84% which is obscured by the Zoom thing, can we-- 00:05:28.250 --> 00:05:31.670 align:middle line:84% BRIANNA BLASER: I already put it in the chat for folks online. 00:05:31.670 --> 00:05:33.080 align:middle line:90% AMY KO: That's these slides. 00:05:33.080 --> 00:05:34.670 align:middle line:90% And it's one Google Slides doc. 00:05:34.670 --> 00:05:36.750 align:middle line:84% So you can open that up on your machine, 00:05:36.750 --> 00:05:38.300 align:middle line:84% you can follow on the slides, you 00:05:38.300 --> 00:05:40.730 align:middle line:84% can go backwards and forwards, you can even 00:05:40.730 --> 00:05:42.210 align:middle line:90% comment on the slides. 00:05:42.210 --> 00:05:45.020 align:middle line:84% So if you have questions or thoughts or opinions, 00:05:45.020 --> 00:05:47.450 align:middle line:84% consider this document a shared resource, 00:05:47.450 --> 00:05:49.490 align:middle line:84% so feel free to contribute to it there. 00:05:49.490 --> 00:05:51.080 align:middle line:84% And at the end, during the breakout, 00:05:51.080 --> 00:05:53.900 align:middle line:84% we'll be writing notes inside the Google Slides 00:05:53.900 --> 00:05:55.290 align:middle line:90% to for your breakouts. 00:05:55.290 --> 00:05:57.110 align:middle line:84% So think of this document as the one place 00:05:57.110 --> 00:05:59.353 align:middle line:84% where we're all working together. 00:05:59.353 --> 00:06:00.770 align:middle line:84% KRISTEN SHINOHARA: But first up we 00:06:00.770 --> 00:06:03.680 align:middle line:84% have Devorah Kletenik and Rachel Adler. 00:06:03.680 --> 00:06:06.440 align:middle line:84% I apologize if I mispronounced names. 00:06:06.440 --> 00:06:08.540 align:middle line:90% Please go ahead. 00:06:08.540 --> 00:06:10.930 align:middle line:84% RICHARD LADNER: They should be able to unmute themselves. 00:06:13.930 --> 00:06:16.930 align:middle line:84% RACHEL ADLER: Hi, so I'm Rachel Adler and Devorah Kletenik, 00:06:16.930 --> 00:06:18.370 align:middle line:90% I think you're here too. 00:06:18.370 --> 00:06:20.300 align:middle line:90% DEVORAH KLETENIK: Hi, everyone. 00:06:20.300 --> 00:06:21.687 align:middle line:90% I'm here, but you take over. 00:06:21.687 --> 00:06:24.020 align:middle line:84% RICHARD LADNER: Just tell me when to advance the slides. 00:06:24.020 --> 00:06:26.320 align:middle line:90% RACHEL ADLER: OK perfect. 00:06:26.320 --> 00:06:28.148 align:middle line:84% So you can just advance to the next slide 00:06:28.148 --> 00:06:30.190 align:middle line:84% because we're going to introduce ourselves there. 00:06:30.190 --> 00:06:33.910 align:middle line:84% But Dr. Kletenik and I both teach at public universities. 00:06:33.910 --> 00:06:35.920 align:middle line:84% Devorah is an assistant professor 00:06:35.920 --> 00:06:38.890 align:middle line:84% in the Department of Computer and Information Science 00:06:38.890 --> 00:06:41.020 align:middle line:84% at Brooklyn College, part of CUNY. 00:06:41.020 --> 00:06:44.110 align:middle line:84% And she has included accessibility topics 00:06:44.110 --> 00:06:47.050 align:middle line:84% into her Human Computer Interaction, E-commerce, 00:06:47.050 --> 00:06:48.730 align:middle line:90% and Game Development courses. 00:06:48.730 --> 00:06:51.910 align:middle line:84% And I'm an Associate Professor in the Department of Computer 00:06:51.910 --> 00:06:54.280 align:middle line:84% Science at Northeastern Illinois University 00:06:54.280 --> 00:06:57.220 align:middle line:84% and I've included accessibility in my Human Computer 00:06:57.220 --> 00:06:59.620 align:middle line:84% Interaction and Web Development courses. 00:06:59.620 --> 00:07:02.320 align:middle line:84% For both of us, this started because we 00:07:02.320 --> 00:07:06.400 align:middle line:84% were awardees of a Teach Access faculty grant. 00:07:06.400 --> 00:07:09.840 align:middle line:90% You can go to the next slide. 00:07:09.840 --> 00:07:12.770 align:middle line:84% So we had a bunch of students from both 00:07:12.770 --> 00:07:14.360 align:middle line:84% of our institutions working together 00:07:14.360 --> 00:07:16.220 align:middle line:84% to create accessibility simulation 00:07:16.220 --> 00:07:18.920 align:middle line:84% games that we wanted to integrate into our computer 00:07:18.920 --> 00:07:20.070 align:middle line:90% science courses. 00:07:20.070 --> 00:07:22.790 align:middle line:84% So in addition to having accessibility concept, 00:07:22.790 --> 00:07:25.220 align:middle line:90% we wanted it to be engaging. 00:07:25.220 --> 00:07:29.090 align:middle line:84% We tested this the first time in the spring of 2021 00:07:29.090 --> 00:07:33.350 align:middle line:84% and we recruited 113 students from both of our universities. 00:07:33.350 --> 00:07:36.930 align:middle line:84% I was teaching Human Computer Interaction at the time 00:07:36.930 --> 00:07:39.680 align:middle line:84% and I also recruited a faculty member teaching 00:07:39.680 --> 00:07:43.400 align:middle line:84% the other section of HCI, to go into her class 00:07:43.400 --> 00:07:45.980 align:middle line:84% and use these accessibility simulation games 00:07:45.980 --> 00:07:49.250 align:middle line:84% and Devorah was teaching a Game Design and Development 00:07:49.250 --> 00:07:52.430 align:middle line:84% course in addition to an E-commerce course. 00:07:52.430 --> 00:07:55.278 align:middle line:84% And so we wanted to see how this would go. 00:07:55.278 --> 00:07:56.570 align:middle line:90% You can move to the next slide. 00:08:00.850 --> 00:08:03.810 align:middle line:84% So before I describe the actual games that we used, 00:08:03.810 --> 00:08:06.210 align:middle line:84% I'm going to tell you a little bit about them. 00:08:06.210 --> 00:08:09.780 align:middle line:90% So initially we had three games. 00:08:09.780 --> 00:08:13.350 align:middle line:84% One for colorblindness, one for auditory, and one for physical. 00:08:13.350 --> 00:08:15.285 align:middle line:90% Since then, we've created-- 00:08:17.765 --> 00:08:18.390 align:middle line:90% do you hear me? 00:08:22.920 --> 00:08:24.540 align:middle line:90% Hello? 00:08:24.540 --> 00:08:26.290 align:middle line:84% BRIANNA BLASER: Yep, you sound good to me. 00:08:26.290 --> 00:08:27.640 align:middle line:84% RACHEL ADLER: OK perfect, I thought I heard someone 00:08:27.640 --> 00:08:29.170 align:middle line:90% say I was breaking. 00:08:29.170 --> 00:08:31.120 align:middle line:84% OK, so we have those three versions 00:08:31.120 --> 00:08:34.809 align:middle line:84% and since then we added blindness and low vision. 00:08:34.809 --> 00:08:37.240 align:middle line:84% But I'm going to talk about the color blindness, 00:08:37.240 --> 00:08:40.480 align:middle line:84% auditory, and physical first because those 00:08:40.480 --> 00:08:44.007 align:middle line:84% were the ones that we tested in the spring of 2021 00:08:44.007 --> 00:08:46.090 align:middle line:84% and we're still in middle of analyzing our results 00:08:46.090 --> 00:08:48.490 align:middle line:84% from the fall of 2021 where we included 00:08:48.490 --> 00:08:51.170 align:middle line:90% both blindness and low vision. 00:08:51.170 --> 00:08:53.260 align:middle line:84% So each of the games has four rounds. 00:08:53.260 --> 00:08:55.120 align:middle line:84% In the first round we have game mode, 00:08:55.120 --> 00:08:57.730 align:middle line:84% where we play without simulated disability 00:08:57.730 --> 00:09:01.750 align:middle line:84% and we're just playing the game yourself. 00:09:01.750 --> 00:09:05.770 align:middle line:84% Then every round two of the game is simulation mode, 00:09:05.770 --> 00:09:07.750 align:middle line:84% where now you're simulating a disability 00:09:07.750 --> 00:09:11.425 align:middle line:84% and you're playing as if in this disability 00:09:11.425 --> 00:09:12.800 align:middle line:84% and it makes it more complicated, 00:09:12.800 --> 00:09:15.370 align:middle line:84% of course to play and to win the game. 00:09:15.370 --> 00:09:18.190 align:middle line:84% In round three, we start introducing 00:09:18.190 --> 00:09:19.820 align:middle line:90% accessibility features. 00:09:19.820 --> 00:09:22.930 align:middle line:84% So now you you're playing as if you would normally 00:09:22.930 --> 00:09:25.540 align:middle line:84% play but you can see the accessibility features 00:09:25.540 --> 00:09:27.670 align:middle line:90% included. 00:09:27.670 --> 00:09:31.120 align:middle line:84% And in round four you're back in simulation mode 00:09:31.120 --> 00:09:33.890 align:middle line:84% but the accessibility features are still there. 00:09:33.890 --> 00:09:39.080 align:middle line:84% So you now have the opportunity to play and to win the game. 00:09:39.080 --> 00:09:40.580 align:middle line:84% We can go to the next slide, please. 00:09:43.210 --> 00:09:45.240 align:middle line:84% So here's the colorblind version. 00:09:45.240 --> 00:09:48.660 align:middle line:84% I'm going to show you how the rounds look. 00:09:48.660 --> 00:09:50.280 align:middle line:84% In the colorblind version of the game, 00:09:50.280 --> 00:09:55.120 align:middle line:84% this is a pop ball game, where on the screen, 00:09:55.120 --> 00:09:57.352 align:middle line:84% you can see it says pop green and you'll pop green 00:09:57.352 --> 00:09:58.810 align:middle line:84% and then it will change to pop red. 00:09:58.810 --> 00:10:02.170 align:middle line:84% And if you get it right you get a point. 00:10:02.170 --> 00:10:06.000 align:middle line:84% And if you get it wrong, you lose a point and the computer 00:10:06.000 --> 00:10:08.070 align:middle line:90% opponent gets a point. 00:10:08.070 --> 00:10:11.580 align:middle line:84% We were trying to make engaging, interactive, competitive games 00:10:11.580 --> 00:10:16.330 align:middle line:84% to attract the students but also teach them about accessibility. 00:10:16.330 --> 00:10:20.640 align:middle line:84% So after round one we go directly into round two, 00:10:20.640 --> 00:10:23.250 align:middle line:84% where now we're in simulation mode 00:10:23.250 --> 00:10:28.110 align:middle line:84% and we're simulating colorblindness. 00:10:28.110 --> 00:10:30.060 align:middle line:84% So now even though it says green, 00:10:30.060 --> 00:10:31.500 align:middle line:84% I have no idea which one is green. 00:10:31.500 --> 00:10:33.690 align:middle line:84% And it says pop red but which one is red? 00:10:33.690 --> 00:10:38.480 align:middle line:84% So it's going to be really, really hard to win this round. 00:10:38.480 --> 00:10:41.930 align:middle line:84% When we get to round three we start introducing 00:10:41.930 --> 00:10:43.560 align:middle line:90% accessibility features. 00:10:43.560 --> 00:10:46.970 align:middle line:84% So here instead of only relying on color 00:10:46.970 --> 00:10:50.570 align:middle line:84% we have letters which represent each color placed 00:10:50.570 --> 00:10:51.530 align:middle line:90% inside each ball. 00:10:51.530 --> 00:10:54.320 align:middle line:84% So an R for red is in the red balls. 00:10:54.320 --> 00:10:58.070 align:middle line:84% And a G for Green is in the green balls. 00:10:58.070 --> 00:11:00.980 align:middle line:84% And this is the round three which 00:11:00.980 --> 00:11:03.170 align:middle line:84% always has both the accessibility 00:11:03.170 --> 00:11:05.900 align:middle line:90% and playing as yourself. 00:11:05.900 --> 00:11:08.810 align:middle line:84% But then we go back to round 4, and the twos and fours 00:11:08.810 --> 00:11:09.820 align:middle line:90% are simulation mode. 00:11:09.820 --> 00:11:12.260 align:middle line:84% So now we're once again in simulation mode 00:11:12.260 --> 00:11:15.350 align:middle line:84% simulating someone colorblind, but we keep 00:11:15.350 --> 00:11:16.890 align:middle line:90% the accessibility features. 00:11:16.890 --> 00:11:21.290 align:middle line:84% So we still have the G and the R's inside these balls, 00:11:21.290 --> 00:11:24.920 align:middle line:84% so now you have a chance to play and win the games. 00:11:24.920 --> 00:11:27.380 align:middle line:84% And we do a similar thing for physical. 00:11:27.380 --> 00:11:30.170 align:middle line:84% So in the physical round when you get to round two 00:11:30.170 --> 00:11:31.328 align:middle line:90% you can't use the mouse. 00:11:31.328 --> 00:11:32.870 align:middle line:84% All of a sudden the mouse is shaking. 00:11:32.870 --> 00:11:35.690 align:middle line:84% And you could play and you could even win the game, 00:11:35.690 --> 00:11:39.710 align:middle line:84% but it's not fun and it's hard because your mouse is shaking. 00:11:39.710 --> 00:11:41.510 align:middle line:84% So then in our round three we start 00:11:41.510 --> 00:11:43.580 align:middle line:84% introducing accessibility features 00:11:43.580 --> 00:11:47.360 align:middle line:84% where you can use your keyboard to navigate the different balls 00:11:47.360 --> 00:11:49.730 align:middle line:84% instead of only relying on the mouse. 00:11:49.730 --> 00:11:52.490 align:middle line:84% In the auditory version our round one 00:11:52.490 --> 00:11:53.670 align:middle line:90% is a little different. 00:11:53.670 --> 00:11:58.070 align:middle line:84% Instead of pop red or pop green being written on the screen, 00:11:58.070 --> 00:11:58.950 align:middle line:90% you can hear it. 00:11:58.950 --> 00:12:01.820 align:middle line:84% So I hear someone say "pop red," and I'm popping red 00:12:01.820 --> 00:12:04.290 align:middle line:84% and then I hear a "pop green," and I pop green. 00:12:04.290 --> 00:12:08.210 align:middle line:84% So at this point, I'm able to still play and enjoy the game 00:12:08.210 --> 00:12:10.310 align:middle line:84% but I get to my round two simulation mode 00:12:10.310 --> 00:12:13.850 align:middle line:84% and now I am simulating someone who is hard of hearing. 00:12:13.850 --> 00:12:18.590 align:middle line:84% And at this point, because of that you can't hear anything. 00:12:18.590 --> 00:12:21.140 align:middle line:84% So there's no way to know if you're supposed to pop red, pop 00:12:21.140 --> 00:12:23.540 align:middle line:84% the green ball, and it makes it much more 00:12:23.540 --> 00:12:27.980 align:middle line:84% difficult or impossible to really win the game until we go 00:12:27.980 --> 00:12:31.100 align:middle line:84% back to round three where we introduce it 00:12:31.100 --> 00:12:34.130 align:middle line:84% in writing on the screen in addition to being 00:12:34.130 --> 00:12:35.450 align:middle line:90% able to hear it. 00:12:35.450 --> 00:12:37.880 align:middle line:84% So that when you're in round four, simulation mode, 00:12:37.880 --> 00:12:40.560 align:middle line:84% you still have the words on the screen. 00:12:40.560 --> 00:12:42.330 align:middle line:84% And at the end of each of these games 00:12:42.330 --> 00:12:44.630 align:middle line:84% we also have a Tips page, teaching 00:12:44.630 --> 00:12:48.470 align:middle line:84% about how you would design for each 00:12:48.470 --> 00:12:51.830 align:middle line:84% of these disabilities, the tips for designing for people 00:12:51.830 --> 00:12:53.802 align:middle line:90% with those disabilities. 00:12:53.802 --> 00:12:55.010 align:middle line:90% You can go to the next slide. 00:13:03.460 --> 00:13:06.250 align:middle line:84% OK-- I think, let me just go back, 00:13:06.250 --> 00:13:09.580 align:middle line:90% I think we're going backwards. 00:13:09.580 --> 00:13:12.450 align:middle line:84% I think can we go to the next slide. 00:13:12.450 --> 00:13:14.610 align:middle line:84% I think we're moving the wrong way 00:13:14.610 --> 00:13:15.540 align:middle line:84% RICHARD LADNER: Oh I went the wrong direction. 00:13:15.540 --> 00:13:17.760 align:middle line:84% RACHEL ADLER: Yeah we're going backwards, sorry. 00:13:17.760 --> 00:13:20.040 align:middle line:90% I could talk in reverse. 00:13:20.040 --> 00:13:22.170 align:middle line:84% OK, so now integrating into our courses. 00:13:22.170 --> 00:13:27.060 align:middle line:84% So we were doing this in both online and remote sections. 00:13:27.060 --> 00:13:29.880 align:middle line:84% We didn't have any in-person back in spring of 2021 00:13:29.880 --> 00:13:32.310 align:middle line:84% but we had both formats of our courses. 00:13:32.310 --> 00:13:36.360 align:middle line:84% And the students completed a pre and post-surveys 00:13:36.360 --> 00:13:37.890 align:middle line:84% on their attitudes towards people 00:13:37.890 --> 00:13:40.110 align:middle line:84% with disabilities and measuring their understanding 00:13:40.110 --> 00:13:41.850 align:middle line:90% of their challenges. 00:13:41.850 --> 00:13:43.560 align:middle line:84% I'm not going to go into details on that 00:13:43.560 --> 00:13:47.430 align:middle line:84% here because we do have a SIGCSE paper, which we'd 00:13:47.430 --> 00:13:51.330 align:middle line:84% love for you to read and watch our video there and come 00:13:51.330 --> 00:13:53.430 align:middle line:84% to our author's corner session tomorrow at 12, 00:13:53.430 --> 00:13:55.207 align:middle line:84% so I won't go into those details. 00:13:55.207 --> 00:13:56.790 align:middle line:84% But I do want to get to the next slide 00:13:56.790 --> 00:13:59.430 align:middle line:84% and talk to you about general feedback and comments 00:13:59.430 --> 00:14:01.395 align:middle line:90% that we got from our students. 00:14:01.395 --> 00:14:03.520 align:middle line:84% KRISTEN SHINOHARA: You have about two minutes left. 00:14:03.520 --> 00:14:04.620 align:middle line:90% RACHEL ADLER: Thank you. 00:14:04.620 --> 00:14:06.390 align:middle line:90% Luckily I talk really fast. 00:14:06.390 --> 00:14:08.820 align:middle line:84% So we found that the accessibility simulation games 00:14:08.820 --> 00:14:11.310 align:middle line:84% were helpful in increasing student empathy 00:14:11.310 --> 00:14:13.020 align:middle line:84% and awareness regarding designing 00:14:13.020 --> 00:14:15.370 align:middle line:90% for people with disabilities. 00:14:15.370 --> 00:14:17.760 align:middle line:84% Specifically, we had really a lot of positive comments, 00:14:17.760 --> 00:14:20.490 align:middle line:84% and we took out a few: We learned about accessibility 00:14:20.490 --> 00:14:22.420 align:middle line:84% in class and we saw examples of it. 00:14:22.420 --> 00:14:24.810 align:middle line:84% But having the simulation shows how difficult 00:14:24.810 --> 00:14:26.610 align:middle line:84% it is for people with disabilities 00:14:26.610 --> 00:14:28.320 align:middle line:90% to even play a simple game. 00:14:28.320 --> 00:14:30.570 align:middle line:84% It made me realize how much more effort we 00:14:30.570 --> 00:14:33.510 align:middle line:84% need to put into our design so everyone can use it. 00:14:33.510 --> 00:14:35.430 align:middle line:84% It is easy to read, watch, or hear 00:14:35.430 --> 00:14:37.380 align:middle line:84% how people with disabilities have it tough, 00:14:37.380 --> 00:14:39.930 align:middle line:84% but once you experience what they face it really 00:14:39.930 --> 00:14:41.670 align:middle line:90% drives the point home. 00:14:41.670 --> 00:14:45.180 align:middle line:84% This test made me think back to recent games and applications 00:14:45.180 --> 00:14:47.280 align:middle line:84% that I have used and realize that many of them 00:14:47.280 --> 00:14:51.040 align:middle line:84% are almost completely unsuitable for people with disabilities. 00:14:51.040 --> 00:14:53.760 align:middle line:90% Next slide, please. 00:14:53.760 --> 00:14:57.320 align:middle line:84% So we really had a lot of positive feedback 00:14:57.320 --> 00:15:00.230 align:middle line:84% and we are still working on improving it. 00:15:00.230 --> 00:15:03.260 align:middle line:84% As I mentioned we've added a couple of other disabilities. 00:15:03.260 --> 00:15:06.530 align:middle line:84% We're working on adding cognitive disabilities as well. 00:15:06.530 --> 00:15:09.350 align:middle line:84% We would love for everyone to try it out and send us 00:15:09.350 --> 00:15:10.700 align:middle line:90% any feedback. 00:15:10.700 --> 00:15:15.620 align:middle line:84% It can be easily added into accessibility courses, HCI, 00:15:15.620 --> 00:15:18.560 align:middle line:84% web design, software development, 00:15:18.560 --> 00:15:22.560 align:middle line:84% and it's good for experienced computer science students. 00:15:22.560 --> 00:15:26.690 align:middle line:84% But one of the novel things that we feel that it's good for 00:15:26.690 --> 00:15:29.960 align:middle line:84% is also novice computer science students or even non-majors. 00:15:29.960 --> 00:15:31.580 align:middle line:84% We've had non-majors in our classes 00:15:31.580 --> 00:15:34.220 align:middle line:84% that we've been testing it on and we 00:15:34.220 --> 00:15:36.620 align:middle line:84% think it could be really good for anyone 00:15:36.620 --> 00:15:40.790 align:middle line:84% because it's just a game we don't require HTML knowledge 00:15:40.790 --> 00:15:44.390 align:middle line:90% or any types of computer skills. 00:15:44.390 --> 00:15:46.220 align:middle line:84% And actually because of that, that 00:15:46.220 --> 00:15:48.080 align:middle line:84% leads to our current and ongoing work. 00:15:48.080 --> 00:15:52.520 align:middle line:84% We've been working on versions for K through 12 classrooms. 00:15:52.520 --> 00:15:57.830 align:middle line:84% And last semester I was teaching a web development class for K 00:15:57.830 --> 00:16:03.050 align:middle line:84% through 12 teachers and I had an accessibility week topic using 00:16:03.050 --> 00:16:06.350 align:middle line:84% these games and we received really positive feedback 00:16:06.350 --> 00:16:09.050 align:middle line:84% and the teachers said that they thought 00:16:09.050 --> 00:16:11.340 align:middle line:84% it would be suitable for all levels, high school, 00:16:11.340 --> 00:16:13.280 align:middle line:84% middle school, and elementary school. 00:16:13.280 --> 00:16:15.107 align:middle line:84% And now this semester we're actually 00:16:15.107 --> 00:16:16.940 align:middle line:84% going to be piloting our first middle school 00:16:16.940 --> 00:16:20.300 align:middle line:90% classroom using these games. 00:16:20.300 --> 00:16:22.460 align:middle line:84% And we're going to hopefully continue 00:16:22.460 --> 00:16:26.450 align:middle line:84% working on that to see how to make it even better for all. 00:16:26.450 --> 00:16:28.460 align:middle line:84% So even at a young age you learn about 00:16:28.460 --> 00:16:30.570 align:middle line:84% empathy for people with disabilities, 00:16:30.570 --> 00:16:32.960 align:middle line:84% in addition to learning about design 00:16:32.960 --> 00:16:35.310 align:middle line:90% and how it could be challenging. 00:16:35.310 --> 00:16:36.602 align:middle line:90% And the challenges people face. 00:16:36.602 --> 00:16:38.518 align:middle line:84% KRISTEN SHINOHARA: Great, thank you very much. 00:16:38.518 --> 00:16:39.500 align:middle line:90% That's at about time. 00:16:39.500 --> 00:16:41.750 align:middle line:84% I'm sorry I have to cut you off there. 00:16:41.750 --> 00:16:43.220 align:middle line:84% But we want to keep to our schedule 00:16:43.220 --> 00:16:44.540 align:middle line:90% so we can fit everyone in. 00:16:44.540 --> 00:16:48.150 align:middle line:84% Just a quick reminder, if you have any comments or questions, 00:16:48.150 --> 00:16:50.220 align:middle line:84% feel free to put them in the Zoom chat. 00:16:50.220 --> 00:16:52.940 align:middle line:84% I think you can also add comments to the slides 00:16:52.940 --> 00:16:56.000 align:middle line:84% through the link that's at the top of the slide deck here. 00:17:00.508 --> 00:17:02.550 align:middle line:84% Yes, so if you have questions for each presenter, 00:17:02.550 --> 00:17:05.060 align:middle line:84% please feel free to add those to the slide deck. 00:17:05.060 --> 00:17:07.402 align:middle line:84% I want to introduce now Michael Moore. 00:17:07.402 --> 00:17:09.319 align:middle line:84% I'm also going to give you a 10 minute Warning 00:17:09.319 --> 00:17:10.410 align:middle line:90% and start your timer. 00:17:10.410 --> 00:17:12.550 align:middle line:90% So please go ahead. 00:17:12.550 --> 00:17:14.470 align:middle line:84% MICHAEL MOORE: Hi, my name is Michael Moore. 00:17:14.470 --> 00:17:17.319 align:middle line:84% I'm an Instructional Assistant professor at Texas A&M. 00:17:17.319 --> 00:17:20.020 align:middle line:84% And just a little bit of background about myself, 00:17:20.020 --> 00:17:22.607 align:middle line:84% I learned sign language as an undergrad 00:17:22.607 --> 00:17:24.940 align:middle line:84% and worked for many years as a sign language interpreter 00:17:24.940 --> 00:17:26.589 align:middle line:84% and kind of had an interest there. 00:17:26.589 --> 00:17:30.220 align:middle line:84% And I did that work in parallel with getting my PhD. 00:17:30.220 --> 00:17:32.110 align:middle line:84% And now I'm really excited because I 00:17:32.110 --> 00:17:35.197 align:middle line:84% can take my passions for accessibility and computer 00:17:35.197 --> 00:17:36.530 align:middle line:90% science and bring them together. 00:17:36.530 --> 00:17:38.322 align:middle line:84% So let's go ahead and go to the next slide. 00:17:42.260 --> 00:17:45.440 align:middle line:84% I'm at Texas A&M. We're a large University. 00:17:45.440 --> 00:17:47.840 align:middle line:90% We have about 73,000 students. 00:17:47.840 --> 00:17:50.750 align:middle line:84% Our computer science department, it says 1,400, 00:17:50.750 --> 00:17:52.940 align:middle line:84% but we have our College of Engineering now has 00:17:52.940 --> 00:17:56.180 align:middle line:84% a common first year program for all freshmen coming in, 00:17:56.180 --> 00:17:57.710 align:middle line:84% so that does not include freshmen 00:17:57.710 --> 00:18:00.890 align:middle line:84% who are potential students coming up, 00:18:00.890 --> 00:18:03.980 align:middle line:84% only sophomores, juniors, and seniors. 00:18:03.980 --> 00:18:07.610 align:middle line:84% And what I did, was I created a standalone course 00:18:07.610 --> 00:18:10.810 align:middle line:90% on accessibility. 00:18:10.810 --> 00:18:12.770 align:middle line:84% So not all students in our department 00:18:12.770 --> 00:18:14.600 align:middle line:84% are required to take the course but any 00:18:14.600 --> 00:18:17.960 align:middle line:84% can take it as one of their computer science electives. 00:18:17.960 --> 00:18:20.323 align:middle line:84% We have a highly flexible curriculum. 00:18:20.323 --> 00:18:21.740 align:middle line:84% And I've put a link to my syllabus 00:18:21.740 --> 00:18:23.090 align:middle line:90% if anyone is interested in that. 00:18:26.600 --> 00:18:31.290 align:middle line:84% So I'm teaching it for the third time this semester. 00:18:31.290 --> 00:18:34.310 align:middle line:84% And so now it's being considered to become a permanent course 00:18:34.310 --> 00:18:37.100 align:middle line:84% in the curriculum, assuming it goes through all the University 00:18:37.100 --> 00:18:38.948 align:middle line:90% channels and gets approved. 00:18:38.948 --> 00:18:41.240 align:middle line:84% The first time I taught it was a very small 18 students 00:18:41.240 --> 00:18:44.180 align:middle line:90% but this semester I have 71. 00:18:44.180 --> 00:18:46.130 align:middle line:84% And I imagine that might go up to 100 00:18:46.130 --> 00:18:47.990 align:middle line:84% eventually because that's our class 00:18:47.990 --> 00:18:51.410 align:middle line:90% sizes that we have to teach. 00:18:51.410 --> 00:18:54.830 align:middle line:84% And this semester I actually did graduate students as well as 00:18:54.830 --> 00:18:56.990 align:middle line:90% undergraduates. 00:18:56.990 --> 00:18:59.420 align:middle line:84% But my kind of main objectives in this class 00:18:59.420 --> 00:19:02.805 align:middle line:84% are getting students to understand the barriers 00:19:02.805 --> 00:19:04.430 align:middle line:84% people with different disabilities have 00:19:04.430 --> 00:19:09.950 align:middle line:84% when working with technology, a bit about the standards that 00:19:09.950 --> 00:19:12.470 align:middle line:84% are kind of the de-facto things that people should do 00:19:12.470 --> 00:19:15.680 align:middle line:84% to make things accessible, get them to think 00:19:15.680 --> 00:19:16.790 align:middle line:90% a bit about advocating. 00:19:16.790 --> 00:19:18.207 align:middle line:84% Because a lot of these people will 00:19:18.207 --> 00:19:22.440 align:middle line:84% go to companies that maybe don't incorporate disability 00:19:22.440 --> 00:19:25.170 align:middle line:84% in all areas, but be able to kind of like cogently 00:19:25.170 --> 00:19:27.510 align:middle line:84% say why their company should be doing that. 00:19:27.510 --> 00:19:30.360 align:middle line:84% And that's becoming more and more needed 00:19:30.360 --> 00:19:33.990 align:middle line:90% as lawsuits and stuff ramp up. 00:19:33.990 --> 00:19:36.360 align:middle line:84% And also whenever we do the checklist, 00:19:36.360 --> 00:19:39.570 align:middle line:84% like the standards, to be thinking beyond that. 00:19:39.570 --> 00:19:42.960 align:middle line:84% To what is the problem, not just filling 00:19:42.960 --> 00:19:46.640 align:middle line:90% checking off a lot of boxes. 00:19:46.640 --> 00:19:48.750 align:middle line:90% We can go to the next slide. 00:19:48.750 --> 00:19:50.450 align:middle line:84% So this slide I had a little trouble 00:19:50.450 --> 00:19:51.710 align:middle line:84% going with because everyone was supposed 00:19:51.710 --> 00:19:54.230 align:middle line:84% to talk about their integration approach and mine's more 00:19:54.230 --> 00:19:58.010 align:middle line:84% kind of like, here fully in your face. 00:19:58.010 --> 00:20:00.290 align:middle line:84% But like I said, the big focus in the course 00:20:00.290 --> 00:20:03.530 align:middle line:90% is understanding barriers. 00:20:03.530 --> 00:20:05.660 align:middle line:84% I do a lot of in-class discussions, 00:20:05.660 --> 00:20:07.490 align:middle line:84% where we'll kind of introduce a topic 00:20:07.490 --> 00:20:09.740 align:middle line:84% and then students will break up into groups where will 00:20:09.740 --> 00:20:11.780 align:middle line:84% they have those discussions and I walk around 00:20:11.780 --> 00:20:13.770 align:middle line:90% and we do some debriefing. 00:20:13.770 --> 00:20:16.730 align:middle line:84% I utilize several guest speakers. 00:20:16.730 --> 00:20:19.040 align:middle line:84% This semester I've already had a deaf student, 00:20:19.040 --> 00:20:21.950 align:middle line:84% a couple of people who use wheelchairs, 00:20:21.950 --> 00:20:25.140 align:middle line:84% and I have a blind student scheduled for next week. 00:20:25.140 --> 00:20:29.360 align:middle line:84% And with these students, these people come in, 00:20:29.360 --> 00:20:31.970 align:middle line:84% they're able to talk about their experience interacting 00:20:31.970 --> 00:20:34.322 align:middle line:84% with technology with their particular disabilities 00:20:34.322 --> 00:20:35.780 align:middle line:84% and the students have opportunities 00:20:35.780 --> 00:20:37.910 align:middle line:84% to ask questions and get that deeper understanding 00:20:37.910 --> 00:20:40.800 align:middle line:90% of those barriers. 00:20:40.800 --> 00:20:45.000 align:middle line:84% One of the things I like to do is, it was hard to do it first 00:20:45.000 --> 00:20:48.830 align:middle line:84% with large classes, but have presentations. 00:20:48.830 --> 00:20:52.760 align:middle line:84% Because students need that practice presenting but also 00:20:52.760 --> 00:20:56.120 align:middle line:84% presentations give this ability for students 00:20:56.120 --> 00:20:58.620 align:middle line:90% to get exposed to other things. 00:20:58.620 --> 00:21:02.240 align:middle line:84% So I currently have a couple of presentations I do. 00:21:02.240 --> 00:21:05.660 align:middle line:84% Earlier in the semester I had each student research 00:21:05.660 --> 00:21:08.260 align:middle line:90% some particular disability. 00:21:08.260 --> 00:21:13.700 align:middle line:84% It ranges from blindness, deafness, cerebral palsy, 00:21:13.700 --> 00:21:18.050 align:middle line:84% neurodivergent, dysgraphia, dyslexia, 00:21:18.050 --> 00:21:19.370 align:middle line:90% there's a lot of things. 00:21:19.370 --> 00:21:21.980 align:middle line:84% And some things, to be honest, for me it was instructional. 00:21:21.980 --> 00:21:24.020 align:middle line:84% Because they frequently found things 00:21:24.020 --> 00:21:29.450 align:middle line:84% that I hadn't been aware of and learned a lot in that process. 00:21:29.450 --> 00:21:32.600 align:middle line:84% But having that many students do presentations 00:21:32.600 --> 00:21:36.230 align:middle line:84% to the entire class is challenging. 00:21:36.230 --> 00:21:41.840 align:middle line:84% So I usually break it up where the students do peer-grading. 00:21:41.840 --> 00:21:45.200 align:middle line:84% And I set up sessions and part of the class 00:21:45.200 --> 00:21:47.743 align:middle line:84% will present in one session, the next part of the class 00:21:47.743 --> 00:21:49.160 align:middle line:84% will present in the other session, 00:21:49.160 --> 00:21:51.020 align:middle line:84% and when you're not presenting you're 00:21:51.020 --> 00:21:53.450 align:middle line:84% attending other people's presentations. 00:21:53.450 --> 00:21:55.160 align:middle line:84% I kind of do it as a round robin thing, 00:21:55.160 --> 00:21:59.570 align:middle line:84% where instead of having multiple people are presenting 00:21:59.570 --> 00:22:01.790 align:middle line:84% at one time and they have a small group of people 00:22:01.790 --> 00:22:04.080 align:middle line:90% they're talking to. 00:22:04.080 --> 00:22:06.662 align:middle line:84% So I do that for a current disability 00:22:06.662 --> 00:22:08.120 align:middle line:84% that they choose early on and later 00:22:08.120 --> 00:22:11.540 align:middle line:84% on I ask them to go find a scholarly work, maybe 00:22:11.540 --> 00:22:13.670 align:middle line:84% something from the SIGACCESS conference 00:22:13.670 --> 00:22:17.420 align:middle line:84% or from CHI that's related to disability 00:22:17.420 --> 00:22:20.210 align:middle line:90% and then they make a poster. 00:22:20.210 --> 00:22:23.250 align:middle line:84% And they present the posters to each other in a similar manner. 00:22:23.250 --> 00:22:26.180 align:middle line:84% So it gives them some deeper exposure 00:22:26.180 --> 00:22:29.007 align:middle line:84% to things but also by sharing this material 00:22:29.007 --> 00:22:30.590 align:middle line:84% with the whole class they get exposure 00:22:30.590 --> 00:22:33.410 align:middle line:84% to a lot of other interesting ideas 00:22:33.410 --> 00:22:36.680 align:middle line:84% I also incorporate a team project. 00:22:36.680 --> 00:22:39.800 align:middle line:84% The students select a barrier and try 00:22:39.800 --> 00:22:44.765 align:middle line:84% and think of a way to overcome that barrier. 00:22:50.970 --> 00:22:53.110 align:middle line:90% I wanted some examples. 00:22:53.110 --> 00:22:56.430 align:middle line:84% And what I do in my classes, I basically 00:22:56.430 --> 00:23:00.960 align:middle line:84% have an introduction discussion and we have a class activity 00:23:00.960 --> 00:23:02.640 align:middle line:90% most days in class. 00:23:02.640 --> 00:23:05.550 align:middle line:90% And so those prompts vary a lot. 00:23:05.550 --> 00:23:07.350 align:middle line:84% I do a section on discrimination, 00:23:07.350 --> 00:23:12.660 align:middle line:84% where I get people to think about privilege and disability 00:23:12.660 --> 00:23:14.140 align:middle line:90% and whatnot. 00:23:14.140 --> 00:23:15.660 align:middle line:84% One activity I did was, we talked 00:23:15.660 --> 00:23:18.570 align:middle line:84% about textual descriptions for videos. 00:23:18.570 --> 00:23:20.640 align:middle line:84% So I had them watch this Frozen trailer, 00:23:20.640 --> 00:23:23.280 align:middle line:84% that you can follow that link later if you'd like to, 00:23:23.280 --> 00:23:26.400 align:middle line:84% and to try and write an audio description. 00:23:26.400 --> 00:23:28.110 align:middle line:84% So a person listening to that description 00:23:28.110 --> 00:23:30.540 align:middle line:90% gets a full feel for that. 00:23:30.540 --> 00:23:33.720 align:middle line:84% And I actually incorporate some of my sign language concepts 00:23:33.720 --> 00:23:36.360 align:middle line:84% in there, because when I learned to interpret 00:23:36.360 --> 00:23:38.400 align:middle line:84% we're supposed to convey the spirit 00:23:38.400 --> 00:23:42.000 align:middle line:90% and intent of the message. 00:23:42.000 --> 00:23:44.520 align:middle line:84% To get it to be more enjoyable to listen to, 00:23:44.520 --> 00:23:48.960 align:middle line:90% not just having all the facts. 00:23:48.960 --> 00:23:51.720 align:middle line:84% One of the assignments I use at the end of the semester, 00:23:51.720 --> 00:23:55.440 align:middle line:84% is I have to make a one minute video 00:23:55.440 --> 00:23:58.110 align:middle line:84% where they're supposed to do an elevator pitch to convince 00:23:58.110 --> 00:23:59.670 align:middle line:84% someone, somewhere that they should 00:23:59.670 --> 00:24:03.990 align:middle line:84% be incorporating accessibility into their products. 00:24:03.990 --> 00:24:06.990 align:middle line:84% And it works well because it's a nice summary 00:24:06.990 --> 00:24:10.990 align:middle line:84% of what they picked up over the entire semester. 00:24:10.990 --> 00:24:13.660 align:middle line:90% And then I have quizzes. 00:24:13.660 --> 00:24:16.210 align:middle line:84% And the quizzes, what I'd like to do with those 00:24:16.210 --> 00:24:18.640 align:middle line:84% is have them reflect on something. 00:24:18.640 --> 00:24:22.630 align:middle line:84% So it's not so much a quiz about, do you know something, 00:24:22.630 --> 00:24:23.860 align:middle line:90% a fact check-off. 00:24:23.860 --> 00:24:27.730 align:middle line:84% Because also thinking about the way different people adjust 00:24:27.730 --> 00:24:31.383 align:middle line:84% for disabilities, because of timing 00:24:31.383 --> 00:24:32.800 align:middle line:84% and some students need extra time, 00:24:32.800 --> 00:24:35.050 align:middle line:84% I try not to give quizzes that are 00:24:35.050 --> 00:24:36.900 align:middle line:84% done in the classroom, kind of in this very 00:24:36.900 --> 00:24:37.900 align:middle line:90% constrained environment. 00:24:37.900 --> 00:24:40.840 align:middle line:84% So my quizzes now are pretty much, here's a quiz question, 00:24:40.840 --> 00:24:44.020 align:middle line:84% do it by the next day or something. 00:24:44.020 --> 00:24:48.010 align:middle line:84% And that gives people the time to reflect and write. 00:24:48.010 --> 00:24:50.290 align:middle line:84% So there's usually not things with correct answers 00:24:50.290 --> 00:24:56.140 align:middle line:84% but things that kind of reflect what they've been learning. 00:24:56.140 --> 00:24:58.681 align:middle line:90% So I think that may be-- 00:25:01.095 --> 00:25:03.220 align:middle line:84% KRISTEN SHINOHARA: You have about two minutes left. 00:25:03.220 --> 00:25:04.210 align:middle line:84% MICHAEL MOORE: I have about two minutes left 00:25:04.210 --> 00:25:05.830 align:middle line:90% and I finished all my-- 00:25:05.830 --> 00:25:07.200 align:middle line:90% Oh no, oh my experience. 00:25:07.200 --> 00:25:11.000 align:middle line:90% Yeah, so my experienced is left. 00:25:11.000 --> 00:25:13.600 align:middle line:84% So what I found is that most of the students, 00:25:13.600 --> 00:25:16.750 align:middle line:84% it is an elective course so most students who take the course 00:25:16.750 --> 00:25:20.500 align:middle line:84% are motivated to learn about, they're not there just 00:25:20.500 --> 00:25:22.000 align:middle line:90% because they have to take it. 00:25:22.000 --> 00:25:25.600 align:middle line:84% They generally have chosen this because they 00:25:25.600 --> 00:25:29.980 align:middle line:84% think it's something they want to learn more about. 00:25:29.980 --> 00:25:33.830 align:middle line:84% I do teach this at a more higher conceptual level. 00:25:33.830 --> 00:25:35.710 align:middle line:84% And so what I have kind of picked up 00:25:35.710 --> 00:25:39.880 align:middle line:84% is that students get motivated about the high level 00:25:39.880 --> 00:25:41.740 align:middle line:84% but they still miss a lot of the details 00:25:41.740 --> 00:25:43.340 align:middle line:90% even though we cover them. 00:25:43.340 --> 00:25:47.445 align:middle line:84% But I will say that that's common amongst all of us. 00:25:47.445 --> 00:25:48.820 align:middle line:84% I'll just think of one comment, I 00:25:48.820 --> 00:25:50.820 align:middle line:84% was looking over to the slide deck the other day 00:25:50.820 --> 00:25:54.070 align:middle line:84% and looked at all the images and I didn't find any alt text 00:25:54.070 --> 00:25:55.880 align:middle line:90% in our entire slide deck. 00:25:55.880 --> 00:25:59.770 align:middle line:84% Which is something that you would hope students 00:25:59.770 --> 00:26:02.470 align:middle line:84% putting any images on any document 00:26:02.470 --> 00:26:06.550 align:middle line:84% that people have access to would have an alt text for them. 00:26:06.550 --> 00:26:09.760 align:middle line:84% The students the first time I taught 00:26:09.760 --> 00:26:13.990 align:middle line:84% it liked the guest speakers, so I've 00:26:13.990 --> 00:26:15.820 align:middle line:84% tried to incorporate more of that 00:26:15.820 --> 00:26:20.450 align:middle line:84% and I might do that more and more so in the future. 00:26:20.450 --> 00:26:22.640 align:middle line:84% And like I said, my reason for doing this, 00:26:22.640 --> 00:26:27.010 align:middle line:84% I touched on it earlier, is I had this kind of interest 00:26:27.010 --> 00:26:27.905 align:middle line:90% in accessibility. 00:26:27.905 --> 00:26:30.280 align:middle line:84% Got exposed to a lot of things and I'm just really trying 00:26:30.280 --> 00:26:32.410 align:middle line:84% to bring in my love of computer science 00:26:32.410 --> 00:26:37.510 align:middle line:84% and the love of equity for people with disabilities 00:26:37.510 --> 00:26:38.410 align:middle line:90% together. 00:26:38.410 --> 00:26:42.975 align:middle line:84% And I'm hoping that by the time students finish this course, 00:26:42.975 --> 00:26:45.100 align:middle line:84% they have some good basic knowledge that can go out 00:26:45.100 --> 00:26:46.558 align:middle line:84% into the workplace and they'll know 00:26:46.558 --> 00:26:50.350 align:middle line:84% where to go to look to start incorporating things 00:26:50.350 --> 00:26:54.149 align:middle line:84% and also to be an advocate for equity for everyone. 00:27:04.140 --> 00:27:06.933 align:middle line:90% So all right, then the guidance. 00:27:06.933 --> 00:27:08.850 align:middle line:84% I'm also going to be looking for other things. 00:27:08.850 --> 00:27:11.760 align:middle line:84% I'm really interested in how we can bring accessibility 00:27:11.760 --> 00:27:13.680 align:middle line:84% into other courses in the curriculum 00:27:13.680 --> 00:27:17.370 align:middle line:84% not just a specialized accessibility course. 00:27:17.370 --> 00:27:19.980 align:middle line:84% And there's contact information in my web page 00:27:19.980 --> 00:27:22.878 align:middle line:90% if you want to get a hold of me. 00:27:22.878 --> 00:27:23.920 align:middle line:90% KRISTEN SHINOHARA: Great. 00:27:23.920 --> 00:27:24.870 align:middle line:90% Thank you so much. 00:27:24.870 --> 00:27:26.110 align:middle line:90% That was right on time. 00:27:26.110 --> 00:27:27.502 align:middle line:90% So I really appreciate that. 00:27:27.502 --> 00:27:29.210 align:middle line:84% MICHAEL MOORE: I had my own clock set up. 00:27:29.210 --> 00:27:31.018 align:middle line:84% KRISTEN SHINOHARA: Yeah, that's awesome. 00:27:31.018 --> 00:27:32.560 align:middle line:84% Again if you have any comments or you 00:27:32.560 --> 00:27:34.120 align:middle line:84% want to connect with presenters you 00:27:34.120 --> 00:27:36.730 align:middle line:84% can make comments in the slide deck. 00:27:36.730 --> 00:27:38.740 align:middle line:90% Up next we have William Bares. 00:27:38.740 --> 00:27:41.980 align:middle line:84% And again I'll give you a two minutes when the time comes. 00:27:46.300 --> 00:27:49.250 align:middle line:84% WILLIAM BARES: OK, it is a pleasure to be with you all. 00:27:49.250 --> 00:27:51.970 align:middle line:84% I'm William Bares from Whitman College. 00:27:51.970 --> 00:27:55.060 align:middle line:84% My research background is in Computing in the Arts 00:27:55.060 --> 00:27:57.010 align:middle line:84% and Intelligent Design Assistance 00:27:57.010 --> 00:28:00.860 align:middle line:84% and so this is a natural segue to accessibility. 00:28:00.860 --> 00:28:03.170 align:middle line:84% I was recently awarded a Teach Access grant 00:28:03.170 --> 00:28:05.290 align:middle line:84% and what I'll be talking about is 00:28:05.290 --> 00:28:09.160 align:middle line:84% how this grant unfolded in a new class 00:28:09.160 --> 00:28:11.740 align:middle line:84% that I was teaching at Whitman College. 00:28:11.740 --> 00:28:13.930 align:middle line:84% Whitman College is a private liberal arts college 00:28:13.930 --> 00:28:17.530 align:middle line:84% that serves approximately 1,300 undergraduate students. 00:28:17.530 --> 00:28:19.870 align:middle line:84% I teach in the Computer Science Department. 00:28:19.870 --> 00:28:25.090 align:middle line:84% And I'll be talking about accessibility in a new course 00:28:25.090 --> 00:28:29.800 align:middle line:84% that was offered for the first time fall 2021. 00:28:29.800 --> 00:28:33.820 align:middle line:84% Intelligent User Interfaces that is an elective in our program. 00:28:33.820 --> 00:28:34.480 align:middle line:90% Next please. 00:28:38.890 --> 00:28:41.560 align:middle line:84% And this course was offered as a special topics 00:28:41.560 --> 00:28:42.820 align:middle line:90% for the first time. 00:28:42.820 --> 00:28:47.170 align:middle line:84% It enrolled 19 students, primarily juniors and seniors, 00:28:47.170 --> 00:28:49.720 align:middle line:84% who are computer science majors and all 00:28:49.720 --> 00:28:52.390 align:middle line:84% of whom had completed our computer science one 00:28:52.390 --> 00:28:55.160 align:middle line:90% and data structures course. 00:28:55.160 --> 00:28:58.000 align:middle line:84% Since this course was combining aspects 00:28:58.000 --> 00:29:00.490 align:middle line:84% of artificial intelligence and user interfaces 00:29:00.490 --> 00:29:04.090 align:middle line:84% we were able to really explore a lot of ground. 00:29:04.090 --> 00:29:06.130 align:middle line:84% For example, applying natural language 00:29:06.130 --> 00:29:09.880 align:middle line:84% processing to recognize text requests. 00:29:09.880 --> 00:29:13.090 align:middle line:84% And this fit really well with accessibility 00:29:13.090 --> 00:29:18.310 align:middle line:84% because you can use voice and natural language as a way 00:29:18.310 --> 00:29:20.300 align:middle line:90% to make things more accessible. 00:29:20.300 --> 00:29:22.240 align:middle line:84% The Teach Access grant was specifically 00:29:22.240 --> 00:29:26.390 align:middle line:84% centered around motion tracking and eye tracking devices. 00:29:26.390 --> 00:29:30.040 align:middle line:84% And so we looked at how these types of input modalities 00:29:30.040 --> 00:29:32.690 align:middle line:84% can make software more accessible. 00:29:32.690 --> 00:29:36.370 align:middle line:84% And then the students all created a number of projects 00:29:36.370 --> 00:29:38.620 align:middle line:90% that applied these techniques. 00:29:38.620 --> 00:29:39.145 align:middle line:90% Next please. 00:29:42.500 --> 00:29:45.950 align:middle line:84% And the integration approach was to tie accessibility 00:29:45.950 --> 00:29:47.720 align:middle line:90% throughout the whole course. 00:29:47.720 --> 00:29:51.890 align:middle line:84% The students were really excited by seeing examples 00:29:51.890 --> 00:29:56.840 align:middle line:84% of real people using eye tracking systems and motion 00:29:56.840 --> 00:29:59.660 align:middle line:84% tracking sensors that allowed them to interact, 00:29:59.660 --> 00:30:01.380 align:middle line:84% and they found this really exciting. 00:30:01.380 --> 00:30:04.880 align:middle line:84% So I had initially planned to incorporate accessibility 00:30:04.880 --> 00:30:08.630 align:middle line:84% as a smaller number of modules but I wound up 00:30:08.630 --> 00:30:13.400 align:middle line:84% filling it in to pretty much every topic that we did. 00:30:13.400 --> 00:30:17.150 align:middle line:84% So for example, when we looked at natural language processing, 00:30:17.150 --> 00:30:20.360 align:middle line:84% we looked at being able to apply a natural language 00:30:20.360 --> 00:30:23.840 align:middle line:84% toolkit, called spaCy, that's used from Python. 00:30:23.840 --> 00:30:27.650 align:middle line:84% And we were able to recognize spatial prepositions; 00:30:27.650 --> 00:30:30.590 align:middle line:84% on top of, to the left of, for example. 00:30:30.590 --> 00:30:32.300 align:middle line:84% And then we talked about and looked 00:30:32.300 --> 00:30:36.980 align:middle line:84% at examples of how navigation aids for blind people 00:30:36.980 --> 00:30:41.570 align:middle line:84% to move through buildings use these types 00:30:41.570 --> 00:30:45.200 align:middle line:84% of spatial propositions to be able to produce directions 00:30:45.200 --> 00:30:49.320 align:middle line:84% that relate to where a person is located in their environment. 00:30:49.320 --> 00:30:51.470 align:middle line:84% And so they could see where these ideas 00:30:51.470 --> 00:30:53.390 align:middle line:90% could get applied later. 00:30:53.390 --> 00:30:56.750 align:middle line:84% All of the students created a final project 00:30:56.750 --> 00:30:59.960 align:middle line:90% that applied what they learned. 00:30:59.960 --> 00:31:02.840 align:middle line:84% And so for example, with the natural language processing, 00:31:02.840 --> 00:31:04.880 align:middle line:84% they had a smaller initial assignment 00:31:04.880 --> 00:31:08.990 align:middle line:84% and then later for the final project some of the students 00:31:08.990 --> 00:31:13.700 align:middle line:84% chose to add voice-to-text to their natural language text 00:31:13.700 --> 00:31:17.450 align:middle line:84% assistant, so they could create a fully hands-free 00:31:17.450 --> 00:31:19.700 align:middle line:90% intelligent design assistant. 00:31:19.700 --> 00:31:22.680 align:middle line:90% Next please. 00:31:22.680 --> 00:31:24.680 align:middle line:84% And so here are some examples of the things 00:31:24.680 --> 00:31:27.240 align:middle line:90% the students did in the class. 00:31:27.240 --> 00:31:29.780 align:middle line:84% So one of the smaller assignment prompts 00:31:29.780 --> 00:31:33.650 align:middle line:84% was to create a natural language text assistant that 00:31:33.650 --> 00:31:39.470 align:middle line:84% could interpret instructions like draw a picture where 00:31:39.470 --> 00:31:42.980 align:middle line:84% a dragon was to the left of a wizard. 00:31:42.980 --> 00:31:45.590 align:middle line:84% And they could tell a story by creating pictures 00:31:45.590 --> 00:31:46.820 align:middle line:90% in this fashion. 00:31:46.820 --> 00:31:49.880 align:middle line:84% And initially the first version of this program 00:31:49.880 --> 00:31:51.740 align:middle line:84% was done as a one week assignment, 00:31:51.740 --> 00:31:55.490 align:middle line:84% and they use the spaCy natural language processing along 00:31:55.490 --> 00:32:00.060 align:middle line:84% with HTML and JavaScript to display the graphics. 00:32:00.060 --> 00:32:02.720 align:middle line:84% All of the students recorded a Wizard of Oz video 00:32:02.720 --> 00:32:06.680 align:middle line:84% of their project being run with an off screen assistant typing 00:32:06.680 --> 00:32:10.310 align:middle line:84% the text directions while they spoke it in front 00:32:10.310 --> 00:32:11.960 align:middle line:90% of a large projection screen. 00:32:11.960 --> 00:32:13.940 align:middle line:84% So it created a really neat effect 00:32:13.940 --> 00:32:17.960 align:middle line:84% to preview what might be possible with the voice input. 00:32:17.960 --> 00:32:19.970 align:middle line:84% And this was able to get the students excited 00:32:19.970 --> 00:32:24.980 align:middle line:84% that a number of them wound up doing a voice-to-text 00:32:24.980 --> 00:32:27.560 align:middle line:84% and they created a pizza ordering system 00:32:27.560 --> 00:32:31.640 align:middle line:84% where you could speak the pizza size and ingredients that you 00:32:31.640 --> 00:32:33.020 align:middle line:90% wanted. 00:32:33.020 --> 00:32:36.560 align:middle line:84% For the motion tracking aspects, we 00:32:36.560 --> 00:32:38.930 align:middle line:84% looked at how motion tracking systems 00:32:38.930 --> 00:32:41.370 align:middle line:90% can amplify range of motion. 00:32:41.370 --> 00:32:45.540 align:middle line:84% So you can demonstrate a small limited range of motion. 00:32:45.540 --> 00:32:48.800 align:middle line:84% For example, if you're suffering from a stroke, and then 00:32:48.800 --> 00:32:51.300 align:middle line:84% scale that limited range of motion. 00:32:51.300 --> 00:32:54.170 align:middle line:84% So it produces the same effect as someone 00:32:54.170 --> 00:32:56.850 align:middle line:90% with a full range of motion. 00:32:56.850 --> 00:32:58.970 align:middle line:84% And so a pair of students created 00:32:58.970 --> 00:33:02.090 align:middle line:84% a floor-projected pong game, where one student 00:33:02.090 --> 00:33:04.040 align:middle line:84% was able to make a small range of motion 00:33:04.040 --> 00:33:06.410 align:middle line:84% to move their paddle the full length of the floor, 00:33:06.410 --> 00:33:09.080 align:middle line:84% whereas the other student was using the full range of motion 00:33:09.080 --> 00:33:12.890 align:middle line:84% as they walked from one side of the room to the other. 00:33:12.890 --> 00:33:15.140 align:middle line:84% Another application applied eye-tracking 00:33:15.140 --> 00:33:17.480 align:middle line:84% and created an educational game where 00:33:17.480 --> 00:33:21.440 align:middle line:84% the player interacts with the program entirely using 00:33:21.440 --> 00:33:22.130 align:middle line:90% eye-tracking. 00:33:22.130 --> 00:33:23.690 align:middle line:84% And they learned design guidelines, 00:33:23.690 --> 00:33:27.230 align:middle line:84% like making the eye-tracking targets large and easy 00:33:27.230 --> 00:33:29.360 align:middle line:90% to click on. 00:33:29.360 --> 00:33:29.930 align:middle line:90% Next please. 00:33:33.210 --> 00:33:35.400 align:middle line:84% The most exciting thing was the students really 00:33:35.400 --> 00:33:36.720 align:middle line:90% were motivated by this. 00:33:36.720 --> 00:33:38.490 align:middle line:84% And it really pushed me to create 00:33:38.490 --> 00:33:42.330 align:middle line:84% more integration of examples of accessibility 00:33:42.330 --> 00:33:44.410 align:middle line:90% throughout the course. 00:33:44.410 --> 00:33:45.870 align:middle line:84% The biggest technical challenge had 00:33:45.870 --> 00:33:49.440 align:middle line:84% to do with connecting the eye and motion tracking devices, 00:33:49.440 --> 00:33:51.600 align:middle line:84% which are ordinarily programmed in Windows 00:33:51.600 --> 00:33:55.470 align:middle line:84% unfortunately, to the computers that the students were using. 00:33:55.470 --> 00:33:58.770 align:middle line:84% So I chose WebSockets and JavaScript and HTML 00:33:58.770 --> 00:34:02.610 align:middle line:84% so that the Windows program would stream the motion 00:34:02.610 --> 00:34:06.030 align:middle line:84% data over WebSocket, so that way the students 00:34:06.030 --> 00:34:08.340 align:middle line:84% could use Chromebooks or any devices 00:34:08.340 --> 00:34:11.310 align:middle line:90% to program their interfaces. 00:34:11.310 --> 00:34:13.230 align:middle line:84% The students were very excited about this 00:34:13.230 --> 00:34:17.190 align:middle line:84% and it really encouraged a lot of creativity. 00:34:17.190 --> 00:34:18.134 align:middle line:90% OK, next please. 00:34:20.310 --> 00:34:21.929 align:middle line:84% In terms of the biggest takeaway, 00:34:21.929 --> 00:34:23.550 align:middle line:84% I'd like to thank the Teach Access 00:34:23.550 --> 00:34:25.800 align:middle line:90% organization for their support. 00:34:25.800 --> 00:34:28.530 align:middle line:84% The course materials and source code 00:34:28.530 --> 00:34:31.260 align:middle line:84% and samples and step-by-step guides 00:34:31.260 --> 00:34:36.120 align:middle line:84% will soon be shared as the Teach Access repository. 00:34:36.120 --> 00:34:40.560 align:middle line:84% I've provided a early preview link in the slide. 00:34:40.560 --> 00:34:43.380 align:middle line:84% And I welcome new collaborations. 00:34:43.380 --> 00:34:46.770 align:middle line:84% I'm excited about things like dance and motion, 00:34:46.770 --> 00:34:49.920 align:middle line:84% immersive projection, storytelling, 00:34:49.920 --> 00:34:52.110 align:middle line:84% intelligent design assistance, ways 00:34:52.110 --> 00:34:55.290 align:middle line:84% to use creativity to make applications 00:34:55.290 --> 00:34:58.990 align:middle line:84% more accessible and exciting to everyone. 00:34:58.990 --> 00:35:00.030 align:middle line:90% So thank you very much. 00:35:07.320 --> 00:35:10.110 align:middle line:84% KRISTEN SHINOHARA: All right, great, thank you very much. 00:35:10.110 --> 00:35:11.160 align:middle line:90% Again, we're on time. 00:35:11.160 --> 00:35:15.470 align:middle line:84% So if you have any comments you can drop them in the slide deck 00:35:15.470 --> 00:35:18.440 align:middle line:84% by adding a comment to the slides if you would like. 00:35:18.440 --> 00:35:20.930 align:middle line:84% And now I'd like to introduce Regine Gilbert, 00:35:20.930 --> 00:35:23.620 align:middle line:90% did I say that correctly? 00:35:23.620 --> 00:35:25.100 align:middle line:84% REGINE GILBERT: Oh Hello, everyone. 00:35:25.100 --> 00:35:26.920 align:middle line:84% I really wish I was there in person 00:35:26.920 --> 00:35:30.130 align:middle line:84% but I have to teach tonight so I can't be there. 00:35:30.130 --> 00:35:30.920 align:middle line:90% Thank you. 00:35:30.920 --> 00:35:31.540 align:middle line:90% Next slide. 00:35:35.100 --> 00:35:36.960 align:middle line:84% I'm an Industry Assistant Professor 00:35:36.960 --> 00:35:39.090 align:middle line:84% at the Tandon School of Engineering 00:35:39.090 --> 00:35:42.450 align:middle line:84% in the Integrated Design and Media Program department. 00:35:42.450 --> 00:35:44.550 align:middle line:84% I work within the Ability Project 00:35:44.550 --> 00:35:47.700 align:middle line:84% which is an interdisciplinary research space dedicated 00:35:47.700 --> 00:35:51.270 align:middle line:84% to the intersection between disability and technology. 00:35:51.270 --> 00:35:54.480 align:middle line:84% The courses I teach is User Experience Design 00:35:54.480 --> 00:35:57.030 align:middle line:84% and Looking Forward, an assistive technology 00:35:57.030 --> 00:36:00.480 align:middle line:84% course teaching students about assistive tech used in Blind 00:36:00.480 --> 00:36:02.470 align:middle line:90% and Low Vision communities. 00:36:02.470 --> 00:36:03.060 align:middle line:90% Next slide. 00:36:05.850 --> 00:36:09.500 align:middle line:84% So my User Experience Design course is taught each semester. 00:36:09.500 --> 00:36:12.890 align:middle line:84% I've been teaching it for the last three years. 00:36:12.890 --> 00:36:16.220 align:middle line:84% Emphasizing accessibility for students, 00:36:16.220 --> 00:36:18.380 align:middle line:84% for both their individual and team projects 00:36:18.380 --> 00:36:20.660 align:middle line:90% with real life client. 00:36:20.660 --> 00:36:23.060 align:middle line:84% The course objective is to learn the fundamentals 00:36:23.060 --> 00:36:26.730 align:middle line:84% of user experience, research, and design. 00:36:26.730 --> 00:36:29.910 align:middle line:90% Next slide. 00:36:29.910 --> 00:36:32.660 align:middle line:84% So I begin teaching about accessibility 00:36:32.660 --> 00:36:34.820 align:middle line:90% in the very first class. 00:36:34.820 --> 00:36:36.560 align:middle line:90% I found this to be helpful. 00:36:36.560 --> 00:36:40.700 align:middle line:84% I start with a lesson on ableism because a lot of students 00:36:40.700 --> 00:36:42.470 align:middle line:90% don't know what it is. 00:36:42.470 --> 00:36:46.100 align:middle line:84% In addition, students research plans 00:36:46.100 --> 00:36:50.180 align:middle line:84% templates include a section on accessibility and inclusion. 00:36:50.180 --> 00:36:53.700 align:middle line:84% I reference texting as something we all benefit from 00:36:53.700 --> 00:36:57.650 align:middle line:84% and it was actually created for the deaf community. 00:36:57.650 --> 00:37:00.260 align:middle line:84% And that is something that is relatable to what 00:37:00.260 --> 00:37:02.832 align:middle line:84% I found to work, is finding things 00:37:02.832 --> 00:37:04.790 align:middle line:84% that are relatable to the students in their day 00:37:04.790 --> 00:37:06.270 align:middle line:90% to day lives. 00:37:06.270 --> 00:37:08.780 align:middle line:90% Next slide 00:37:08.780 --> 00:37:10.640 align:middle line:84% Students incorporate accessibility 00:37:10.640 --> 00:37:13.460 align:middle line:84% into their research plans, which I think is very key. 00:37:13.460 --> 00:37:16.873 align:middle line:84% I think oftentimes accessibility is an afterthought. 00:37:16.873 --> 00:37:18.290 align:middle line:84% I've worked on the corporate side, 00:37:18.290 --> 00:37:21.740 align:middle line:84% I've worked in different industries, 00:37:21.740 --> 00:37:23.640 align:middle line:90% and is often an afterthought. 00:37:23.640 --> 00:37:26.750 align:middle line:84% So thinking about making a plan and incorporating accessibility 00:37:26.750 --> 00:37:29.280 align:middle line:90% into it is super important. 00:37:29.280 --> 00:37:34.760 align:middle line:84% So each week the students have a different area of accessibility 00:37:34.760 --> 00:37:35.720 align:middle line:90% they learn about. 00:37:35.720 --> 00:37:38.090 align:middle line:84% For example, if they're working on 00:37:38.090 --> 00:37:39.920 align:middle line:90% desktop or mobile application. 00:37:39.920 --> 00:37:42.920 align:middle line:84% They reference the Web Content Accessibility Guidelines 00:37:42.920 --> 00:37:44.630 align:middle line:84% and if they're working on a service, 00:37:44.630 --> 00:37:48.860 align:middle line:84% they have referenced the universal design guidelines. 00:37:48.860 --> 00:37:50.670 align:middle line:90% Next slide. 00:37:50.670 --> 00:37:52.970 align:middle line:84% So many of my students don't know anything 00:37:52.970 --> 00:37:54.680 align:middle line:90% about accessibility. 00:37:54.680 --> 00:37:57.860 align:middle line:84% In past courses students have volunteered and worked 00:37:57.860 --> 00:37:59.430 align:middle line:90% with people with disabilities. 00:37:59.430 --> 00:38:02.540 align:middle line:84% I have found this to be extremely helpful, except we've 00:38:02.540 --> 00:38:04.820 align:middle line:84% been in the pandemic for the last two years, 00:38:04.820 --> 00:38:08.810 align:middle line:84% so that part has been a little bit difficult. 00:38:08.810 --> 00:38:11.780 align:middle line:84% The best part for students is learning and working directly 00:38:11.780 --> 00:38:14.480 align:middle line:84% with people with lived experiences. 00:38:14.480 --> 00:38:17.450 align:middle line:84% Recruitment has been challenging but with the help of the Teach 00:38:17.450 --> 00:38:19.880 align:middle line:84% Access grant I was able to incentivize 00:38:19.880 --> 00:38:24.230 align:middle line:84% students co-designers with gift cards for their participation. 00:38:24.230 --> 00:38:26.180 align:middle line:84% So by the end of the course, they 00:38:26.180 --> 00:38:28.190 align:middle line:84% have learned and more importantly care 00:38:28.190 --> 00:38:31.170 align:middle line:84% to make things more accessible in their work. 00:38:31.170 --> 00:38:33.090 align:middle line:90% Next slide. 00:38:33.090 --> 00:38:35.900 align:middle line:84% So offers and requests, I am looking 00:38:35.900 --> 00:38:38.750 align:middle line:84% to recruit more people with disabilities to co-design 00:38:38.750 --> 00:38:41.810 align:middle line:84% with my students and would like to know resources people use. 00:38:41.810 --> 00:38:44.600 align:middle line:84% I have connections with the Blind community 00:38:44.600 --> 00:38:47.940 align:middle line:84% and I'm looking to connect with other groups. 00:38:47.940 --> 00:38:48.530 align:middle line:90% Thank you. 00:38:52.370 --> 00:38:54.830 align:middle line:84% KRISTEN SHINOHARA: All right awesome, thank you very much. 00:38:54.830 --> 00:38:57.875 align:middle line:84% Moving right on to our next presenter, Meg Ray. 00:39:00.830 --> 00:39:05.990 align:middle line:84% RICHARD LADNER: Meg is our only speaker here in the room. 00:39:05.990 --> 00:39:06.800 align:middle line:90% MEG RAY: Exciting. 00:39:15.310 --> 00:39:17.960 align:middle line:84% I'm very excited to be here in person. 00:39:17.960 --> 00:39:19.910 align:middle line:90% Thanks, everyone. 00:39:19.910 --> 00:39:24.820 align:middle line:84% So my name is Meg Ray and I am an Adjunct 00:39:24.820 --> 00:39:27.040 align:middle line:84% at Hunter College which is part of City 00:39:27.040 --> 00:39:29.650 align:middle line:90% University of New York, CUNY. 00:39:29.650 --> 00:39:33.340 align:middle line:84% But I also have been contracting with the Central Office 00:39:33.340 --> 00:39:37.360 align:middle line:84% On Instructional Design, because they have a mission 00:39:37.360 --> 00:39:41.530 align:middle line:84% to incorporate computational thinking and computing 00:39:41.530 --> 00:39:46.570 align:middle line:84% literacies into every single Teacher Ed program within CUNY 00:39:46.570 --> 00:39:47.635 align:middle line:90% at all of our colleges. 00:40:00.300 --> 00:40:04.680 align:middle line:84% So two of our associated colleges have run pilots. 00:40:04.680 --> 00:40:08.010 align:middle line:84% One was a Queens College, which I was not involved in. 00:40:08.010 --> 00:40:12.060 align:middle line:84% And the other was that Hostos Community College, which 00:40:12.060 --> 00:40:14.680 align:middle line:90% I'll be speaking about today. 00:40:14.680 --> 00:40:21.420 align:middle line:84% So the context is, I joined the team at Hostos as a Consultant 00:40:21.420 --> 00:40:23.070 align:middle line:90% and Instructional Designer. 00:40:23.070 --> 00:40:26.580 align:middle line:84% We had a grant from the Robin Hood Foundation 00:40:26.580 --> 00:40:31.710 align:middle line:84% to rebuild an Introduction to Instructional Technology 00:40:31.710 --> 00:40:34.110 align:middle line:84% course, with the intent of turning it 00:40:34.110 --> 00:40:38.850 align:middle line:84% into a course where education students would be exposed 00:40:38.850 --> 00:40:40.710 align:middle line:90% to computational thinking. 00:40:40.710 --> 00:40:42.780 align:middle line:84% And we decided within this process 00:40:42.780 --> 00:40:47.730 align:middle line:84% that accessibility is a core computational literacy 00:40:47.730 --> 00:40:50.430 align:middle line:84% and that needs to be part of these courses as well. 00:40:54.520 --> 00:40:58.830 align:middle line:84% So this is Education 226, it's actually 00:40:58.830 --> 00:41:02.070 align:middle line:84% taught by the Director of the Office of the Educational 00:41:02.070 --> 00:41:04.710 align:middle line:90% Technology at Hostos. 00:41:04.710 --> 00:41:08.400 align:middle line:84% And it's run three times now in a hyflex model, 00:41:08.400 --> 00:41:11.460 align:middle line:90% which is extremely challenging. 00:41:11.460 --> 00:41:15.150 align:middle line:84% But professor Guevara is very good at it. 00:41:15.150 --> 00:41:20.370 align:middle line:84% And each semester we've seen an increase in enrollment. 00:41:20.370 --> 00:41:23.430 align:middle line:84% So students from any department can enroll, 00:41:23.430 --> 00:41:27.540 align:middle line:84% but we also have funding so that teachers from the New York City 00:41:27.540 --> 00:41:31.470 align:middle line:84% Department of Ed are also able to enroll in these classes 00:41:31.470 --> 00:41:36.510 align:middle line:84% to get credit, which helps with their pay set. 00:41:36.510 --> 00:41:38.410 align:middle line:84% So we have all sorts of students. 00:41:38.410 --> 00:41:41.280 align:middle line:84% We have students who are working as paraprofessionals. 00:41:41.280 --> 00:41:44.880 align:middle line:84% We have students who are in an education track 00:41:44.880 --> 00:41:47.160 align:middle line:84% and they want to transfer to a four year college 00:41:47.160 --> 00:41:49.110 align:middle line:90% to major in education. 00:41:49.110 --> 00:41:53.040 align:middle line:84% And then we have active New York City teachers. 00:41:53.040 --> 00:41:57.000 align:middle line:84% The majority of students are multilingual learners. 00:41:57.000 --> 00:41:59.400 align:middle line:84% The majority of students at Hostos 00:41:59.400 --> 00:42:03.660 align:middle line:84% speak Spanish as a primary language 00:42:03.660 --> 00:42:08.040 align:middle line:84% and then most students there are working full-time jobs 00:42:08.040 --> 00:42:10.800 align:middle line:84% and the majority of the students in the courses 00:42:10.800 --> 00:42:14.310 align:middle line:84% have also been parents, which I mention because that 00:42:14.310 --> 00:42:19.050 align:middle line:84% was a driving force that they reported in their motivation 00:42:19.050 --> 00:42:22.020 align:middle line:90% to sign up for the course. 00:42:22.020 --> 00:42:24.210 align:middle line:90% So what does this look like? 00:42:24.210 --> 00:42:29.480 align:middle line:84% Well, this course has four modules and one of the modules 00:42:29.480 --> 00:42:33.650 align:middle line:84% is dedicated to UDL and accessibility. 00:42:33.650 --> 00:42:37.190 align:middle line:84% So each module can actually run independently 00:42:37.190 --> 00:42:39.110 align:middle line:90% if we wanted it to. 00:42:39.110 --> 00:42:44.720 align:middle line:84% Their inquiry-based, they use what's called the 5E model. 00:42:44.720 --> 00:42:48.680 align:middle line:84% And then the all also use project-based assessment. 00:42:52.730 --> 00:42:55.040 align:middle line:84% And also the modules can be taught separately. 00:42:55.040 --> 00:42:57.410 align:middle line:84% So they're developed in Blackboard, 00:42:57.410 --> 00:42:59.840 align:middle line:84% which is used across the CUNY system 00:42:59.840 --> 00:43:04.970 align:middle line:84% and any professor can grab them and just add them 00:43:04.970 --> 00:43:08.540 align:middle line:84% into their course, if they want to. 00:43:08.540 --> 00:43:09.800 align:middle line:90% So what do they do? 00:43:09.800 --> 00:43:15.200 align:middle line:84% So first we talk about ableism and after that we 00:43:15.200 --> 00:43:20.570 align:middle line:84% go into accessibility and then universal design 00:43:20.570 --> 00:43:23.580 align:middle line:84% and finally assistive technology. 00:43:23.580 --> 00:43:26.150 align:middle line:84% So we want it to cover all four areas. 00:43:26.150 --> 00:43:31.010 align:middle line:84% And teachers are required to then demonstrate their ability 00:43:31.010 --> 00:43:35.090 align:middle line:84% to design accessible lessons, specifically related 00:43:35.090 --> 00:43:38.330 align:middle line:84% to computational thinking and computing. 00:43:38.330 --> 00:43:40.700 align:middle line:84% And then they need to continue to do 00:43:40.700 --> 00:43:43.830 align:middle line:90% that in their future modules. 00:43:43.830 --> 00:43:47.585 align:middle line:84% So this is just one example, they have a digital notebook. 00:43:50.690 --> 00:43:53.330 align:middle line:84% So one of the things they do is they create 00:43:53.330 --> 00:43:56.120 align:middle line:90% a mini how-to for colleagues. 00:43:56.120 --> 00:43:59.150 align:middle line:84% Here's one thing you can do to make 00:43:59.150 --> 00:44:01.610 align:middle line:90% your classes more accessible. 00:44:01.610 --> 00:44:05.120 align:middle line:84% They can pick the topic and they create a how-to guide 00:44:05.120 --> 00:44:10.360 align:middle line:84% that they could theoretically share around a K-12 school. 00:44:10.360 --> 00:44:14.530 align:middle line:84% Other activities they do, they evaluate a K-12 digital tool 00:44:14.530 --> 00:44:17.170 align:middle line:90% for accessibility. 00:44:17.170 --> 00:44:20.650 align:middle line:84% They create how-to guides for teachers. 00:44:20.650 --> 00:44:25.690 align:middle line:84% They do research on specific assistive technologies 00:44:25.690 --> 00:44:28.060 align:middle line:84% and incorporate assistive technologies 00:44:28.060 --> 00:44:30.730 align:middle line:90% into their lesson planning. 00:44:30.730 --> 00:44:35.080 align:middle line:84% And then they also create lessons and materials 00:44:35.080 --> 00:44:38.320 align:middle line:84% for whatever grade-level they specialize in, 00:44:38.320 --> 00:44:42.670 align:middle line:84% that are both universally designed and accessible. 00:44:42.670 --> 00:44:46.120 align:middle line:84% So we've gotten wonderful feedback from students. 00:44:46.120 --> 00:44:50.410 align:middle line:84% They come in not saying, well yes accessibility 00:44:50.410 --> 00:44:53.170 align:middle line:84% is theoretically important, but by the end 00:44:53.170 --> 00:44:55.750 align:middle line:84% they report really understanding that it 00:44:55.750 --> 00:44:59.890 align:middle line:84% can benefit more students than just the students they identify 00:44:59.890 --> 00:45:04.810 align:middle line:84% as needing some kind of accessible tool. 00:45:04.810 --> 00:45:08.140 align:middle line:84% And then they report that they feel less overwhelmed. 00:45:08.140 --> 00:45:12.910 align:middle line:84% They practice, so they feel empowered to incorporate it 00:45:12.910 --> 00:45:14.200 align:middle line:90% into their teaching. 00:45:14.200 --> 00:45:16.180 align:middle line:84% We want, with their artifacts, for them 00:45:16.180 --> 00:45:19.960 align:middle line:84% to be able to turn around and use them in a K-12 classroom 00:45:19.960 --> 00:45:23.860 align:middle line:84% the next day if they're actively teaching. 00:45:23.860 --> 00:45:26.170 align:middle line:84% The other thing that I personally found 00:45:26.170 --> 00:45:31.390 align:middle line:84% is that some students, who don't identify necessarily as, 00:45:31.390 --> 00:45:33.190 align:middle line:84% oh I have a disability, will realize 00:45:33.190 --> 00:45:36.550 align:middle line:84% that they do have accessibility problems with technology 00:45:36.550 --> 00:45:37.540 align:middle line:90% themselves. 00:45:37.540 --> 00:45:42.010 align:middle line:84% And that they've been sort of creating workarounds 00:45:42.010 --> 00:45:43.130 align:middle line:90% in all of these things. 00:45:43.130 --> 00:45:45.910 align:middle line:84% Instead of thinking about accessibility 00:45:45.910 --> 00:45:49.340 align:middle line:84% and how to advocate for themselves and their needs. 00:45:49.340 --> 00:45:52.720 align:middle line:84% So I think that's a really neat side-benefit. 00:45:52.720 --> 00:45:56.290 align:middle line:84% Future plans, so Hostos is very excited about this 00:45:56.290 --> 00:45:58.940 align:middle line:90% because it's been so successful. 00:45:58.940 --> 00:46:01.390 align:middle line:84% So they want to create a pathway that 00:46:01.390 --> 00:46:09.700 align:middle line:84% is specific technology to Computational Thinking 00:46:09.700 --> 00:46:12.100 align:middle line:84% and what we're calling Computing Literacy, which we're 00:46:12.100 --> 00:46:15.850 align:middle line:90% including accessibility within. 00:46:15.850 --> 00:46:18.340 align:middle line:84% And then Hostos eventually would also 00:46:18.340 --> 00:46:22.810 align:middle line:84% like to require these modules for every single student who's 00:46:22.810 --> 00:46:26.470 align:middle line:84% majoring in Education, a two-year Education degree 00:46:26.470 --> 00:46:27.520 align:middle line:90% there. 00:46:27.520 --> 00:46:29.920 align:middle line:84% And they plan to do that by actually dividing up 00:46:29.920 --> 00:46:33.775 align:middle line:84% the modules and spreading them throughout multiple courses. 00:46:38.360 --> 00:46:42.470 align:middle line:84% Again, I'm really excited about CUNY's vision 00:46:42.470 --> 00:46:48.200 align:middle line:84% to have every single pre-service teacher, education 00:46:48.200 --> 00:46:50.840 align:middle line:84% major learning about computational thinking 00:46:50.840 --> 00:46:52.340 align:middle line:90% and computer science. 00:46:52.340 --> 00:46:54.770 align:middle line:84% I would like to see accessibility 00:46:54.770 --> 00:46:58.050 align:middle line:90% be part of that package. 00:46:58.050 --> 00:47:01.190 align:middle line:84% So if you're interested, please be in touch. 00:47:01.190 --> 00:47:03.500 align:middle line:90% I have my Twitter and email. 00:47:03.500 --> 00:47:05.210 align:middle line:90% Excited to talk about this. 00:47:05.210 --> 00:47:06.085 align:middle line:90% Thank you. 00:47:06.085 --> 00:47:07.460 align:middle line:84% RICHARD LADNER: Before you leave, 00:47:07.460 --> 00:47:10.250 align:middle line:90% can you just say what UDL is? 00:47:10.250 --> 00:47:11.960 align:middle line:90% MEG RAY: Oh yes, sorry. 00:47:11.960 --> 00:47:13.760 align:middle line:90% Universal Design for Learning. 00:47:17.960 --> 00:47:19.460 align:middle line:84% KRISTEN SHINOHARA: All right, great. 00:47:19.460 --> 00:47:21.530 align:middle line:90% Thank you very much. 00:47:21.530 --> 00:47:24.110 align:middle line:84% I think we can move on to our next speaker. 00:47:24.110 --> 00:47:27.900 align:middle line:84% I think this is our last speaker before the first break. 00:47:27.900 --> 00:47:30.080 align:middle line:84% So if you do have comments, you can add them 00:47:30.080 --> 00:47:33.740 align:middle line:84% to the chat on the slide deck, can add comments to the slides 00:47:33.740 --> 00:47:37.100 align:middle line:84% that we shared the link to before we head out to break. 00:47:37.100 --> 00:47:41.510 align:middle line:84% And I want to introduce Deborah Sturm. 00:47:41.510 --> 00:47:42.920 align:middle line:90% DEBORAH STURM: Yes OK. 00:47:42.920 --> 00:47:47.190 align:middle line:84% Hi, thank you very much, very happy to be here. 00:47:47.190 --> 00:47:50.220 align:middle line:90% Next slide. 00:47:50.220 --> 00:47:52.430 align:middle line:84% So I'm a professor in the Department 00:47:52.430 --> 00:47:55.190 align:middle line:84% of Computer Science at the College 00:47:55.190 --> 00:47:58.070 align:middle line:84% of Staten Island, which is also part of CUNY. 00:47:58.070 --> 00:48:02.060 align:middle line:84% So I think we have three CUNY groups in this batch of talks. 00:48:05.330 --> 00:48:09.500 align:middle line:84% Our college has about 14,000 students. 00:48:09.500 --> 00:48:12.380 align:middle line:84% It's a comprehensive college within CUNY, 00:48:12.380 --> 00:48:18.740 align:middle line:84% which means that we offer two and four year degrees. 00:48:18.740 --> 00:48:21.170 align:middle line:84% Within Computer Science, we have our Bachelor's 00:48:21.170 --> 00:48:24.440 align:middle line:84% of Science and Computer Science, which is ABET accredited. 00:48:24.440 --> 00:48:27.450 align:middle line:84% We have a joint Math-Computer Science degree. 00:48:27.450 --> 00:48:29.850 align:middle line:84% And we have an Information Systems degree. 00:48:29.850 --> 00:48:34.040 align:middle line:84% In addition, we have two two-year degrees. 00:48:34.040 --> 00:48:37.940 align:middle line:84% Our Bachelor's of Science degree has optional specializations 00:48:37.940 --> 00:48:41.600 align:middle line:90% and one is in Game Development. 00:48:41.600 --> 00:48:44.780 align:middle line:84% The others are in High Performance Computing 00:48:44.780 --> 00:48:48.960 align:middle line:84% and another one in Network Security. 00:48:48.960 --> 00:48:54.480 align:middle line:84% Over 13 years ago, I co-developed two game 00:48:54.480 --> 00:48:58.350 align:middle line:84% development courses and more recently introduced 00:48:58.350 --> 00:49:00.330 align:middle line:84% a Serious Game Development course 00:49:00.330 --> 00:49:04.530 align:middle line:84% and that was in conjunction with the Teach Access award. 00:49:04.530 --> 00:49:05.310 align:middle line:90% Next slide. 00:49:07.900 --> 00:49:11.880 align:middle line:84% So I want to talk a little bit about where this is positioned 00:49:11.880 --> 00:49:13.860 align:middle line:90% within our degree. 00:49:13.860 --> 00:49:19.470 align:middle line:84% This 200 level elective is directly 00:49:19.470 --> 00:49:21.510 align:middle line:84% after, it only has one prerequisite, 00:49:21.510 --> 00:49:25.110 align:middle line:84% and that is the introductory computer science course. 00:49:25.110 --> 00:49:29.070 align:middle line:84% So this is a little bit unusual in computer science degrees. 00:49:29.070 --> 00:49:31.680 align:middle line:84% Usually students have to wait until they 00:49:31.680 --> 00:49:33.360 align:middle line:84% take Data Structures, which you see 00:49:33.360 --> 00:49:37.410 align:middle line:84% in the diagram on the right, which is an orange. 00:49:37.410 --> 00:49:41.880 align:middle line:84% And then the 400 level electives are only after that and very 00:49:41.880 --> 00:49:45.810 align:middle line:84% often students they take their electives 00:49:45.810 --> 00:49:48.240 align:middle line:84% at the end of their academic career 00:49:48.240 --> 00:49:49.800 align:middle line:90% and they're about to graduate. 00:49:49.800 --> 00:49:53.730 align:middle line:84% By placing these early electives at the beginning 00:49:53.730 --> 00:49:59.790 align:middle line:84% of their career we introduce advanced topics 00:49:59.790 --> 00:50:01.680 align:middle line:90% at an earlier stage. 00:50:01.680 --> 00:50:04.500 align:middle line:84% And if students become interested in that 00:50:04.500 --> 00:50:07.920 align:middle line:84% they can pursue these interests later on 00:50:07.920 --> 00:50:11.980 align:middle line:84% and it gets them more excited about the degree as well. 00:50:11.980 --> 00:50:14.940 align:middle line:84% So these have been very successful. 00:50:14.940 --> 00:50:18.030 align:middle line:84% The students can take two 200 level electives 00:50:18.030 --> 00:50:21.490 align:middle line:84% and they're equivalent to a 400 level course. 00:50:21.490 --> 00:50:25.500 align:middle line:84% They include a lab component and have each of these 00:50:25.500 --> 00:50:27.370 align:middle line:90% have a cap of 20 students. 00:50:27.370 --> 00:50:29.580 align:middle line:90% So that's very nice. 00:50:29.580 --> 00:50:32.290 align:middle line:84% Our game development courses, as you can imagine, 00:50:32.290 --> 00:50:35.790 align:middle line:84% are among our most requested electives. 00:50:35.790 --> 00:50:37.920 align:middle line:84% Which makes them a very good place 00:50:37.920 --> 00:50:43.860 align:middle line:84% to put other features, other ideas, that we 00:50:43.860 --> 00:50:46.440 align:middle line:84% want to present to our students because the students are 00:50:46.440 --> 00:50:48.855 align:middle line:84% so excited to be taking a game development course. 00:50:56.650 --> 00:50:58.810 align:middle line:84% In the serious game development course 00:50:58.810 --> 00:51:01.180 align:middle line:84% they create a 2D game-based learning 00:51:01.180 --> 00:51:05.620 align:middle line:84% app that assesses and teaches college level material. 00:51:05.620 --> 00:51:08.770 align:middle line:84% So for example, some of the courses 00:51:08.770 --> 00:51:11.470 align:middle line:84% that students have created in this course 00:51:11.470 --> 00:51:16.280 align:middle line:84% are Ninja Calculus was one of them. 00:51:16.280 --> 00:51:24.280 align:middle line:84% Another one is Meducation, which is teaching about medication. 00:51:24.280 --> 00:51:27.010 align:middle line:84% And also Haunted Decoder, which is 00:51:27.010 --> 00:51:34.860 align:middle line:84% to teach binary octal and hexadecimal conversions. 00:51:34.860 --> 00:51:37.290 align:middle line:84% OK so I think we're on the next slide. 00:51:37.290 --> 00:51:43.060 align:middle line:84% Our integration approach is firstly to raise awareness. 00:51:43.060 --> 00:51:46.270 align:middle line:84% And we have one lecture devoted to this. 00:51:46.270 --> 00:51:48.960 align:middle line:84% And for that, we modified the resources 00:51:48.960 --> 00:51:54.660 align:middle line:84% from a professor, which maybe Kristen can help me 00:51:54.660 --> 00:51:58.140 align:middle line:84% with the pronunciation, if she's there. 00:51:58.140 --> 00:52:00.780 align:middle line:84% KRISTEN SHINOHARA: Yes, I believe it's Huenerfauth. 00:52:00.780 --> 00:52:02.520 align:middle line:84% DEBORAH STURM: OK there you have it. 00:52:02.520 --> 00:52:05.760 align:middle line:84% From Rochester Institute of Technology. 00:52:05.760 --> 00:52:09.780 align:middle line:84% He has excellent slide deck so we might try that. 00:52:09.780 --> 00:52:12.960 align:middle line:84% And then another lecture is specific to games. 00:52:12.960 --> 00:52:15.750 align:middle line:84% Where we demo and discuss successful games. 00:52:15.750 --> 00:52:19.260 align:middle line:84% One very nice example that some of you may have seen 00:52:19.260 --> 00:52:22.650 align:middle line:84% is from Columbia University, Dr. Brian Smith. 00:52:22.650 --> 00:52:25.620 align:middle line:84% And he created a course that is a racing 00:52:25.620 --> 00:52:27.315 align:middle line:90% game for blind players. 00:52:30.810 --> 00:52:35.250 align:middle line:84% But in addition to these two lectures, 00:52:35.250 --> 00:52:38.730 align:middle line:84% the students are integrating accessible features 00:52:38.730 --> 00:52:39.780 align:middle line:90% into their games. 00:52:39.780 --> 00:52:42.930 align:middle line:84% So we introduce the ideas at the beginning 00:52:42.930 --> 00:52:44.790 align:middle line:84% and then throughout the rest of the course 00:52:44.790 --> 00:52:48.750 align:middle line:84% they are introducing them, they are they're implementing them 00:52:48.750 --> 00:52:51.960 align:middle line:84% into their games, and then they're also graded 00:52:51.960 --> 00:52:53.640 align:middle line:90% on whether they've put them in. 00:52:53.640 --> 00:52:57.090 align:middle line:84% And other students in the class also play the games 00:52:57.090 --> 00:52:59.220 align:middle line:84% and give them feedback about the game in general 00:52:59.220 --> 00:53:02.050 align:middle line:84% but also about the accessible features. 00:53:02.050 --> 00:53:02.940 align:middle line:90% Next slide, please. 00:53:10.250 --> 00:53:11.170 align:middle line:90% Next slide, please. 00:53:23.630 --> 00:53:29.480 align:middle line:84% So we focused on games for colorblind players 00:53:29.480 --> 00:53:31.910 align:middle line:90% and visually impaired players. 00:53:31.910 --> 00:53:34.220 align:middle line:84% What a lot of students did was, in their game 00:53:34.220 --> 00:53:37.760 align:middle line:84% if they had a dialogue, they included keystrokes 00:53:37.760 --> 00:53:41.210 align:middle line:84% for example, the letter T to activate 00:53:41.210 --> 00:53:44.060 align:middle line:90% reading the text-to-speech. 00:53:44.060 --> 00:53:46.870 align:middle line:90% Reading the text. 00:53:46.870 --> 00:53:51.290 align:middle line:84% So for example, with the Meducation game, 00:53:51.290 --> 00:53:54.920 align:middle line:84% a patient's come into a doctor's office 00:53:54.920 --> 00:53:57.620 align:middle line:84% and they say what their symptoms are and they 00:53:57.620 --> 00:54:02.210 align:middle line:84% have a conversation with the doctor and all of that 00:54:02.210 --> 00:54:07.220 align:middle line:84% can be read to the player instead 00:54:07.220 --> 00:54:10.920 align:middle line:90% of the player just reading it. 00:54:10.920 --> 00:54:13.470 align:middle line:84% Another assignment that I think can 00:54:13.470 --> 00:54:19.620 align:middle line:84% be integrated into any course was very, very effective. 00:54:19.620 --> 00:54:23.160 align:middle line:84% And that was that we ask students 00:54:23.160 --> 00:54:26.400 align:middle line:84% to take their own phone and to look at all the accessible 00:54:26.400 --> 00:54:29.820 align:middle line:84% features on it, take screenshots, explain what they 00:54:29.820 --> 00:54:35.010 align:middle line:84% are, and then talk about which ones they think they could use 00:54:35.010 --> 00:54:38.220 align:middle line:84% and which ones they think were not implemented so well, 00:54:38.220 --> 00:54:43.850 align:middle line:84% and which features gave them the idea then to add to their game. 00:54:43.850 --> 00:54:44.960 align:middle line:90% Next slide, please. 00:54:48.070 --> 00:54:52.060 align:middle line:84% So we participated in the Teach Access survey in this course. 00:54:52.060 --> 00:54:54.940 align:middle line:90% And we had very nice outcomes. 00:54:54.940 --> 00:55:00.930 align:middle line:90% So besides being able to-- 00:55:00.930 --> 00:55:05.040 align:middle line:84% the improvement was in defining the purpose of the ADA, 00:55:05.040 --> 00:55:09.390 align:middle line:84% explaining the WCAG and other guidelines, 00:55:09.390 --> 00:55:13.560 align:middle line:84% give an example of inclusive universal design. 00:55:13.560 --> 00:55:15.690 align:middle line:84% We had very nice improvements on all of those. 00:55:15.690 --> 00:55:19.800 align:middle line:84% And I think because of the phone exercise, 00:55:19.800 --> 00:55:22.860 align:middle line:84% we got a very nice return on have you ever used 00:55:22.860 --> 00:55:25.530 align:middle line:84% assistive technology, because most of them 00:55:25.530 --> 00:55:27.310 align:middle line:90% have had never used it. 00:55:27.310 --> 00:55:32.310 align:middle line:84% And by using it on their phone, in order to do that assignment 00:55:32.310 --> 00:55:36.900 align:middle line:84% they became much more aware of the accessible technology 00:55:36.900 --> 00:55:38.670 align:middle line:90% that's out there. 00:55:38.670 --> 00:55:42.810 align:middle line:84% Some of the feedback: I will keep universal design in mind, 00:55:42.810 --> 00:55:45.100 align:middle line:84% this way it accommodates everyone. 00:55:45.100 --> 00:55:47.520 align:middle line:84% I will add a color blindness mode, 00:55:47.520 --> 00:55:50.100 align:middle line:90% assistive ideas like subtitles. 00:55:50.100 --> 00:55:53.130 align:middle line:84% I will use applications such as color blindness tests. 00:55:53.130 --> 00:55:55.590 align:middle line:84% This allows you to see what it looks 00:55:55.590 --> 00:56:00.868 align:middle line:84% like what your images look like to someone who is color blind. 00:56:00.868 --> 00:56:02.910 align:middle line:84% KRISTEN SHINOHARA: Right, about two minutes left. 00:56:02.910 --> 00:56:06.690 align:middle line:90% DEBORAH STURM: OK next slide. 00:56:06.690 --> 00:56:09.770 align:middle line:84% So here are some of the resources where-- 00:56:09.770 --> 00:56:13.880 align:middle line:84% and there are a lot online about adding accessibility 00:56:13.880 --> 00:56:18.470 align:middle line:84% to games in Unity particular methods 00:56:18.470 --> 00:56:26.370 align:middle line:84% to add the proper colors to a game so that's the second one. 00:56:26.370 --> 00:56:29.810 align:middle line:90% We create our games in Unity. 00:56:29.810 --> 00:56:34.040 align:middle line:84% The racing game for blind players is the next one there. 00:56:34.040 --> 00:56:35.960 align:middle line:90% But there are many, many more. 00:56:35.960 --> 00:56:39.770 align:middle line:84% And then in summary, I want to mention-- 00:56:39.770 --> 00:56:44.780 align:middle line:84% summarize what we spoke about, that we started about 13 years 00:56:44.780 --> 00:56:47.180 align:middle line:84% with a game development course because students 00:56:47.180 --> 00:56:49.220 align:middle line:90% are very interested in games. 00:56:49.220 --> 00:56:52.190 align:middle line:84% And then, because we wanted to introduce games 00:56:52.190 --> 00:56:54.890 align:middle line:84% with a purpose, several years later we 00:56:54.890 --> 00:56:57.540 align:middle line:84% introduced this Serious Game Development course, 00:56:57.540 --> 00:56:59.240 align:middle line:90% which has been very successful. 00:56:59.240 --> 00:57:01.190 align:middle line:84% And then because of the Teach Access 00:57:01.190 --> 00:57:04.280 align:middle line:84% grant we added accessibility to it. 00:57:04.280 --> 00:57:07.190 align:middle line:84% And pretty recently, the last few years, ABET 00:57:07.190 --> 00:57:11.900 align:middle line:84% has added accessibility to their criteria. 00:57:11.900 --> 00:57:14.600 align:middle line:84% They're becoming much more aware of it. 00:57:14.600 --> 00:57:18.320 align:middle line:84% And my feeling is because of ABET, because 00:57:18.320 --> 00:57:21.740 align:middle line:84% of groups like this, the groups that are meeting today, 00:57:21.740 --> 00:57:26.720 align:middle line:84% there is a much increased recognition 00:57:26.720 --> 00:57:28.880 align:middle line:84% of the need for adding accessibility. 00:57:28.880 --> 00:57:32.930 align:middle line:84% And more than that, there is increased recognition 00:57:32.930 --> 00:57:36.387 align:middle line:84% of the value of adding accessibility. 00:57:36.387 --> 00:57:37.220 align:middle line:90% Thank you very much. 00:57:40.587 --> 00:57:42.420 align:middle line:84% KRISTEN SHINOHARA: Great, thank you so much. 00:57:42.420 --> 00:57:45.290 align:middle line:84% So we are actually at our break time but we are a little-- 00:57:45.290 --> 00:57:46.570 align:middle line:90% So thanks, everybody. 00:57:46.570 --> 00:57:49.100 align:middle line:84% I hope you had a really good break 00:57:49.100 --> 00:57:51.900 align:middle line:84% and were able to get a little bit of networking done. 00:57:51.900 --> 00:57:53.750 align:middle line:84% Again just wanted to remind folks 00:57:53.750 --> 00:57:57.480 align:middle line:84% that we have shared the slide deck for everyone. 00:57:57.480 --> 00:58:01.610 align:middle line:84% There's the bit.ly URL in the top right corner of the slides. 00:58:01.610 --> 00:58:04.640 align:middle line:84% If you go to that URL, you can actually leave a comment 00:58:04.640 --> 00:58:06.350 align:middle line:84% in the slide deck if you wish to connect 00:58:06.350 --> 00:58:10.070 align:middle line:84% with presenters or other participants 00:58:10.070 --> 00:58:12.560 align:middle line:90% of this workshop/event. 00:58:12.560 --> 00:58:13.580 align:middle line:90% So please do that. 00:58:13.580 --> 00:58:15.680 align:middle line:84% Again, I'm going to be keeping time 00:58:15.680 --> 00:58:17.300 align:middle line:90% and everybody gets 10 minutes. 00:58:17.300 --> 00:58:20.960 align:middle line:84% So I will give a warning at two minutes, 00:58:20.960 --> 00:58:23.880 align:middle line:84% just to let you know how time is going. 00:58:23.880 --> 00:58:28.020 align:middle line:84% So I think we are ready to start. 00:58:28.020 --> 00:58:30.410 align:middle line:84% And I would like to introduce our first speaker 00:58:30.410 --> 00:58:33.363 align:middle line:84% for the second portion, Elissa Weeden. 00:58:33.363 --> 00:58:34.530 align:middle line:90% ELISSA WEEDEN: Hi, everyone. 00:58:34.530 --> 00:58:38.030 align:middle line:84% First, I want to thank Richard, Kristen, Amy, and Brianna 00:58:38.030 --> 00:58:39.980 align:middle line:84% for organizing this wonderful session. 00:58:39.980 --> 00:58:43.130 align:middle line:90% This is how we applaud in ASL. 00:58:43.130 --> 00:58:49.940 align:middle line:84% And I am a Caucasian woman in my late 40s, 00:58:49.940 --> 00:58:54.890 align:middle line:84% I have long brown curly hair with more strands of gray 00:58:54.890 --> 00:58:59.000 align:middle line:84% than I would like to admit to, and I'm 00:58:59.000 --> 00:59:01.520 align:middle line:84% an Associate Professor at the Rochester 00:59:01.520 --> 00:59:03.680 align:middle line:90% Institute of Technology. 00:59:03.680 --> 00:59:08.060 align:middle line:84% I use the pronouns she, her, and hers. 00:59:08.060 --> 00:59:09.070 align:middle line:90% Next slide, please. 00:59:11.610 --> 00:59:14.690 align:middle line:84% So the context of the accessibility curriculum 00:59:14.690 --> 00:59:18.870 align:middle line:84% at RIT, which I would like to discuss with all of you today. 00:59:18.870 --> 00:59:22.460 align:middle line:84% RIT is a private University, located in the Finger Lakes 00:59:22.460 --> 00:59:24.570 align:middle line:90% region of New York. 00:59:24.570 --> 00:59:26.150 align:middle line:90% It is a private university. 00:59:26.150 --> 00:59:30.740 align:middle line:84% We have approximately 16,600 undergraduate students 00:59:30.740 --> 00:59:33.230 align:middle line:84% and about 3,000 graduate students. 00:59:33.230 --> 00:59:38.010 align:middle line:84% And RIT is divided up into several colleges. 00:59:38.010 --> 00:59:40.970 align:middle line:84% One of which is the National Technical Institute 00:59:40.970 --> 00:59:44.900 align:middle line:84% for the Deaf, and so it is not uncommon to have 00:59:44.900 --> 00:59:47.900 align:middle line:84% ASL interpreters in our classrooms 00:59:47.900 --> 00:59:52.040 align:middle line:84% as well as real time captionists. 00:59:52.040 --> 00:59:54.560 align:middle line:84% Another college at RIT is the College 00:59:54.560 --> 00:59:57.800 align:middle line:84% of Computing and Information Sciences, 00:59:57.800 --> 01:00:00.140 align:middle line:84% which I am a faculty member within. 01:00:00.140 --> 01:00:03.830 align:middle line:84% And we have about a quarter of the undergraduate population 01:00:03.830 --> 01:00:07.050 align:middle line:84% are computing students, which is fantastic and wonderful. 01:00:07.050 --> 01:00:09.710 align:middle line:84% We have about 4,200 undergraduate students, 01:00:09.710 --> 01:00:13.730 align:middle line:84% about 960 graduate students, enrolled 01:00:13.730 --> 01:00:16.820 align:middle line:84% across eight Bachelor of Science degree programs 01:00:16.820 --> 01:00:20.160 align:middle line:84% and nine Master of Science degree programs. 01:00:20.160 --> 01:00:24.930 align:middle line:84% We also have a PhD program as well. 01:00:24.930 --> 01:00:29.360 align:middle line:84% One of the areas within the computing colleges 01:00:29.360 --> 01:00:35.040 align:middle line:84% is the School of Information, which again that's my area. 01:00:35.040 --> 01:00:38.330 align:middle line:84% We have about 420 undergraduate students 01:00:38.330 --> 01:00:41.450 align:middle line:84% enrolled across three Bachelor of Science computing degree 01:00:41.450 --> 01:00:46.670 align:middle line:84% programs and approximately 300 graduate students enrolled 01:00:46.670 --> 01:00:50.490 align:middle line:84% across four Master of Science degree programs. 01:00:50.490 --> 01:00:54.080 align:middle line:84% The undergraduate degree program that I'm going to focus on 01:00:54.080 --> 01:00:57.170 align:middle line:84% is our Bachelor of Science and Human-Centered 01:00:57.170 --> 01:01:01.170 align:middle line:84% Computing, which enrolls about 70 undergraduate students. 01:01:01.170 --> 01:01:05.030 align:middle line:84% And it really is a collaborative degree program, 01:01:05.030 --> 01:01:09.500 align:middle line:84% bringing in not only computing but elements of psychology 01:01:09.500 --> 01:01:10.890 align:middle line:90% and design as well. 01:01:10.890 --> 01:01:13.550 align:middle line:84% So our graduates can find careers 01:01:13.550 --> 01:01:19.040 align:middle line:84% as UX designers, user interface developers, product designers, 01:01:19.040 --> 01:01:20.690 align:middle line:90% software developers. 01:01:20.690 --> 01:01:22.760 align:middle line:84% And within Human-centered Computing, 01:01:22.760 --> 01:01:25.760 align:middle line:84% we have our accessibility curriculum. 01:01:25.760 --> 01:01:28.730 align:middle line:84% So all Human-Centered Computing students 01:01:28.730 --> 01:01:32.070 align:middle line:84% will take Design for Accessibility. 01:01:32.070 --> 01:01:35.720 align:middle line:84% It's offered once per year, it enrolls about 20 students 01:01:35.720 --> 01:01:36.710 align:middle line:90% per year. 01:01:36.710 --> 01:01:39.950 align:middle line:84% And then for students who want to dive deeper 01:01:39.950 --> 01:01:42.290 align:middle line:84% into the area of accessibility we 01:01:42.290 --> 01:01:45.860 align:middle line:84% offer a three-course concentration 01:01:45.860 --> 01:01:47.960 align:middle line:84% that includes Access and Assistive 01:01:47.960 --> 01:01:51.140 align:middle line:84% Technology, Accessibility Through the Lifespan, 01:01:51.140 --> 01:01:53.180 align:middle line:90% and Research and Accessibility. 01:01:53.180 --> 01:01:55.160 align:middle line:84% And so those are the courses that I'm 01:01:55.160 --> 01:01:59.720 align:middle line:90% going to dive into today. 01:01:59.720 --> 01:02:02.610 align:middle line:90% Next slide, please. 01:02:02.610 --> 01:02:05.780 align:middle line:84% So our required course Design for Accessibility 01:02:05.780 --> 01:02:09.080 align:middle line:84% has a prereq of Prototyping and Usability Testing. 01:02:09.080 --> 01:02:13.160 align:middle line:84% And this is where we introduce students to disability 01:02:13.160 --> 01:02:15.000 align:middle line:90% and accessibility. 01:02:15.000 --> 01:02:19.130 align:middle line:84% So the major topics include legislation, regulation, 01:02:19.130 --> 01:02:23.600 align:middle line:84% guidelines, and standards, including the Web Content 01:02:23.600 --> 01:02:25.820 align:middle line:90% Accessibility Guidelines. 01:02:25.820 --> 01:02:29.300 align:middle line:84% We also go through the principles of universal design 01:02:29.300 --> 01:02:33.810 align:middle line:84% and go through accessibility and the design process, 01:02:33.810 --> 01:02:35.990 align:middle line:84% including individuals with disabilities 01:02:35.990 --> 01:02:39.050 align:middle line:90% as part of the design process. 01:02:39.050 --> 01:02:43.160 align:middle line:84% We cover sensory, motor, and cognitive accessibility. 01:02:43.160 --> 01:02:47.060 align:middle line:84% Students are exposed to various assistive technologies 01:02:47.060 --> 01:02:51.020 align:middle line:84% through a grant that I received through Teach Access. 01:02:51.020 --> 01:02:53.660 align:middle line:84% We also cover web accessibility as well. 01:02:53.660 --> 01:02:57.650 align:middle line:84% Some of the key activities that occur in Design Accessibility, 01:02:57.650 --> 01:03:01.310 align:middle line:84% I have students do a universal design scavenger hunt, 01:03:01.310 --> 01:03:04.790 align:middle line:84% trying to find good and bad examples of the seven 01:03:04.790 --> 01:03:06.800 align:middle line:90% principles of universal design. 01:03:06.800 --> 01:03:09.950 align:middle line:84% Students also gain experience captioning a video, 01:03:09.950 --> 01:03:14.090 align:middle line:84% creating a script for audio descriptions of a video, 01:03:14.090 --> 01:03:17.750 align:middle line:84% composing sufficient alternative text for images, 01:03:17.750 --> 01:03:22.520 align:middle line:84% and conducting an accessibility evaluation against the Web 01:03:22.520 --> 01:03:25.340 align:middle line:84% Content Accessibility Guidelines. 01:03:25.340 --> 01:03:29.090 align:middle line:84% And again they do get exposed to various assistive technology 01:03:29.090 --> 01:03:30.050 align:middle line:90% devices. 01:03:30.050 --> 01:03:31.160 align:middle line:90% Next slide, please. 01:03:34.040 --> 01:03:36.700 align:middle line:84% Our first concentration course, all of the concentration 01:03:36.700 --> 01:03:39.040 align:middle line:84% courses have Design for Accessibility 01:03:39.040 --> 01:03:40.390 align:middle line:90% as a prerequisite. 01:03:40.390 --> 01:03:44.530 align:middle line:84% The major topics covered in Access and Assistive Technology 01:03:44.530 --> 01:03:48.670 align:middle line:84% include the Human Activity Assistive Technology Model, 01:03:48.670 --> 01:03:52.300 align:middle line:84% the adoption and potential abandonment 01:03:52.300 --> 01:03:54.070 align:middle line:90% of assistive technologies. 01:03:54.070 --> 01:03:56.140 align:middle line:84% We go through assistive technologies 01:03:56.140 --> 01:03:59.890 align:middle line:84% related to auditory, cognitive, mobility, 01:03:59.890 --> 01:04:02.440 align:middle line:90% and visual challenges. 01:04:02.440 --> 01:04:06.370 align:middle line:84% We also cover augmentative and alternative communication 01:04:06.370 --> 01:04:07.190 align:middle line:90% systems. 01:04:07.190 --> 01:04:09.790 align:middle line:84% So some of the key activities in this course, 01:04:09.790 --> 01:04:13.360 align:middle line:84% is an exercise to make Golisano Hall, 01:04:13.360 --> 01:04:15.550 align:middle line:84% the building that the course is offered in, 01:04:15.550 --> 01:04:17.620 align:middle line:90% evacuation accessible. 01:04:17.620 --> 01:04:21.430 align:middle line:84% Creating digital and manual communication boards 01:04:21.430 --> 01:04:23.650 align:middle line:84% and then exploring scanning techniques 01:04:23.650 --> 01:04:26.920 align:middle line:84% for the communication boards using switches. 01:04:26.920 --> 01:04:29.710 align:middle line:84% Students also get experience in writing Braille 01:04:29.710 --> 01:04:31.570 align:middle line:84% with a slate and stylus as well as 01:04:31.570 --> 01:04:35.080 align:middle line:84% exploring some additional assistive technology devices. 01:04:35.080 --> 01:04:37.830 align:middle line:90% Next slide, please. 01:04:37.830 --> 01:04:39.710 align:middle line:84% The second concentration course is 01:04:39.710 --> 01:04:41.670 align:middle line:84% Accessibility Through the Lifespan. 01:04:41.670 --> 01:04:46.700 align:middle line:84% So we go from birth to death, the entire lifespan. 01:04:46.700 --> 01:04:49.700 align:middle line:84% We go through an overview of human development. 01:04:49.700 --> 01:04:52.670 align:middle line:84% Laws related to education accessibility, 01:04:52.670 --> 01:04:55.640 align:middle line:84% technologies that can be used in the classroom, 01:04:55.640 --> 01:04:59.660 align:middle line:84% recover universal instructional design, 01:04:59.660 --> 01:05:03.920 align:middle line:84% accessibility in employment, and aging and disability. 01:05:03.920 --> 01:05:07.280 align:middle line:84% Some of the key activities in this particular course 01:05:07.280 --> 01:05:09.350 align:middle line:84% are watching a series of documentaries 01:05:09.350 --> 01:05:12.110 align:middle line:84% that talk about the Disability Rights Movement 01:05:12.110 --> 01:05:16.430 align:middle line:84% as well as experiences of individuals with disabilities 01:05:16.430 --> 01:05:17.490 align:middle line:90% in employment. 01:05:17.490 --> 01:05:20.120 align:middle line:84% So that would be the Bottom Dollars documentary 01:05:20.120 --> 01:05:22.370 align:middle line:90% and The Grown-Ups documentary. 01:05:22.370 --> 01:05:25.340 align:middle line:84% We explore different assistive technologies 01:05:25.340 --> 01:05:27.770 align:middle line:84% that can be used to support individuals 01:05:27.770 --> 01:05:30.180 align:middle line:90% throughout the entire lifespan. 01:05:30.180 --> 01:05:33.315 align:middle line:84% And I do utilize guest lectures as well. 01:05:33.315 --> 01:05:33.815 align:middle line:90% Next slide. 01:05:37.100 --> 01:05:40.190 align:middle line:84% The final course in the accessibility concentration 01:05:40.190 --> 01:05:42.920 align:middle line:84% is Research and Accessibility and in this course 01:05:42.920 --> 01:05:46.340 align:middle line:84% I have students do a deep dive into 01:05:46.340 --> 01:05:48.330 align:middle line:90% the accessibility literature. 01:05:48.330 --> 01:05:51.320 align:middle line:84% So they learn what conferences and journals 01:05:51.320 --> 01:05:53.960 align:middle line:84% are available that focus on accessibility. 01:05:53.960 --> 01:05:57.140 align:middle line:84% They learn about the scholarly publication and peer review 01:05:57.140 --> 01:06:00.230 align:middle line:84% process, how research can get funded, 01:06:00.230 --> 01:06:02.780 align:middle line:84% the structure of a scholarly paper, 01:06:02.780 --> 01:06:05.450 align:middle line:84% organizing and conducting a literature survey, 01:06:05.450 --> 01:06:10.200 align:middle line:84% and guidelines for writing about accessibility and disability. 01:06:10.200 --> 01:06:12.530 align:middle line:84% So some of the key activities in this course 01:06:12.530 --> 01:06:16.430 align:middle line:84% is having students hone their critical thinking skills, 01:06:16.430 --> 01:06:18.590 align:middle line:84% ability to read a scholarly article, 01:06:18.590 --> 01:06:20.930 align:middle line:84% think of it from multiple perspectives, 01:06:20.930 --> 01:06:23.600 align:middle line:84% be able to assess what was done well and areas 01:06:23.600 --> 01:06:25.910 align:middle line:84% where it could have been improved. 01:06:25.910 --> 01:06:30.560 align:middle line:84% Students get exposure to presenting scholarly papers 01:06:30.560 --> 01:06:34.910 align:middle line:84% in front of the class and facilitating and moderating 01:06:34.910 --> 01:06:38.420 align:middle line:84% discussions with the class on current research. 01:06:38.420 --> 01:06:43.217 align:middle line:84% They get exposure and practice to summarizing scholarly works 01:06:43.217 --> 01:06:45.050 align:middle line:84% through the creation of structured abstracts 01:06:45.050 --> 01:06:47.120 align:middle line:90% and annotated bibliographies. 01:06:47.120 --> 01:06:50.750 align:middle line:84% They also get the chance to play the role of a peer-reviewer 01:06:50.750 --> 01:06:54.920 align:middle line:84% and they get experience conducting a literature review. 01:06:54.920 --> 01:06:57.090 align:middle line:84% KRISTEN SHINOHARA: Less than 2 minutes left. 01:06:57.090 --> 01:06:59.410 align:middle line:84% ELISSA WEEDEN: Thank you, Kristen. 01:06:59.410 --> 01:07:04.780 align:middle line:84% And so the strengths of having all of these dedicated courses 01:07:04.780 --> 01:07:06.790 align:middle line:84% that focus on accessibility is it 01:07:06.790 --> 01:07:11.140 align:middle line:84% allows students to do a deep dive into that area. 01:07:11.140 --> 01:07:14.860 align:middle line:84% Again, I did receive a Teach Access faculty grant 01:07:14.860 --> 01:07:19.690 align:middle line:84% and that grant showed that there was improvement and awareness 01:07:19.690 --> 01:07:23.590 align:middle line:84% around accessibility in the Design for Accessibility 01:07:23.590 --> 01:07:24.640 align:middle line:90% course. 01:07:24.640 --> 01:07:26.530 align:middle line:84% Some of the concerns though, is that students 01:07:26.530 --> 01:07:29.710 align:middle line:84% don't take the required design course until the spring of year 01:07:29.710 --> 01:07:32.680 align:middle line:84% two and sometimes the concentration courses are 01:07:32.680 --> 01:07:34.300 align:middle line:90% canceled due to low enrollment. 01:07:34.300 --> 01:07:36.190 align:middle line:84% So moving forward we're looking at ways 01:07:36.190 --> 01:07:41.320 align:middle line:84% to expand the students that are able to take these courses. 01:07:41.320 --> 01:07:45.250 align:middle line:84% I am interested in collaborating with others on research 01:07:45.250 --> 01:07:47.410 align:middle line:84% related to accessibility education. 01:07:47.410 --> 01:07:49.880 align:middle line:84% My email is included on the slide. 01:07:49.880 --> 01:07:51.625 align:middle line:84% Thank you everyone for your time. 01:07:54.260 --> 01:07:56.720 align:middle line:84% KRISTEN SHINOHARA: Awesome, thank you very much. 01:07:56.720 --> 01:07:58.760 align:middle line:84% Again folks, if you want to connect 01:07:58.760 --> 01:08:00.440 align:middle line:84% with presenters and with others you 01:08:00.440 --> 01:08:02.420 align:middle line:84% can leave a comment on the slide deck 01:08:02.420 --> 01:08:06.700 align:middle line:84% through the URL in the top right corner that you see there. 01:08:06.700 --> 01:08:09.680 align:middle line:84% And so I would like to introduce our next presenter 01:08:09.680 --> 01:08:12.500 align:middle line:90% Elaine Short, go right ahead. 01:08:12.500 --> 01:08:13.980 align:middle line:90% ELAINE SHORT: Hi, everyone. 01:08:13.980 --> 01:08:15.260 align:middle line:90% My name is Elaine Short. 01:08:15.260 --> 01:08:19.260 align:middle line:90% I use the she series pronouns. 01:08:19.260 --> 01:08:23.040 align:middle line:84% I am a white woman with short brown hair 01:08:23.040 --> 01:08:25.819 align:middle line:90% wearing a black shirt. 01:08:25.819 --> 01:08:29.960 align:middle line:84% I am distracted by the fact that I lost my ability 01:08:29.960 --> 01:08:33.800 align:middle line:84% to see myself, which makes it hard for me to describe myself. 01:08:33.800 --> 01:08:38.180 align:middle line:84% Yes, I am an Assistant Professor at Tufts University 01:08:38.180 --> 01:08:39.439 align:middle line:90% in Computer Science. 01:08:39.439 --> 01:08:42.362 align:middle line:90% Let me go to the next slide. 01:08:42.362 --> 01:08:44.029 align:middle line:84% I can tell you a little bit about Tufts. 01:08:44.029 --> 01:08:48.500 align:middle line:84% So Tufts is a private university in Massachusetts. 01:08:48.500 --> 01:08:51.680 align:middle line:84% We are a predominantly white institution. 01:08:51.680 --> 01:08:54.470 align:middle line:84% Our tuition is over 60k a year, to give you 01:08:54.470 --> 01:08:56.779 align:middle line:90% kind of a sense of the vibe. 01:08:56.779 --> 01:08:59.660 align:middle line:84% Tufts is, as of the last I knew, the smallest 01:08:59.660 --> 01:09:02.510 align:middle line:84% R1 University in the US, I think driven largely 01:09:02.510 --> 01:09:04.399 align:middle line:90% by our med school. 01:09:04.399 --> 01:09:06.640 align:middle line:84% Historically the School of Arts and Sciences 01:09:06.640 --> 01:09:09.140 align:middle line:84% and School of Engineering have been undergraduate focused. 01:09:09.140 --> 01:09:13.640 align:middle line:84% But we have a growing research presence. 01:09:13.640 --> 01:09:16.160 align:middle line:84% Computer Science at Tufts is one of the largest majors, 01:09:16.160 --> 01:09:19.520 align:middle line:84% actually I just checked, we are the largest major. 01:09:19.520 --> 01:09:23.330 align:middle line:84% Our major, like everywhere, our enrollments have exploded. 01:09:23.330 --> 01:09:29.029 align:middle line:84% We've grown by 67% since 2015 and the number 01:09:29.029 --> 01:09:33.020 align:middle line:84% of graduating Computer Science majors 01:09:33.020 --> 01:09:36.350 align:middle line:84% is 20% more than the next largest major, which 01:09:36.350 --> 01:09:38.550 align:middle line:90% is international relations. 01:09:38.550 --> 01:09:44.819 align:middle line:84% So we see a lot of Tufts students in our classes. 01:09:44.819 --> 01:09:52.189 align:middle line:84% And we have somewhere around 300 graduate and post-bac students, 01:09:52.189 --> 01:09:55.570 align:middle line:90% and that's across all years. 01:09:55.570 --> 01:09:59.060 align:middle line:90% I have 600, 900 students total. 01:09:59.060 --> 01:10:01.130 align:middle line:84% So the course I'll be talking about today 01:10:01.130 --> 01:10:03.620 align:middle line:84% is Introduction to Human Robot Interaction, which 01:10:03.620 --> 01:10:05.100 align:middle line:90% is the course that I teach. 01:10:05.100 --> 01:10:06.980 align:middle line:90% I am a roboticist. 01:10:06.980 --> 01:10:11.780 align:middle line:84% That said, all of my degrees are in Computer Science. 01:10:11.780 --> 01:10:13.970 align:middle line:84% Intro to Human Robot Interaction has typically 01:10:13.970 --> 01:10:16.070 align:middle line:90% been 30 to 35 students. 01:10:16.070 --> 01:10:18.630 align:middle line:84% I've been teaching it for a couple of years now. 01:10:18.630 --> 01:10:22.160 align:middle line:84% It's required for a cross-departmental degree 01:10:22.160 --> 01:10:27.020 align:middle line:84% in Human Robot Interaction There's both a master's 01:10:27.020 --> 01:10:33.590 align:middle line:84% degree and a PhD in Human Robot Interaction and home major, 01:10:33.590 --> 01:10:36.320 align:middle line:84% where that whole major is Computer Science, Electrical 01:10:36.320 --> 01:10:39.140 align:middle line:84% Engineering, or Mechanical Engineering. 01:10:39.140 --> 01:10:42.560 align:middle line:84% My students are about 60% Computer Science students, 01:10:42.560 --> 01:10:46.257 align:middle line:84% 30% Mechanical Engineering, 30% CogSci. 01:10:46.257 --> 01:10:47.840 align:middle line:84% So we get quite a few people coming in 01:10:47.840 --> 01:10:49.040 align:middle line:90% from the CogSci program. 01:10:49.040 --> 01:10:51.890 align:middle line:84% 20% are actually from the HRI program. 01:10:51.890 --> 01:10:53.450 align:middle line:90% It's 40% graduate students. 01:10:53.450 --> 01:10:54.830 align:middle line:84% You'll notice that doesn't add up 01:10:54.830 --> 01:10:57.650 align:middle line:84% to 100%, that's because there's overlap 01:10:57.650 --> 01:11:02.060 align:middle line:90% across all of these categories. 01:11:02.060 --> 01:11:06.590 align:middle line:84% But the key point here is that I'm only at about 60%, 01:11:06.590 --> 01:11:09.350 align:middle line:84% just over half of my students are Computer Science students. 01:11:09.350 --> 01:11:12.140 align:middle line:84% I get a lot of students from other majors. 01:11:12.140 --> 01:11:15.325 align:middle line:84% And although it's required for the HRI program, 01:11:15.325 --> 01:11:16.700 align:middle line:84% most of the students in the class 01:11:16.700 --> 01:11:19.700 align:middle line:90% are not from that program. 01:11:19.700 --> 01:11:21.560 align:middle line:84% The primary objectives of this course 01:11:21.560 --> 01:11:24.770 align:middle line:84% is that we have three core-required courses 01:11:24.770 --> 01:11:27.390 align:middle line:84% in the Human Robot Interaction curriculum. 01:11:27.390 --> 01:11:30.500 align:middle line:90% This is the human-focused one. 01:11:30.500 --> 01:11:33.650 align:middle line:84% I think of it as a little bit the intersection of HCI 01:11:33.650 --> 01:11:35.450 align:middle line:90% and robotics. 01:11:35.450 --> 01:11:38.420 align:middle line:84% The field of Human Robot Interaction, if you don't know, 01:11:38.420 --> 01:11:42.470 align:middle line:84% really emerges from the combination 01:11:42.470 --> 01:11:44.480 align:middle line:90% of these two other fields. 01:11:44.480 --> 01:11:47.600 align:middle line:90% HRI is a SIGCHI conference. 01:11:47.600 --> 01:11:50.180 align:middle line:84% So the HRI-- mini-HRI conference is a SIGCHI conference, 01:11:50.180 --> 01:11:55.555 align:middle line:84% so we have a strong presence in the CHI community area, 01:11:55.555 --> 01:11:58.490 align:middle line:90% a foot in the CHI world. 01:11:58.490 --> 01:12:02.510 align:middle line:84% A couple of things that I care a lot about in this class 01:12:02.510 --> 01:12:04.430 align:middle line:84% are that students have the opportunity 01:12:04.430 --> 01:12:06.480 align:middle line:90% to actually program robots. 01:12:06.480 --> 01:12:10.250 align:middle line:84% They are not the world's most advanced robots, 01:12:10.250 --> 01:12:12.662 align:middle line:84% but every week they have an assignment 01:12:12.662 --> 01:12:14.120 align:middle line:84% in which they have to get the robot 01:12:14.120 --> 01:12:16.160 align:middle line:84% to do something and design an interaction 01:12:16.160 --> 01:12:18.740 align:middle line:90% between a person and a robot. 01:12:18.740 --> 01:12:20.720 align:middle line:84% A lot of the students are interested 01:12:20.720 --> 01:12:22.230 align:middle line:90% in assistive technology. 01:12:22.230 --> 01:12:26.060 align:middle line:84% We have at Tufts an excellent Human Factors program, 01:12:26.060 --> 01:12:27.440 align:middle line:84% in which many of the students are 01:12:27.440 --> 01:12:29.190 align:middle line:84% interested in assistive technology. 01:12:29.190 --> 01:12:32.120 align:middle line:84% And we also have an Assistive Technology certificate 01:12:32.120 --> 01:12:34.340 align:middle line:84% in the Occupational Therapy program. 01:12:34.340 --> 01:12:36.230 align:middle line:84% So I see a fair number of students 01:12:36.230 --> 01:12:42.170 align:middle line:84% who are either in Human Factors or in Occupational Therapy. 01:12:42.170 --> 01:12:46.850 align:middle line:84% So I would say probably somewhere between a quarter 01:12:46.850 --> 01:12:49.190 align:middle line:84% and a third of my students in any given semester 01:12:49.190 --> 01:12:51.380 align:middle line:84% would describe themselves as being very interested 01:12:51.380 --> 01:12:52.970 align:middle line:90% in assistive technology. 01:12:52.970 --> 01:12:55.610 align:middle line:84% But they're mostly coming at it from what 01:12:55.610 --> 01:12:58.640 align:middle line:84% I would call a standard engineering perspective 01:12:58.640 --> 01:13:03.230 align:middle line:84% on assistive technology, where they're here to save the world 01:13:03.230 --> 01:13:06.920 align:middle line:84% and save the people with disabilities 01:13:06.920 --> 01:13:10.730 align:middle line:90% from their terrible fate. 01:13:10.730 --> 01:13:14.750 align:middle line:84% All of that previous sentence having a strong sarcasm tag 01:13:14.750 --> 01:13:16.200 align:middle line:90% on it. 01:13:16.200 --> 01:13:19.910 align:middle line:90% So if you go to the next slide. 01:13:19.910 --> 01:13:23.120 align:middle line:84% My goal for this class is to basically get 01:13:23.120 --> 01:13:27.110 align:middle line:84% students thinking about disability rights 01:13:27.110 --> 01:13:31.820 align:middle line:84% and thinking about accessibility as a component of HRI design 01:13:31.820 --> 01:13:35.150 align:middle line:84% and think not just about assistive technology 01:13:35.150 --> 01:13:40.430 align:middle line:84% but also about accessible technology. 01:13:40.430 --> 01:13:43.580 align:middle line:84% The big goal here is to get students 01:13:43.580 --> 01:13:47.030 align:middle line:84% to be able to reflect critically on the current state 01:13:47.030 --> 01:13:49.010 align:middle line:90% of research in HRI. 01:13:49.010 --> 01:13:51.860 align:middle line:84% It's a little bit of an activist component here. 01:13:51.860 --> 01:13:55.130 align:middle line:84% I should add, if you don't know me, I have a disability 01:13:55.130 --> 01:13:56.870 align:middle line:90% and I have a lot of opinions. 01:13:56.870 --> 01:14:01.220 align:middle line:84% And so those two things together mean that one of my projects 01:14:01.220 --> 01:14:04.760 align:middle line:84% is that all of the HRI students will graduate 01:14:04.760 --> 01:14:08.360 align:middle line:84% with a good sense of what they should be looking 01:14:08.360 --> 01:14:11.900 align:middle line:84% for in this assistive technology and accessible technology 01:14:11.900 --> 01:14:13.460 align:middle line:90% research. 01:14:13.460 --> 01:14:17.270 align:middle line:84% I also like for students to be able to actually critique 01:14:17.270 --> 01:14:22.470 align:middle line:84% robot designs from an accessibility perspective. 01:14:22.470 --> 01:14:22.970 align:middle line:90% Next slide. 01:14:26.120 --> 01:14:27.100 align:middle line:90% So this is my-- 01:14:27.100 --> 01:14:29.150 align:middle line:84% there's a lot of words on this slide, 01:14:29.150 --> 01:14:33.520 align:middle line:84% you can take the words on the right-hand side 01:14:33.520 --> 01:14:35.890 align:middle line:84% of the slide, which is the small words of which there 01:14:35.890 --> 01:14:37.300 align:middle line:90% are very many. 01:14:37.300 --> 01:14:38.840 align:middle line:84% You don't need to read all of these, 01:14:38.840 --> 01:14:41.090 align:middle line:84% but I wanted to put them there, so you could have them 01:14:41.090 --> 01:14:42.580 align:middle line:90% if you wanted them. 01:14:42.580 --> 01:14:45.820 align:middle line:84% And this is an example of an activity that works really well 01:14:45.820 --> 01:14:46.390 align:middle line:90% in class. 01:14:46.390 --> 01:14:48.700 align:middle line:90% I call it a Paper Scramble. 01:14:48.700 --> 01:14:51.130 align:middle line:84% And the reason I call it a scramble is because it's 01:14:51.130 --> 01:14:55.060 align:middle line:84% training students not to read papers carefully, which I know 01:14:55.060 --> 01:14:58.900 align:middle line:84% is sort of contrary to what we want students to do sometimes. 01:14:58.900 --> 01:15:00.730 align:middle line:84% But before students can read papers 01:15:00.730 --> 01:15:02.740 align:middle line:84% carefully they have to be able to read-- 01:15:02.740 --> 01:15:05.110 align:middle line:84% to skim papers to figure out whether they're relevant 01:15:05.110 --> 01:15:08.140 align:middle line:84% and do a quick high level evaluation. 01:15:08.140 --> 01:15:11.410 align:middle line:84% So I connect students to the last three or five 01:15:11.410 --> 01:15:13.870 align:middle line:84% years of proceedings of the Human Robot Interaction 01:15:13.870 --> 01:15:14.740 align:middle line:90% Conference. 01:15:14.740 --> 01:15:18.100 align:middle line:84% I have them skim the papers and I assign one group 01:15:18.100 --> 01:15:22.180 align:middle line:84% to each of the questions that you see on the right-hand side 01:15:22.180 --> 01:15:25.060 align:middle line:84% or there that are listed on the right-hand side. 01:15:25.060 --> 01:15:27.490 align:middle line:90% And I ask them to count papers. 01:15:27.490 --> 01:15:31.090 align:middle line:84% So the questions all ask the students 01:15:31.090 --> 01:15:34.780 align:middle line:84% to count how many papers, for example, 01:15:34.780 --> 01:15:38.590 align:middle line:84% take a social model approach to disability 01:15:38.590 --> 01:15:42.130 align:middle line:84% versus a medical model approach disability. 01:15:42.130 --> 01:15:43.900 align:middle line:84% And one of the more powerful questions 01:15:43.900 --> 01:15:46.240 align:middle line:84% is, I ask how many of the papers, 01:15:46.240 --> 01:15:50.590 align:middle line:84% for example, actually include participants with disabilities. 01:15:50.590 --> 01:15:53.500 align:middle line:84% How many of the papers focus on caregivers. 01:15:53.500 --> 01:15:56.350 align:middle line:84% How many of the papers focus on clinicians. 01:15:56.350 --> 01:16:00.430 align:middle line:84% And then I have all the groups present to the class. 01:16:00.430 --> 01:16:02.940 align:middle line:90% So next slide. 01:16:02.940 --> 01:16:05.422 align:middle line:84% KRISTEN SHINOHARA: About two minutes. 01:16:05.422 --> 01:16:07.880 align:middle line:84% ELAINE SHORT: I am not going to need all those two minutes. 01:16:07.880 --> 01:16:12.890 align:middle line:84% But I decided to separate this into joys and challenges. 01:16:12.890 --> 01:16:14.960 align:middle line:84% One of my real joys is students being 01:16:14.960 --> 01:16:17.300 align:middle line:84% able to notice and start to understand 01:16:17.300 --> 01:16:19.130 align:middle line:90% the medical and social model. 01:16:19.130 --> 01:16:21.650 align:middle line:84% I certainly appreciate the ways in which 01:16:21.650 --> 01:16:23.690 align:middle line:84% that's a little bit reductive but at least 01:16:23.690 --> 01:16:26.030 align:middle line:84% getting students to start thinking about disability, 01:16:26.030 --> 01:16:28.640 align:middle line:84% not purely from the medical perspective. 01:16:28.640 --> 01:16:31.280 align:middle line:84% But actually think about the ways 01:16:31.280 --> 01:16:36.950 align:middle line:84% in which accessibility and barriers created by society 01:16:36.950 --> 01:16:39.620 align:middle line:84% are impacting people's experiences of disability 01:16:39.620 --> 01:16:42.530 align:middle line:84% and not just sort of the physical conditions 01:16:42.530 --> 01:16:46.040 align:middle line:90% of their own bodies. 01:16:46.040 --> 01:16:48.590 align:middle line:84% I find the students at Tufts really 01:16:48.590 --> 01:16:51.620 align:middle line:84% care about social justice, they want to do good in the world. 01:16:51.620 --> 01:16:55.370 align:middle line:84% They are very eager to learn about these things. 01:16:55.370 --> 01:16:57.590 align:middle line:84% They love getting to criticize the state 01:16:57.590 --> 01:16:59.810 align:middle line:90% of the art in research. 01:16:59.810 --> 01:17:02.480 align:middle line:84% They like being able to say, like Wow 01:17:02.480 --> 01:17:07.700 align:middle line:84% I notice that very few of the HRI papers 01:17:07.700 --> 01:17:11.420 align:middle line:84% from five or ten years ago actually include any evaluation 01:17:11.420 --> 01:17:13.430 align:middle line:84% with people with disabilities even when they 01:17:13.430 --> 01:17:16.400 align:middle line:84% say they're building assistive technologies. 01:17:16.400 --> 01:17:21.110 align:middle line:84% And they also like to notice things like, Wow 01:17:21.110 --> 01:17:24.410 align:middle line:84% all the videos from last year had closed captions 01:17:24.410 --> 01:17:26.945 align:middle line:84% but in previous years none of the videos have captions. 01:17:32.450 --> 01:17:34.400 align:middle line:84% So that part's been a lot of fun. 01:17:34.400 --> 01:17:39.410 align:middle line:84% In terms of challenges, I think I find that students will still 01:17:39.410 --> 01:17:41.870 align:middle line:84% miss sometimes what I would consider to be 01:17:41.870 --> 01:17:45.230 align:middle line:90% obvious accessibility barriers. 01:17:45.230 --> 01:17:52.820 align:middle line:84% I cannot single-handedly combat all of institutional ableism 01:17:52.820 --> 01:17:54.390 align:middle line:90% in research. 01:17:54.390 --> 01:17:58.940 align:middle line:84% And so there's definitely still some residual ableism 01:17:58.940 --> 01:18:01.880 align:middle line:84% in the approach to assistive technology that students have. 01:18:01.880 --> 01:18:05.690 align:middle line:84% Especially as students, their initial approach to things 01:18:05.690 --> 01:18:09.200 align:middle line:84% is very grounded in previous approaches, which again I think 01:18:09.200 --> 01:18:12.530 align:middle line:90% of as a little bit saviory. 01:18:12.530 --> 01:18:16.520 align:middle line:84% And wanting to, really focusing on medical solutions, 01:18:16.520 --> 01:18:20.870 align:middle line:84% versus being able to step back and ask, 01:18:20.870 --> 01:18:24.480 align:middle line:84% is a focus technology something we really need here 01:18:24.480 --> 01:18:25.850 align:middle line:90% a technological solution. 01:18:25.850 --> 01:18:30.620 align:middle line:84% Or are we do creating trying to create technological solutions 01:18:30.620 --> 01:18:32.390 align:middle line:84% to problems that really need to be solved 01:18:32.390 --> 01:18:38.080 align:middle line:90% by community and social change. 01:18:38.080 --> 01:18:39.980 align:middle line:84% KRISTEN SHINOHARA: And right about time. 01:18:39.980 --> 01:18:42.470 align:middle line:84% ELAINE SHORT: Oh OK, so I guess I did need two minutes. 01:18:42.470 --> 01:18:45.200 align:middle line:84% Yeah and in keeping with that, students 01:18:45.200 --> 01:18:47.840 align:middle line:84% like the glamorous tech solutions. 01:18:47.840 --> 01:18:49.560 align:middle line:90% My materials are available. 01:18:49.560 --> 01:18:52.680 align:middle line:84% I'm interested in PDF accessibility, 01:18:52.680 --> 01:18:55.920 align:middle line:84% especially if you do anything with math or PDF figures. 01:18:55.920 --> 01:19:00.740 align:middle line:84% And I'm very interested in connecting with other people 01:19:00.740 --> 01:19:02.450 align:middle line:84% with disabilities, especially students 01:19:02.450 --> 01:19:07.220 align:middle line:84% who are interested in robots either as researchers 01:19:07.220 --> 01:19:10.100 align:middle line:90% or as hackers or hobbyists. 01:19:10.100 --> 01:19:12.020 align:middle line:84% KRISTEN SHINOHARA: Great, thank you very much. 01:19:12.020 --> 01:19:16.355 align:middle line:84% And we'll move on to our next speaker, Kathy McCoy. 01:19:19.405 --> 01:19:21.280 align:middle line:84% DEBRA YARRINGTON: Hi, I'm Deborah Yarrington, 01:19:21.280 --> 01:19:23.652 align:middle line:90% and I'm going to do the talk. 01:19:23.652 --> 01:19:24.860 align:middle line:90% KRISTEN SHINOHARA: I'm sorry. 01:19:24.860 --> 01:19:26.350 align:middle line:84% DEBRA YARRINGTON: No, that's fine. 01:19:26.350 --> 01:19:27.683 align:middle line:90% Yeah, so I'm Deborah Yarrington. 01:19:27.683 --> 01:19:31.040 align:middle line:84% I'm from the University of Delaware. 01:19:31.040 --> 01:19:35.493 align:middle line:90% Next, can we, OK. 01:19:35.493 --> 01:19:36.910 align:middle line:84% Yeah, so just to give you an idea, 01:19:36.910 --> 01:19:39.820 align:middle line:84% the University of Delaware has about 18,000 01:19:39.820 --> 01:19:41.080 align:middle line:90% undergraduate students. 01:19:41.080 --> 01:19:45.040 align:middle line:84% Our department has 570 undergraduate students, which 01:19:45.040 --> 01:19:46.990 align:middle line:84% I attended a session this morning 01:19:46.990 --> 01:19:49.150 align:middle line:84% and found out that that's actually not nearly as 01:19:49.150 --> 01:19:50.238 align:middle line:90% big as I thought it was. 01:19:50.238 --> 01:19:52.030 align:middle line:84% I sort of thought it was a large department 01:19:52.030 --> 01:19:54.970 align:middle line:84% but it turns out it's really small. 01:19:54.970 --> 01:19:57.130 align:middle line:90% I am an Assistant Professor. 01:19:57.130 --> 01:19:59.110 align:middle line:84% I am a teaching track professor, which 01:19:59.110 --> 01:20:01.480 align:middle line:90% means my focus is on teaching. 01:20:01.480 --> 01:20:04.010 align:middle line:90% I mostly teach data structures. 01:20:04.010 --> 01:20:06.790 align:middle line:84% Although I've taught all of the intro courses. 01:20:06.790 --> 01:20:08.470 align:middle line:84% One of the things I have to mention 01:20:08.470 --> 01:20:11.290 align:middle line:84% is that the largest semester I've ever taught 01:20:11.290 --> 01:20:14.950 align:middle line:90% had 430 students. 01:20:14.950 --> 01:20:19.270 align:middle line:84% Most semesters have around 200 to 250 students. 01:20:19.270 --> 01:20:22.360 align:middle line:84% I am also the faculty liaison for a program 01:20:22.360 --> 01:20:26.200 align:middle line:84% that we have called Spectrum Scholars. 01:20:26.200 --> 01:20:31.510 align:middle line:84% Oh I'm sorry, it was updated but the updates didn't show up. 01:20:31.510 --> 01:20:34.360 align:middle line:84% OK I'm also the faculty liaison for a program called 01:20:34.360 --> 01:20:36.490 align:middle line:84% the Spectrum Scholars that we have on campus, which 01:20:36.490 --> 01:20:41.140 align:middle line:84% is a program that helps transition students who 01:20:41.140 --> 01:20:43.150 align:middle line:84% are neurodiverse from high school to college 01:20:43.150 --> 01:20:45.530 align:middle line:84% and from college to the workforce. 01:20:45.530 --> 01:20:47.810 align:middle line:84% And so I'm the faculty liaison for that. 01:20:47.810 --> 01:20:53.170 align:middle line:84% So, want to go to the next slide. 01:20:53.170 --> 01:20:55.500 align:middle line:84% So where I was headed with this, I 01:20:55.500 --> 01:20:58.470 align:middle line:84% was working with high school students. 01:20:58.470 --> 01:21:02.790 align:middle line:84% No excuse me, I was working with the Spectrum Scholars, 01:21:02.790 --> 01:21:04.800 align:middle line:84% and one of the things we wanted to do, is we 01:21:04.800 --> 01:21:07.410 align:middle line:84% wanted to create a set of rules and guidelines 01:21:07.410 --> 01:21:09.780 align:middle line:84% for creating a classroom experience that 01:21:09.780 --> 01:21:12.300 align:middle line:84% would be friendly for people who are neurodiverse, 01:21:12.300 --> 01:21:14.940 align:middle line:84% while simultaneously not losing any 01:21:14.940 --> 01:21:20.460 align:middle line:90% of the experience for everybody. 01:21:20.460 --> 01:21:22.350 align:middle line:84% So we didn't want to diminish the experience 01:21:22.350 --> 01:21:25.140 align:middle line:84% of the classroom, while we were making sure 01:21:25.140 --> 01:21:28.590 align:middle line:84% that we were making it as friendly as possible for as 01:21:28.590 --> 01:21:30.310 align:middle line:90% many people as possible. 01:21:30.310 --> 01:21:32.820 align:middle line:84% And we wanted to come up with a set of guidelines 01:21:32.820 --> 01:21:36.180 align:middle line:84% that could be used by other professors, who 01:21:36.180 --> 01:21:37.472 align:middle line:90% are teaching larger classes. 01:21:37.472 --> 01:21:39.180 align:middle line:84% Because a lot of the rules we were seeing 01:21:39.180 --> 01:21:41.280 align:middle line:84% when we were looking into this were rules 01:21:41.280 --> 01:21:44.490 align:middle line:84% that when you have a stressed out professor who's 01:21:44.490 --> 01:21:49.830 align:middle line:84% teaching 200 students, it wasn't practical to cater 01:21:49.830 --> 01:21:53.440 align:middle line:84% to each individual, pull each student aside, talk to them. 01:21:53.440 --> 01:21:55.800 align:middle line:84% You can't do that with 200 students. 01:21:55.800 --> 01:22:02.370 align:middle line:84% So we were trying to come up with a set of guidelines 01:22:02.370 --> 01:22:05.250 align:middle line:84% for professors to actually be able to implement 01:22:05.250 --> 01:22:06.790 align:middle line:90% in their classroom. 01:22:06.790 --> 01:22:09.780 align:middle line:84% So what I did was I actually went 01:22:09.780 --> 01:22:14.010 align:middle line:84% and I talked with a high school that was specifically 01:22:14.010 --> 01:22:16.625 align:middle line:84% working with students who are neurodiverse 01:22:16.625 --> 01:22:19.000 align:middle line:84% and talked about what they were doing in their classroom. 01:22:19.000 --> 01:22:20.790 align:middle line:84% And then I came up with a set of things 01:22:20.790 --> 01:22:23.880 align:middle line:84% that I did in my classroom to try to make 01:22:23.880 --> 01:22:27.960 align:middle line:90% it more friendly for everybody. 01:22:27.960 --> 01:22:32.250 align:middle line:84% And again, with the idea that what I was coming up with, 01:22:32.250 --> 01:22:33.750 align:middle line:84% the rules that I was coming up with, 01:22:33.750 --> 01:22:35.400 align:middle line:84% would be things that we could actually 01:22:35.400 --> 01:22:38.250 align:middle line:84% share with other professors depending on how well they work 01:22:38.250 --> 01:22:41.160 align:middle line:84% and wouldn't be impossible for them to implement or put 01:22:41.160 --> 01:22:41.940 align:middle line:90% in place. 01:22:41.940 --> 01:22:43.845 align:middle line:84% So that's where I was headed with all this. 01:22:46.990 --> 01:22:49.930 align:middle line:84% OK so here were some of the course modifications 01:22:49.930 --> 01:22:53.140 align:middle line:84% and the guidelines that I was working on. 01:22:53.140 --> 01:22:57.070 align:middle line:84% The first day, an ice breaker, where we basically 01:22:57.070 --> 01:23:00.010 align:middle line:84% broke students into groups and had them 01:23:00.010 --> 01:23:03.100 align:middle line:84% work on a set of class rules that was specifically 01:23:03.100 --> 01:23:04.300 align:middle line:90% promoting inclusivity. 01:23:04.300 --> 01:23:08.110 align:middle line:84% And that was just that was a really great activity, 01:23:08.110 --> 01:23:11.260 align:middle line:84% it worked, it was easy, any professor could do it. 01:23:11.260 --> 01:23:12.640 align:middle line:90% I would highly recommend it. 01:23:12.640 --> 01:23:14.800 align:middle line:84% The kids came up with fantastic rules. 01:23:14.800 --> 01:23:16.330 align:middle line:84% Some of the rules were things like, 01:23:16.330 --> 01:23:19.240 align:middle line:84% no being mean, including the professor. 01:23:19.240 --> 01:23:21.910 align:middle line:84% No interrupting anybody unless there's a fire or blood 01:23:21.910 --> 01:23:22.990 align:middle line:90% involved. 01:23:22.990 --> 01:23:25.780 align:middle line:84% So they came up with some really cool, fun rules 01:23:25.780 --> 01:23:27.880 align:middle line:84% and they also sort of set guidelines 01:23:27.880 --> 01:23:30.370 align:middle line:84% for what they were considering acceptable behavior 01:23:30.370 --> 01:23:31.690 align:middle line:90% in the classroom. 01:23:31.690 --> 01:23:34.660 align:middle line:84% And as I said, this is something anybody could do. 01:23:34.660 --> 01:23:38.320 align:middle line:84% Next thing, give as much advanced warning as possible 01:23:38.320 --> 01:23:39.790 align:middle line:90% for everything. 01:23:39.790 --> 01:23:42.730 align:middle line:84% So no pop quizzes, no in-class assignments 01:23:42.730 --> 01:23:43.910 align:middle line:90% due at the end of class. 01:23:43.910 --> 01:23:45.350 align:middle line:90% I found that out the hard way. 01:23:45.350 --> 01:23:49.780 align:middle line:84% I had a student who really had horrible anxiety because I gave 01:23:49.780 --> 01:23:52.060 align:middle line:84% an assignment that I had due at the end of class, 01:23:52.060 --> 01:23:53.440 align:middle line:84% with the assumption that way they 01:23:53.440 --> 01:23:55.240 align:middle line:84% wouldn't have homework or anything hanging over them 01:23:55.240 --> 01:23:55.900 align:middle line:90% after class. 01:23:55.900 --> 01:23:58.930 align:middle line:84% And it turned out it really just completely stressed 01:23:58.930 --> 01:24:00.760 align:middle line:90% my one student out. 01:24:00.760 --> 01:24:03.820 align:middle line:84% So another guideline would be nothing 01:24:03.820 --> 01:24:08.680 align:middle line:84% that's like got a time deadline, and again also 01:24:08.680 --> 01:24:10.545 align:middle line:84% as much advanced warning as possible. 01:24:10.545 --> 01:24:11.920 align:middle line:84% So if I'm not going to be there I 01:24:11.920 --> 01:24:15.825 align:middle line:84% tried to tell them at least two weeks ahead of time, if I know. 01:24:15.825 --> 01:24:17.200 align:middle line:84% For every single thing, give them 01:24:17.200 --> 01:24:19.430 align:middle line:90% as much warning as possible. 01:24:19.430 --> 01:24:22.060 align:middle line:84% The other one was, include a reason for everything. 01:24:22.060 --> 01:24:25.450 align:middle line:84% So why am I having you turn it in with this format? 01:24:25.450 --> 01:24:27.460 align:middle line:84% Why am I having you write this function? 01:24:27.460 --> 01:24:30.625 align:middle line:84% Why am I having you give me screenshots of your output? 01:24:33.310 --> 01:24:37.120 align:middle line:84% The students, especially, were very concerned about why 01:24:37.120 --> 01:24:39.040 align:middle line:84% do I have to do this extra work, or why 01:24:39.040 --> 01:24:41.380 align:middle line:84% do I have to do it this way I want to do it my way. 01:24:41.380 --> 01:24:44.530 align:middle line:84% And this was something from the high school teachers, 01:24:44.530 --> 01:24:50.060 align:middle line:90% that explaining is very useful. 01:24:50.060 --> 01:24:53.873 align:middle line:84% And so just giving a reason for everything 01:24:53.873 --> 01:24:55.540 align:middle line:84% and again this is something that anybody 01:24:55.540 --> 01:25:00.200 align:middle line:90% can do for every assignment. 01:25:00.200 --> 01:25:03.140 align:middle line:84% This one was kind of interesting and this again, came from a tip 01:25:03.140 --> 01:25:04.340 align:middle line:90% from high school. 01:25:04.340 --> 01:25:07.310 align:middle line:84% Incorporate a certain amount of flexibility in due dates. 01:25:07.310 --> 01:25:09.590 align:middle line:84% And my first reaction to that was, I got 200 kids, 01:25:09.590 --> 01:25:11.715 align:middle line:84% I can't incorporate a certain amount of flexibility 01:25:11.715 --> 01:25:13.080 align:middle line:90% into my due dates. 01:25:13.080 --> 01:25:16.490 align:middle line:84% But what she was saying was, give them a due date 01:25:16.490 --> 01:25:18.260 align:middle line:84% and then say, Yeah but you know what, 01:25:18.260 --> 01:25:20.300 align:middle line:84% you have three days after that where I'm not 01:25:20.300 --> 01:25:21.913 align:middle line:90% going to give you any penalty. 01:25:21.913 --> 01:25:23.330 align:middle line:84% It's kind of like the thing you do 01:25:23.330 --> 01:25:25.372 align:middle line:84% where you set your clock 10 minutes ahead of time 01:25:25.372 --> 01:25:27.360 align:middle line:84% and pretend like that's the actual time. 01:25:27.360 --> 01:25:29.960 align:middle line:84% That's kind of what we're doing with assignments now 01:25:29.960 --> 01:25:33.350 align:middle line:84% for students and oddly enough like it's really worked well 01:25:33.350 --> 01:25:35.190 align:middle line:90% for all my students. 01:25:35.190 --> 01:25:37.730 align:middle line:84% So this is something that's been really useful 01:25:37.730 --> 01:25:39.137 align:middle line:90% and I highly suggest doing it. 01:25:39.137 --> 01:25:41.720 align:middle line:84% And again, this is something any professor could do, no matter 01:25:41.720 --> 01:25:43.160 align:middle line:90% what size class they have. 01:25:43.160 --> 01:25:45.110 align:middle line:84% Because in essence you're just telling him 01:25:45.110 --> 01:25:48.840 align:middle line:84% it's due three days before it's actually due. 01:25:48.840 --> 01:25:49.850 align:middle line:90% And so that worked. 01:25:52.930 --> 01:25:54.940 align:middle line:84% Include time estimates for every assignment. 01:25:54.940 --> 01:25:56.950 align:middle line:84% And the other thing I also did was, 01:25:56.950 --> 01:25:58.960 align:middle line:84% so I basically said I took how long it 01:25:58.960 --> 01:26:02.253 align:middle line:84% took me to do the assignment and I tripled it. 01:26:02.253 --> 01:26:04.670 align:middle line:84% And I just put that on the top of every single assignment. 01:26:04.670 --> 01:26:09.340 align:middle line:84% So that was again something easy, any professor could do. 01:26:09.340 --> 01:26:11.590 align:middle line:84% I also included how you should do the assignment. 01:26:11.590 --> 01:26:13.300 align:middle line:84% So like, this is something you should 01:26:13.300 --> 01:26:15.580 align:middle line:84% do for one hour every night the first week 01:26:15.580 --> 01:26:17.950 align:middle line:84% to get an estimate of how long it's going to take you. 01:26:17.950 --> 01:26:20.530 align:middle line:84% And then figure out how you're going 01:26:20.530 --> 01:26:22.600 align:middle line:84% to plan your second week of this project. 01:26:22.600 --> 01:26:24.490 align:middle line:84% Or this can be done in one sitting 01:26:24.490 --> 01:26:28.210 align:middle line:84% as long as you don't start on the last day, that sort 01:26:28.210 --> 01:26:31.600 align:middle line:84% of information, to give them an idea of how long they should 01:26:31.600 --> 01:26:33.770 align:middle line:90% plan for. 01:26:33.770 --> 01:26:37.570 align:middle line:84% And the other thing was giving a clear instructions 01:26:37.570 --> 01:26:40.690 align:middle line:84% for how students should handle pretty much anything. 01:26:40.690 --> 01:26:42.520 align:middle line:84% But especially things like office hours. 01:26:42.520 --> 01:26:45.040 align:middle line:84% Because for a lot of students, especially students 01:26:45.040 --> 01:26:46.750 align:middle line:84% who've never been to college before. 01:26:46.750 --> 01:26:50.020 align:middle line:84% any and all students, coming to an office hour 01:26:50.020 --> 01:26:53.410 align:middle line:84% with to a professor is really anxiety provoking. 01:26:53.410 --> 01:26:56.890 align:middle line:84% And if you have a set of clear rules 01:26:56.890 --> 01:26:58.810 align:middle line:90% this would be a really nice. 01:26:58.810 --> 01:27:01.960 align:middle line:84% Like it makes it easier for students to feel 01:27:01.960 --> 01:27:04.660 align:middle line:84% less stressed about approaching a professor. 01:27:04.660 --> 01:27:07.690 align:middle line:84% So I also incorporated a clear set of rules. 01:27:07.690 --> 01:27:09.760 align:middle line:84% And again this is something that-- 01:27:09.760 --> 01:27:12.460 align:middle line:84% it actually benefits professors to do this, 01:27:12.460 --> 01:27:15.980 align:middle line:84% like it may be a little bit more time up front, 01:27:15.980 --> 01:27:19.060 align:middle line:84% but for most professors this is something that would really 01:27:19.060 --> 01:27:24.315 align:middle line:84% be beneficial because it's going to help them in the long run. 01:27:24.315 --> 01:27:26.440 align:middle line:84% KRISTEN SHINOHARA: You have about two minutes left. 01:27:26.440 --> 01:27:27.310 align:middle line:84% DEBRA YARRINGTON: OK I'll go faster. 01:27:27.310 --> 01:27:28.518 align:middle line:90% I thought I was talking fast. 01:27:28.518 --> 01:27:30.450 align:middle line:90% OK, go ahead. 01:27:30.450 --> 01:27:30.950 align:middle line:90% OK. 01:27:30.950 --> 01:27:33.260 align:middle line:90% This is the coolest thing I did. 01:27:33.260 --> 01:27:36.950 align:middle line:84% I incorporated non-competitive, cooperative, non time-based 01:27:36.950 --> 01:27:38.810 align:middle line:90% games and activities. 01:27:38.810 --> 01:27:41.690 align:middle line:84% So like a Murder Mystery where students go and they 01:27:41.690 --> 01:27:42.890 align:middle line:90% work together as a group. 01:27:42.890 --> 01:27:45.290 align:middle line:84% And they go into a room and they actually 01:27:45.290 --> 01:27:47.060 align:middle line:90% solve a problem in the room. 01:27:47.060 --> 01:27:49.880 align:middle line:84% And when they solve it, they get the key to get a clue and a key 01:27:49.880 --> 01:27:50.775 align:middle line:90% to the next room. 01:27:50.775 --> 01:27:52.400 align:middle line:84% And they keep moving from room to room. 01:27:52.400 --> 01:27:54.567 align:middle line:84% And at the end they have to solve the murder mystery 01:27:54.567 --> 01:27:55.670 align:middle line:90% to find out who died. 01:27:55.670 --> 01:27:58.400 align:middle line:84% The IT-Spy, they have to do something very similar, 01:27:58.400 --> 01:28:01.610 align:middle line:84% where they unlock a code to get documents 01:28:01.610 --> 01:28:04.310 align:middle line:84% that they can send to the press to save the world. 01:28:04.310 --> 01:28:07.610 align:middle line:84% Simple game where you click on squares and it shows squares. 01:28:07.610 --> 01:28:10.340 align:middle line:84% So none of these were time-based. 01:28:10.340 --> 01:28:13.160 align:middle line:84% None of them involved competition, like you 01:28:13.160 --> 01:28:14.810 align:middle line:84% against me or anything like that. 01:28:14.810 --> 01:28:18.020 align:middle line:84% All were cooperative, non competitive. 01:28:18.020 --> 01:28:20.433 align:middle line:84% And they were a lot of fun to work on 01:28:20.433 --> 01:28:22.100 align:middle line:84% and the students really like them a lot. 01:28:22.100 --> 01:28:25.700 align:middle line:84% OK, go quick quick, I'm talking fast now. 01:28:28.350 --> 01:28:29.460 align:middle line:90% I'm sorry, next slide. 01:28:29.460 --> 01:28:30.240 align:middle line:90% OK. 01:28:30.240 --> 01:28:36.420 align:middle line:84% So just end of semester summary, all students 01:28:36.420 --> 01:28:39.390 align:middle line:84% took a questionnaire felt the class was inclusive 01:28:39.390 --> 01:28:40.890 align:middle line:90% and had a welcoming environment. 01:28:40.890 --> 01:28:43.590 align:middle line:90% Many expressed appreciation. 01:28:43.590 --> 01:28:47.400 align:middle line:84% Students really enjoyed the games and asked for a lot more. 01:28:47.400 --> 01:28:51.150 align:middle line:84% Many students expressed a desire for more group activities 01:28:51.150 --> 01:28:54.030 align:middle line:84% in the class and more opportunities to get to know 01:28:54.030 --> 01:28:55.590 align:middle line:84% and bond with other students, which 01:28:55.590 --> 01:28:58.680 align:middle line:84% was very interesting and surprising just how 01:28:58.680 --> 01:29:00.750 align:middle line:90% many students requested that. 01:29:00.750 --> 01:29:03.518 align:middle line:84% Just again, I can't actually tell-- 01:29:03.518 --> 01:29:05.310 align:middle line:84% I don't have a list of students in my class 01:29:05.310 --> 01:29:07.102 align:middle line:84% who are neurodiverse, so I can't actually-- 01:29:07.102 --> 01:29:10.620 align:middle line:84% but students who had identified to me as being neurodiverse 01:29:10.620 --> 01:29:12.810 align:middle line:84% both gave quite positive feedback 01:29:12.810 --> 01:29:16.300 align:middle line:84% and were very happy with the class experience. 01:29:16.300 --> 01:29:19.050 align:middle line:90% Next. 01:29:19.050 --> 01:29:21.570 align:middle line:84% OK, so things I want incorporate, 01:29:21.570 --> 01:29:25.080 align:middle line:84% things that I still think should be part of what professors do. 01:29:25.080 --> 01:29:26.580 align:middle line:90% Timelines on assignments. 01:29:26.580 --> 01:29:28.622 align:middle line:84% So like basically, this should take five minutes, 01:29:28.622 --> 01:29:29.997 align:middle line:84% this should take 20 minutes, this 01:29:29.997 --> 01:29:31.890 align:middle line:84% should take two days, that kind of thing. 01:29:31.890 --> 01:29:34.620 align:middle line:84% Clear step-by-step instructions for more than just office 01:29:34.620 --> 01:29:36.630 align:middle line:84% hours, for anything that's averse, for anything 01:29:36.630 --> 01:29:38.730 align:middle line:90% that's unanticipated. 01:29:38.730 --> 01:29:41.550 align:middle line:84% More non-competitive cooperative games. 01:29:41.550 --> 01:29:44.400 align:middle line:84% And possibly having someone proofread 01:29:44.400 --> 01:29:47.160 align:middle line:84% assignments to check for ambiguities, which is a big one 01:29:47.160 --> 01:29:48.240 align:middle line:90% but it's hard to do. 01:29:48.240 --> 01:29:51.120 align:middle line:84% So I don't know quite how to incorporate that 01:29:51.120 --> 01:29:52.465 align:middle line:90% into every class. 01:29:52.465 --> 01:29:54.090 align:middle line:84% KRISTEN SHINOHARA: Unfortunately, we're 01:29:54.090 --> 01:29:54.900 align:middle line:90% at about time. 01:29:59.748 --> 01:30:01.290 align:middle line:84% And of course again, I want to invite 01:30:01.290 --> 01:30:05.550 align:middle line:84% folks to add comments to the slide deck 01:30:05.550 --> 01:30:08.040 align:middle line:90% to further connect with Debra. 01:30:08.040 --> 01:30:10.770 align:middle line:84% All right, up next we have Paula Gabbert. 01:30:13.410 --> 01:30:16.140 align:middle line:84% PAULA GABBERT: Hi, I'm Paula Gabbert. 01:30:16.140 --> 01:30:19.560 align:middle line:84% I'm from Furman University and I'm really 01:30:19.560 --> 01:30:24.060 align:middle line:84% excited to be here and thank you for the opportunity to come. 01:30:24.060 --> 01:30:27.810 align:middle line:84% And it's just really exciting to see the number of examples 01:30:27.810 --> 01:30:32.010 align:middle line:84% that have grown over the years since this kind of activity 01:30:32.010 --> 01:30:33.210 align:middle line:90% started. 01:30:33.210 --> 01:30:34.630 align:middle line:90% So you can go to the next slide. 01:30:34.630 --> 01:30:38.580 align:middle line:84% So again, Furman University is a liberal arts institution. 01:30:38.580 --> 01:30:41.430 align:middle line:84% We offer both a Computer Science and an Information Technology 01:30:41.430 --> 01:30:42.870 align:middle line:90% major. 01:30:42.870 --> 01:30:47.250 align:middle line:84% We have about 2600 students and about 75 to 100 majors 01:30:47.250 --> 01:30:49.440 align:middle line:90% at any given time. 01:30:49.440 --> 01:30:51.930 align:middle line:84% Our major starts with a breadth-first 01:30:51.930 --> 01:30:55.800 align:middle line:84% look at the discipline, our CS0 course. 01:30:55.800 --> 01:30:58.350 align:middle line:84% And what's somewhat unique about this course 01:30:58.350 --> 01:31:01.290 align:middle line:84% is that we introduce the topics of computing 01:31:01.290 --> 01:31:03.660 align:middle line:84% through the lens of an application area. 01:31:03.660 --> 01:31:05.790 align:middle line:84% And the instructor gets to choose 01:31:05.790 --> 01:31:07.530 align:middle line:90% what that application area is. 01:31:07.530 --> 01:31:10.830 align:middle line:84% So we all cover the same sort of basic computing concepts, 01:31:10.830 --> 01:31:12.690 align:middle line:84% but we do that through different lenses. 01:31:12.690 --> 01:31:15.480 align:middle line:84% So we have one with social media as the lens, one 01:31:15.480 --> 01:31:18.210 align:middle line:84% for bio-informatics, one on games. 01:31:18.210 --> 01:31:21.360 align:middle line:84% So when I was choosing my application area 01:31:21.360 --> 01:31:23.640 align:middle line:84% I decided to choose accessible technology. 01:31:23.640 --> 01:31:25.320 align:middle line:90% I have a passion for that area. 01:31:25.320 --> 01:31:28.350 align:middle line:84% And so that's what I'm going to talk about today, 01:31:28.350 --> 01:31:33.090 align:middle line:84% is my specific course is the CS0 course that focuses 01:31:33.090 --> 01:31:35.160 align:middle line:90% on accessible technology. 01:31:35.160 --> 01:31:39.690 align:middle line:84% Again, it serves both computing majors and non-majors 01:31:39.690 --> 01:31:40.770 align:middle line:90% at Furman. 01:31:40.770 --> 01:31:43.590 align:middle line:84% So if you're a Computer Science major 01:31:43.590 --> 01:31:46.690 align:middle line:84% you take this course as the intro into the major. 01:31:46.690 --> 01:31:49.770 align:middle line:84% But if you are a non-major, earning a Bachelor of Arts 01:31:49.770 --> 01:31:51.450 align:middle line:84% degree, you can actually use this course 01:31:51.450 --> 01:31:54.840 align:middle line:84% to satisfy our math and formal reasoning general education 01:31:54.840 --> 01:31:55.750 align:middle line:90% requirement. 01:31:55.750 --> 01:31:59.520 align:middle line:84% So it's really kind of fun to have both majors and non-majors 01:31:59.520 --> 01:32:02.580 align:middle line:84% for this particular topic, it really 01:32:02.580 --> 01:32:04.690 align:middle line:84% results in a lot of different perspectives, 01:32:04.690 --> 01:32:07.440 align:middle line:84% multiple perspectives coming in, which 01:32:07.440 --> 01:32:10.330 align:middle line:84% helps the discussions for this course. 01:32:10.330 --> 01:32:12.780 align:middle line:84% So the next slide talks about our primary objectives 01:32:12.780 --> 01:32:14.520 align:middle line:90% in this class. 01:32:14.520 --> 01:32:18.420 align:middle line:84% I want to motivate the need for universal design principles. 01:32:18.420 --> 01:32:21.780 align:middle line:84% I really focus on legal, political, financial issues 01:32:21.780 --> 01:32:24.960 align:middle line:84% surrounding accessible technology. 01:32:24.960 --> 01:32:27.300 align:middle line:84% And I kind of surround these conversations 01:32:27.300 --> 01:32:29.400 align:middle line:90% with these big questions. 01:32:29.400 --> 01:32:31.020 align:middle line:84% And these big questions aren't ones 01:32:31.020 --> 01:32:32.700 align:middle line:84% that I came up with, they primarily 01:32:32.700 --> 01:32:35.640 align:middle line:84% came from the Lazar and Stein book, which 01:32:35.640 --> 01:32:40.530 align:middle line:84% I have the students read several essays from that book. 01:32:40.530 --> 01:32:42.540 align:middle line:84% But we look at how can we provide access 01:32:42.540 --> 01:32:45.240 align:middle line:84% to digital information to all people at the same time 01:32:45.240 --> 01:32:46.620 align:middle line:90% and at the same cost? 01:32:46.620 --> 01:32:48.420 align:middle line:84% Who should pay for the cost of developing 01:32:48.420 --> 01:32:50.020 align:middle line:90% accessible Technology? 01:32:50.020 --> 01:32:52.590 align:middle line:84% How does technology aid people with disability? 01:32:52.590 --> 01:32:55.660 align:middle line:84% And how does technology exclude people with disability? 01:32:55.660 --> 01:32:57.600 align:middle line:84% So these are sort of the big questions 01:32:57.600 --> 01:33:01.020 align:middle line:84% that we talk about in terms of disability and accessible 01:33:01.020 --> 01:33:03.540 align:middle line:84% technology, while at the same time 01:33:03.540 --> 01:33:05.910 align:middle line:84% exploring computer science topics. 01:33:05.910 --> 01:33:11.880 align:middle line:84% And students really seem to like this sort of merging of ideas. 01:33:11.880 --> 01:33:13.230 align:middle line:90% I take a global perspective. 01:33:13.230 --> 01:33:15.420 align:middle line:84% We look at the United Nations Convention 01:33:15.420 --> 01:33:19.740 align:middle line:84% on the Rights of Persons with Disability and the World Health 01:33:19.740 --> 01:33:21.630 align:middle line:90% Organization report. 01:33:21.630 --> 01:33:25.320 align:middle line:84% We look at the National level with ADA, the Americans 01:33:25.320 --> 01:33:26.580 align:middle line:90% with Disabilities Act. 01:33:26.580 --> 01:33:31.200 align:middle line:84% And then I oftentimes will have our Accessibility Resource 01:33:31.200 --> 01:33:33.480 align:middle line:84% director come and visit our class 01:33:33.480 --> 01:33:37.350 align:middle line:84% so that they sort of have a more local view of these issues 01:33:37.350 --> 01:33:40.960 align:middle line:90% specific to our institution. 01:33:40.960 --> 01:33:42.690 align:middle line:84% And so again through this exploration 01:33:42.690 --> 01:33:46.350 align:middle line:84% I hope to have students develop an empathy for people 01:33:46.350 --> 01:33:49.470 align:middle line:84% with disability and help them motivate, especially 01:33:49.470 --> 01:33:51.780 align:middle line:84% our budding computer science majors, 01:33:51.780 --> 01:33:55.960 align:middle line:84% motivate the need for accessible technology. 01:33:55.960 --> 01:34:00.330 align:middle line:84% So in the next slide I just give a sample of some of the topics 01:34:00.330 --> 01:34:03.180 align:middle line:84% and how I can provide accessibility links 01:34:03.180 --> 01:34:04.480 align:middle line:90% to those topics. 01:34:04.480 --> 01:34:08.820 align:middle line:84% So again, all of our CS0 courses talk about data storage. 01:34:08.820 --> 01:34:12.240 align:middle line:84% I specifically talk about translating 01:34:12.240 --> 01:34:15.330 align:middle line:84% from one type of data to another using OCR, speech-to-text, 01:34:15.330 --> 01:34:18.420 align:middle line:84% text-to-speech, and those kinds of issues. 01:34:18.420 --> 01:34:21.280 align:middle line:84% All of our sections talk about operating systems. 01:34:21.280 --> 01:34:23.730 align:middle line:84% But for my section we go in depth 01:34:23.730 --> 01:34:25.950 align:middle line:84% and explore the accessibility options 01:34:25.950 --> 01:34:31.980 align:middle line:84% on the MacOS Including the voice control, VoiceOver, zoom, 01:34:31.980 --> 01:34:34.510 align:middle line:84% flash/speech alert settings, and so on. 01:34:34.510 --> 01:34:38.970 align:middle line:84% So they have a lab where they get in and dig into those. 01:34:38.970 --> 01:34:41.580 align:middle line:84% All of us talk about algorithms and programming. 01:34:41.580 --> 01:34:45.360 align:middle line:84% I illustrate simple speech-to-text and 01:34:45.360 --> 01:34:47.850 align:middle line:84% text-to-speech libraries in Python, that are actually 01:34:47.850 --> 01:34:50.220 align:middle line:90% fairly easy to utilize. 01:34:50.220 --> 01:34:53.070 align:middle line:84% And so they do some really simple programming activities. 01:34:53.070 --> 01:34:55.890 align:middle line:84% All of our CS0 classes do at least two 01:34:55.890 --> 01:34:58.830 align:middle line:90% to three weeks of programming. 01:34:58.830 --> 01:35:02.220 align:middle line:84% And so in those two to three weeks in my section, 01:35:02.220 --> 01:35:07.320 align:middle line:84% I really kind of let them play around with these Python 01:35:07.320 --> 01:35:11.400 align:middle line:84% libraries and they have fun with some basic programming examples 01:35:11.400 --> 01:35:14.340 align:middle line:90% and programming concepts. 01:35:14.340 --> 01:35:16.200 align:middle line:84% We all talk about software development 01:35:16.200 --> 01:35:17.970 align:middle line:90% and software engineering. 01:35:17.970 --> 01:35:22.650 align:middle line:84% And then in my section I connect that to agile methods, 01:35:22.650 --> 01:35:25.350 align:middle line:90% advocating for user involvement. 01:35:25.350 --> 01:35:28.290 align:middle line:84% I use Haben Girma's presentation to the Apple developers 01:35:28.290 --> 01:35:29.730 align:middle line:90% conference as a resource. 01:35:29.730 --> 01:35:33.390 align:middle line:84% We watch that video and talk about the importance 01:35:33.390 --> 01:35:37.680 align:middle line:84% of incorporating these universal design principles when 01:35:37.680 --> 01:35:40.090 align:middle line:90% we are developing software. 01:35:40.090 --> 01:35:42.640 align:middle line:84% So this is just a sample there are other topics. 01:35:42.640 --> 01:35:47.040 align:middle line:84% I also do the World Wide Web, we do a whole section 01:35:47.040 --> 01:35:54.330 align:middle line:84% on the Quickhack guidelines, networking architecture, 01:35:54.330 --> 01:35:57.180 align:middle line:84% we talk about artificial intelligence and graphics 01:35:57.180 --> 01:36:03.060 align:middle line:84% applications, and connect all of that to accessible technology. 01:36:03.060 --> 01:36:04.980 align:middle line:84% The benefits to our curriculum is 01:36:04.980 --> 01:36:07.440 align:middle line:84% that it helps support universal design principles 01:36:07.440 --> 01:36:09.040 align:middle line:90% for the curriculum. 01:36:09.040 --> 01:36:13.680 align:middle line:84% So we are basically sort of applying the universal design 01:36:13.680 --> 01:36:15.480 align:middle line:84% principles to our curriculum development. 01:36:15.480 --> 01:36:18.022 align:middle line:84% We want to design our computing curriculum with accessibility 01:36:18.022 --> 01:36:20.610 align:middle line:84% in mind from the beginning, right in the intro course, 01:36:20.610 --> 01:36:24.030 align:middle line:84% not as an add-on class at the end. 01:36:24.030 --> 01:36:26.970 align:middle line:84% And this intro class provides a springboard for our majors 01:36:26.970 --> 01:36:30.150 align:middle line:84% in the class to continue broadening their understanding 01:36:30.150 --> 01:36:32.670 align:middle line:84% of accessibility issues as they continue 01:36:32.670 --> 01:36:35.430 align:middle line:90% through the curriculum. 01:36:35.430 --> 01:36:38.160 align:middle line:84% Accessibility concepts intersect with many of our core computer 01:36:38.160 --> 01:36:39.990 align:middle line:84% science concepts so it's really easy 01:36:39.990 --> 01:36:42.270 align:middle line:90% to do this in the intro class. 01:36:42.270 --> 01:36:45.000 align:middle line:84% And it provides again, a broad context 01:36:45.000 --> 01:36:47.280 align:middle line:84% for those accessibility training that they're going 01:36:47.280 --> 01:36:49.620 align:middle line:90% to get in the later classes. 01:36:49.620 --> 01:36:52.620 align:middle line:84% So that spiral approach of seeing it early and often 01:36:52.620 --> 01:36:55.950 align:middle line:84% throughout the curriculum, that is our goal, by introducing 01:36:55.950 --> 01:36:58.140 align:middle line:90% that in the CS0 class. 01:36:58.140 --> 01:37:02.400 align:middle line:84% We have the added benefit, on the next slide, 01:37:02.400 --> 01:37:05.460 align:middle line:84% because we have non-majors in the class what 01:37:05.460 --> 01:37:09.600 align:middle line:84% has been really fun for me is to see the added benefit for those 01:37:09.600 --> 01:37:12.580 align:middle line:84% who aren't necessarily going to be Computer Science majors. 01:37:12.580 --> 01:37:14.970 align:middle line:84% So at the end of the course I asked them this question, 01:37:14.970 --> 01:37:17.010 align:middle line:84% I asked them to reflect on their current major 01:37:17.010 --> 01:37:22.140 align:middle line:84% or potential major and I asked them 01:37:22.140 --> 01:37:24.570 align:middle line:84% how can your discipline contribute positively 01:37:24.570 --> 01:37:26.880 align:middle line:84% to minimize social impacts of disability 01:37:26.880 --> 01:37:29.700 align:middle line:84% and include all persons in the activities, information 01:37:29.700 --> 01:37:32.640 align:middle line:84% access, and communications within your discipline? 01:37:32.640 --> 01:37:34.470 align:middle line:84% And I have several quotes, I'm just 01:37:34.470 --> 01:37:37.260 align:middle line:84% going to show you one today, that really 01:37:37.260 --> 01:37:41.250 align:middle line:84% highlight how students in other majors 01:37:41.250 --> 01:37:43.950 align:middle line:84% really internalize what they've learned in this class 01:37:43.950 --> 01:37:47.130 align:middle line:84% and hopefully we'll take this information on with them 01:37:47.130 --> 01:37:48.730 align:middle line:90% to their own areas. 01:37:48.730 --> 01:37:51.030 align:middle line:84% So an English major wrote, as a reader and writer 01:37:51.030 --> 01:37:53.010 align:middle line:84% I know how important it is to include 01:37:53.010 --> 01:37:55.120 align:middle line:84% all voices in the literary world, 01:37:55.120 --> 01:37:57.570 align:middle line:84% particularly those voices that have been historically 01:37:57.570 --> 01:38:01.110 align:middle line:84% unheard by fighting for more accessible e-books, keyboards, 01:38:01.110 --> 01:38:03.660 align:middle line:84% and other technological aids, my field 01:38:03.660 --> 01:38:06.810 align:middle line:84% can benefit from hundreds of untold stories. 01:38:06.810 --> 01:38:11.280 align:middle line:84% And it's really been very fulfilling to read these quotes 01:38:11.280 --> 01:38:14.190 align:middle line:84% from all the different majors, but specifically 01:38:14.190 --> 01:38:15.720 align:middle line:90% for the non-computing majors. 01:38:15.720 --> 01:38:20.280 align:middle line:84% And seeing how impactful that is, and the importance 01:38:20.280 --> 01:38:22.200 align:middle line:84% in our service courses, to ensure 01:38:22.200 --> 01:38:26.130 align:middle line:84% that we have accessibility content in those service 01:38:26.130 --> 01:38:28.490 align:middle line:84% courses for our non-majors as well. 01:38:28.490 --> 01:38:30.240 align:middle line:84% KRISTEN SHINOHARA: About two minutes left. 01:38:30.240 --> 01:38:31.448 align:middle line:90% PAULA GABBERT: Which is fine. 01:38:31.448 --> 01:38:36.840 align:middle line:84% So in the future, our introductory courses for majors 01:38:36.840 --> 01:38:39.945 align:middle line:84% need to motivate the need for accessible technology. 01:38:39.945 --> 01:38:41.820 align:middle line:84% And the question is, how do we do this in all 01:38:41.820 --> 01:38:44.100 align:middle line:90% of our introductory courses? 01:38:44.100 --> 01:38:46.980 align:middle line:84% So, they sort of see this in our CS0 course 01:38:46.980 --> 01:38:49.380 align:middle line:84% but then we don't necessarily follow through with it 01:38:49.380 --> 01:38:50.972 align:middle line:84% in all of the introductory courses, 01:38:50.972 --> 01:38:52.680 align:middle line:84% in our programming courses, and we really 01:38:52.680 --> 01:38:55.210 align:middle line:90% need to do a better job of that. 01:38:55.210 --> 01:38:56.820 align:middle line:84% We also have other service courses 01:38:56.820 --> 01:38:59.940 align:middle line:84% for non-majors and so sort of the challenge for us 01:38:59.940 --> 01:39:04.350 align:middle line:84% is, how do we incorporate these issues into all of our service 01:39:04.350 --> 01:39:07.350 align:middle line:84% courses so that we can better prepare, 01:39:07.350 --> 01:39:10.260 align:middle line:84% not only our majors, but our non-majors who 01:39:10.260 --> 01:39:13.230 align:middle line:84% will be creating accessible or digital technology 01:39:13.230 --> 01:39:14.910 align:middle line:90% and digital information. 01:39:14.910 --> 01:39:19.980 align:middle line:84% And making sure that we do that in our service courses as well. 01:39:19.980 --> 01:39:21.030 align:middle line:90% So that is all I have. 01:39:21.030 --> 01:39:22.280 align:middle line:90% Thank you for having me. 01:39:25.130 --> 01:39:27.330 align:middle line:84% KRISTEN SHINOHARA: Great, thank you very much. 01:39:27.330 --> 01:39:31.730 align:middle line:84% I'd like to introduce our next speaker, Yasmine Elglaly 01:39:31.730 --> 01:39:32.810 align:middle line:90% and Catherine Baker. 01:39:37.675 --> 01:39:39.050 align:middle line:84% YASMINE ELGLALY: Hello, everyone. 01:39:39.050 --> 01:39:40.653 align:middle line:90% Could you hear me? 01:39:40.653 --> 01:39:41.570 align:middle line:90% KRISTEN SHINOHARA: Yes 01:39:41.570 --> 01:39:42.445 align:middle line:90% YASMINE ELGLALY: Yes. 01:39:42.445 --> 01:39:43.550 align:middle line:90% OK excellent. 01:39:43.550 --> 01:39:45.810 align:middle line:84% So I'm going to talk about work that I 01:39:45.810 --> 01:39:47.790 align:middle line:84% did with my colleagues, Catie Baker, 01:39:47.790 --> 01:39:49.380 align:middle line:90% she's attending in person. 01:39:49.380 --> 01:39:52.290 align:middle line:90% And Kristen Shinohara. 01:39:52.290 --> 01:39:54.690 align:middle line:84% I'll be talking about the first part of the slides 01:39:54.690 --> 01:39:57.670 align:middle line:84% and then Catie's is going to continue the rest. 01:40:00.300 --> 01:40:04.620 align:middle line:84% The work that we did was happening among the three 01:40:04.620 --> 01:40:06.630 align:middle line:84% institutions that the three of us 01:40:06.630 --> 01:40:10.650 align:middle line:84% are working at between RIT, Western Washington University, 01:40:10.650 --> 01:40:12.330 align:middle line:90% and Creighton University. 01:40:12.330 --> 01:40:14.580 align:middle line:84% All the courses we will be discussing today 01:40:14.580 --> 01:40:18.030 align:middle line:84% were mainly taught in Western Washington 01:40:18.030 --> 01:40:20.730 align:middle line:84% and also at Creighton University. 01:40:20.730 --> 01:40:22.740 align:middle line:84% And the courses we were looking at 01:40:22.740 --> 01:40:26.790 align:middle line:90% are mostly CS1 and CS2 courses. 01:40:26.790 --> 01:40:29.620 align:middle line:84% Our motivation for that was two things. 01:40:29.620 --> 01:40:34.770 align:middle line:84% So one is that in teaching schools, and many other CS 01:40:34.770 --> 01:40:40.950 align:middle line:84% majors, HCI courses where accessibility are sometimes 01:40:40.950 --> 01:40:43.740 align:middle line:90% taught, it's an elective course. 01:40:43.740 --> 01:40:46.650 align:middle line:84% Which means something CS graduates would 01:40:46.650 --> 01:40:49.050 align:middle line:84% go through the whole major without being 01:40:49.050 --> 01:40:50.760 align:middle line:90% exposed to accessibility. 01:40:50.760 --> 01:40:54.870 align:middle line:84% And another motivation that we wanted to cover accessibility 01:40:54.870 --> 01:40:58.680 align:middle line:84% in early courses, in core courses in CS, 01:40:58.680 --> 01:41:01.650 align:middle line:84% is that previous research was also 01:41:01.650 --> 01:41:04.860 align:middle line:84% found that students, by the time they graduate, 01:41:04.860 --> 01:41:09.330 align:middle line:84% they may forget about what they learned in HCI courses. 01:41:09.330 --> 01:41:12.930 align:middle line:84% So if they start early and they learn 01:41:12.930 --> 01:41:15.150 align:middle line:84% in core courses about accessibility 01:41:15.150 --> 01:41:19.440 align:middle line:84% and then hopefully they get HCI the topic 01:41:19.440 --> 01:41:21.840 align:middle line:84% or the concepts related to accessibility 01:41:21.840 --> 01:41:22.890 align:middle line:90% will be more enforced. 01:41:25.560 --> 01:41:28.820 align:middle line:90% So next slide, please. 01:41:28.820 --> 01:41:30.350 align:middle line:90% So how did we do that? 01:41:30.350 --> 01:41:33.430 align:middle line:84% I would like to ask people on Zoom and also people 01:41:33.430 --> 01:41:35.500 align:middle line:84% attending in person, have you thought 01:41:35.500 --> 01:41:38.050 align:middle line:90% CS1 or CS2 courses before? 01:41:38.050 --> 01:41:42.090 align:middle line:84% Could you like raise your hand if you're in person? 01:41:42.090 --> 01:41:45.040 align:middle line:84% And could you react with an emoji 01:41:45.040 --> 01:41:49.480 align:middle line:84% if you have ever thought CS or CS2 course? 01:41:49.480 --> 01:41:53.950 align:middle line:84% I see some thumbs up, great, OK thank you. 01:41:53.950 --> 01:41:57.700 align:middle line:84% And Amy, thank you for showing the audience, thanks. 01:41:57.700 --> 01:42:01.010 align:middle line:84% So I assume you have some in the audience, which is great. 01:42:01.010 --> 01:42:05.860 align:middle line:84% So you may agree with me that making a change in CS1 or CS2 01:42:05.860 --> 01:42:07.150 align:middle line:90% is challenging. 01:42:07.150 --> 01:42:11.960 align:middle line:84% Mainly because it's already full with topics. 01:42:11.960 --> 01:42:16.600 align:middle line:84% And as many students have different levels of familiarity 01:42:16.600 --> 01:42:19.090 align:middle line:84% with programming or data structures 01:42:19.090 --> 01:42:22.580 align:middle line:84% it is kind of really challenging to make any changes to that. 01:42:22.580 --> 01:42:24.640 align:middle line:84% And you will need to support those 01:42:24.640 --> 01:42:26.170 align:middle line:84% who are learning for the first time 01:42:26.170 --> 01:42:30.550 align:middle line:84% and keep students with more advanced knowledge 01:42:30.550 --> 01:42:32.870 align:middle line:90% and programming also engaged. 01:42:32.870 --> 01:42:37.120 align:middle line:84% So our idea was not to add a topic about accessibility, 01:42:37.120 --> 01:42:41.050 align:middle line:84% but rather change some of the background story 01:42:41.050 --> 01:42:43.210 align:middle line:84% about the programming assignments 01:42:43.210 --> 01:42:48.010 align:middle line:84% and make the story about accessibility. 01:42:48.010 --> 01:42:49.750 align:middle line:84% Similar to some of the assignments that 01:42:49.750 --> 01:42:52.630 align:middle line:84% were given today, there is something students 01:42:52.630 --> 01:42:56.218 align:middle line:84% are trying to solve a problem, they are trying to solve. 01:42:56.218 --> 01:42:57.760 align:middle line:84% So we would like to make this problem 01:42:57.760 --> 01:42:59.050 align:middle line:90% related to accessibility. 01:42:59.050 --> 01:43:03.790 align:middle line:84% One thing I did in a course that I was teaching, 01:43:03.790 --> 01:43:05.930 align:middle line:90% it's all about C under UNIX. 01:43:05.930 --> 01:43:10.120 align:middle line:84% So we do a lot of low-level programming. 01:43:10.120 --> 01:43:14.590 align:middle line:84% The old assignment was meant to teach students 01:43:14.590 --> 01:43:18.190 align:middle line:84% how to use pointers, how to do dynamic allocation 01:43:18.190 --> 01:43:21.310 align:middle line:84% for the memory, how to open files, read from a file, 01:43:21.310 --> 01:43:22.660 align:middle line:90% and write a file. 01:43:22.660 --> 01:43:27.020 align:middle line:84% And the old story was, let's do some security fun stuff. 01:43:27.020 --> 01:43:33.430 align:middle line:84% Let's decipher a file and then try to decipher this file. 01:43:33.430 --> 01:43:36.820 align:middle line:84% So I took this assignment as-is, with all its learning 01:43:36.820 --> 01:43:39.130 align:middle line:84% objectives, did not change a thing, 01:43:39.130 --> 01:43:44.140 align:middle line:84% and only for the background story instead of deciphering, 01:43:44.140 --> 01:43:46.390 align:middle line:84% encrypting or decrypting the text, 01:43:46.390 --> 01:43:50.770 align:middle line:84% we are going to transform this text from ASCII to Braille 01:43:50.770 --> 01:43:51.950 align:middle line:90% code. 01:43:51.950 --> 01:43:56.020 align:middle line:84% And with that students would learn about Braille 01:43:56.020 --> 01:44:01.150 align:middle line:84% and they learn about refreshable Braille display. 01:44:01.150 --> 01:44:04.960 align:middle line:84% It's an add-on learning objective rather than 01:44:04.960 --> 01:44:08.380 align:middle line:90% a new topic. 01:44:08.380 --> 01:44:11.320 align:middle line:84% This assignment is also available on GitHub. 01:44:11.320 --> 01:44:14.990 align:middle line:84% I did not have taking a lot of time, did I Kristen? 01:44:14.990 --> 01:44:17.415 align:middle line:84% KRISTEN SHINOHARA: You have about five minutes remaining. 01:44:17.415 --> 01:44:18.790 align:middle line:84% YASMINE ELGLALY: OK, that's good. 01:44:20.395 --> 01:44:22.580 align:middle line:84% CATHERINE BAKER: So a second assignment we've done. 01:44:22.580 --> 01:44:24.622 align:middle line:84% So this one was an assignment that was originally 01:44:24.622 --> 01:44:26.920 align:middle line:84% looking at like, reading and files, kind 01:44:26.920 --> 01:44:29.140 align:middle line:84% of storing data and objects within a list, 01:44:29.140 --> 01:44:30.640 align:middle line:84% and then searching through the list 01:44:30.640 --> 01:44:34.280 align:middle line:84% to find kind of things that match certain criteria. 01:44:34.280 --> 01:44:38.890 align:middle line:84% So like the old kind of focus was things like, 01:44:38.890 --> 01:44:42.880 align:middle line:84% searching for all the books that an author has written, 01:44:42.880 --> 01:44:45.100 align:middle line:84% or looking for all the cities that 01:44:45.100 --> 01:44:47.378 align:middle line:84% are above some cost of living threshold. 01:44:47.378 --> 01:44:48.920 align:middle line:84% So those were like previous versions. 01:44:48.920 --> 01:44:52.450 align:middle line:84% So the version that we created was actually, 01:44:52.450 --> 01:44:55.810 align:middle line:84% it turns out that the UK, their Digital Government Services 01:44:55.810 --> 01:45:00.040 align:middle line:84% actually provides a test suite on accessibility. 01:45:00.040 --> 01:45:01.810 align:middle line:84% And they have gone through and they'd 01:45:01.810 --> 01:45:04.480 align:middle line:84% run this test suite on the WCAG Guidelines 01:45:04.480 --> 01:45:07.030 align:middle line:84% for a bunch of different accessibility checkers. 01:45:07.030 --> 01:45:10.150 align:middle line:84% So I took their test results, transformed the text file 01:45:10.150 --> 01:45:14.110 align:middle line:84% into something that was kind of at the level of the students, 01:45:14.110 --> 01:45:16.510 align:middle line:84% where they were with learning to read files. 01:45:16.510 --> 01:45:17.980 align:middle line:84% And so they were asked to actually 01:45:17.980 --> 01:45:21.160 align:middle line:84% kind of do a little bit of analysis of this test suite 01:45:21.160 --> 01:45:23.753 align:middle line:84% in order to kind of practice reading files, 01:45:23.753 --> 01:45:25.670 align:middle line:84% searching through lists, and things like this. 01:45:25.670 --> 01:45:28.960 align:middle line:84% So they got exposed to kind of the WCAG Guidelines, 01:45:28.960 --> 01:45:33.010 align:middle line:84% exposed to different accessibility testers, 01:45:33.010 --> 01:45:34.840 align:middle line:84% they already kind of become aware of that. 01:45:34.840 --> 01:45:37.000 align:middle line:84% And they get exposed to just what 01:45:37.000 --> 01:45:39.940 align:middle line:84% are the things that they should be thinking about, 01:45:39.940 --> 01:45:41.140 align:middle line:90% regarding accessibility. 01:45:41.140 --> 01:45:44.683 align:middle line:84% Because then they see the entire test suite and see like, 01:45:44.683 --> 01:45:46.600 align:middle line:84% Oh these are things that I shouldn't be doing. 01:45:46.600 --> 01:45:50.530 align:middle line:84% Like the example content is shown 01:45:50.530 --> 01:45:52.190 align:middle line:90% by location, things like that. 01:45:52.190 --> 01:45:54.880 align:middle line:84% And so it had a bunch of different tests 01:45:54.880 --> 01:45:56.727 align:middle line:90% that they could look at. 01:45:56.727 --> 01:45:58.810 align:middle line:84% And so both of these assignments were really great 01:45:58.810 --> 01:46:01.930 align:middle line:84% because they were accessibility, but they were really focused 01:46:01.930 --> 01:46:05.390 align:middle line:90% on the core CS kind of options. 01:46:05.390 --> 01:46:07.723 align:middle line:84% And so what we're really hoping is, 01:46:07.723 --> 01:46:09.140 align:middle line:84% we're trying to create assignments 01:46:09.140 --> 01:46:11.960 align:middle line:84% that are little overhead for an instructor to adopt. 01:46:11.960 --> 01:46:14.270 align:middle line:84% So especially for those who maybe don't feel confident 01:46:14.270 --> 01:46:15.345 align:middle line:90% in accessibility. 01:46:15.345 --> 01:46:17.720 align:middle line:84% These are assignments that someone can look at and go, OK 01:46:17.720 --> 01:46:19.970 align:middle line:84% like I have enough knowledge to be able to teach that, 01:46:19.970 --> 01:46:20.750 align:middle line:90% to integrate that. 01:46:20.750 --> 01:46:23.060 align:middle line:84% And if students see a piece here, 01:46:23.060 --> 01:46:25.610 align:middle line:84% a piece there, then suddenly they're thinking about it more 01:46:25.610 --> 01:46:27.800 align:middle line:84% and they'll start learning more and then 01:46:27.800 --> 01:46:29.922 align:middle line:84% when they get into a class it covers in more depth 01:46:29.922 --> 01:46:31.880 align:middle line:84% they're going to realize the importance already 01:46:31.880 --> 01:46:35.810 align:middle line:90% and it'll be a reinforcement. 01:46:35.810 --> 01:46:38.750 align:middle line:84% So the one thing we did notice, is 01:46:38.750 --> 01:46:40.550 align:middle line:84% we were a little surprised by how easy it 01:46:40.550 --> 01:46:42.342 align:middle line:84% was for students just to kind of completely 01:46:42.342 --> 01:46:43.730 align:middle line:90% ignore the topic altogether. 01:46:43.730 --> 01:46:46.370 align:middle line:84% Like they saw the technical challenge, like pointers 01:46:46.370 --> 01:46:50.660 align:middle line:84% or lists or whatever, and just not even kind of recognize 01:46:50.660 --> 01:46:51.773 align:middle line:90% what the data was. 01:46:51.773 --> 01:46:53.690 align:middle line:84% And so one of the things we've been looking at 01:46:53.690 --> 01:46:56.350 align:middle line:84% is things like adding discussion or reflection. 01:46:56.350 --> 01:47:00.320 align:middle line:84% So like for my assignment, which was the test suite, 01:47:00.320 --> 01:47:03.200 align:middle line:84% I actually have them first generate the results 01:47:03.200 --> 01:47:06.440 align:middle line:84% to see how good are these test suites. 01:47:06.440 --> 01:47:08.900 align:middle line:84% Look at specific categories and which ones are better. 01:47:08.900 --> 01:47:10.530 align:middle line:84% Which ones can they do automatically, 01:47:10.530 --> 01:47:12.830 align:middle line:84% which ones require human intervention. 01:47:12.830 --> 01:47:14.690 align:middle line:84% And actually investigate one of the tests 01:47:14.690 --> 01:47:18.980 align:middle line:84% to say, hey, look at this test, figure out why it matters, 01:47:18.980 --> 01:47:21.590 align:middle line:84% who would this affect if you didn't do this? 01:47:21.590 --> 01:47:24.500 align:middle line:84% And so we found that even those little things help students 01:47:24.500 --> 01:47:28.160 align:middle line:84% kind of really engage with the material a little further. 01:47:28.160 --> 01:47:30.380 align:middle line:84% And so we're looking at how can we 01:47:30.380 --> 01:47:33.080 align:middle line:84% make them go a little deeper and not just kind of, 01:47:33.080 --> 01:47:34.910 align:middle line:84% it's all gibberish, that it could 01:47:34.910 --> 01:47:38.070 align:middle line:90% have been nonsense data input. 01:47:38.070 --> 01:47:40.170 align:middle line:84% KRISTEN SHINOHARA: We have about two minutes left. 01:47:40.170 --> 01:47:42.270 align:middle line:90% CATHERINE BAKER: Perfect. 01:47:42.270 --> 01:47:43.770 align:middle line:84% The two assignments we've discussed, 01:47:43.770 --> 01:47:46.350 align:middle line:84% we've got the full kind of assignment on GitHub. 01:47:46.350 --> 01:47:50.790 align:middle line:84% And we did have a paper at the CHI Extended Abstracts and CHI 01:47:50.790 --> 01:47:52.410 align:middle line:90% 2021. 01:47:52.410 --> 01:47:54.270 align:middle line:84% And actually we will be expanding this. 01:47:54.270 --> 01:47:56.820 align:middle line:84% So we were fortunate that this work ended up leading 01:47:56.820 --> 01:47:58.770 align:middle line:90% to an NSF grant. 01:47:58.770 --> 01:48:00.240 align:middle line:84% And so for the next couple of years 01:48:00.240 --> 01:48:02.790 align:middle line:84% we're going to be kind of expanding these modules 01:48:02.790 --> 01:48:05.280 align:middle line:84% and we're actually looking for instructors 01:48:05.280 --> 01:48:07.000 align:middle line:90% to potentially test them out. 01:48:07.000 --> 01:48:09.600 align:middle line:84% So that's something that we're kind of working on, 01:48:09.600 --> 01:48:12.300 align:middle line:84% to try and test them at new institutions. 01:48:15.455 --> 01:48:17.580 align:middle line:84% YASMINE ELGLALY: And you already raised your hands, 01:48:17.580 --> 01:48:20.042 align:middle line:90% so we know you're there. 01:48:20.042 --> 01:48:22.000 align:middle line:84% CATHERINE BAKER: So yeah, if you're interested, 01:48:22.000 --> 01:48:23.230 align:middle line:90% reach out to us. 01:48:23.230 --> 01:48:24.120 align:middle line:90% We can tell you more. 01:48:24.120 --> 01:48:30.058 align:middle line:84% Or the website also has our contact information. 01:48:30.058 --> 01:48:31.100 align:middle line:90% KRISTEN SHINOHARA: Great. 01:48:31.100 --> 01:48:32.150 align:middle line:90% Thanks very much. 01:48:32.150 --> 01:48:35.955 align:middle line:84% And we can move on to our next speaker, Joel Ross. 01:48:35.955 --> 01:48:37.580 align:middle line:84% JOEL ROSS: All right can we hear me OK? 01:48:37.580 --> 01:48:38.540 align:middle line:90% KRISTEN SHINOHARA: Yes. 01:48:38.540 --> 01:48:39.230 align:middle line:90% JOEL ROSS: All right. 01:48:39.230 --> 01:48:40.040 align:middle line:90% Hi, I'm Joel Ross. 01:48:40.040 --> 01:48:42.980 align:middle line:84% I'm from the University of Washington from the Information 01:48:42.980 --> 01:48:43.980 align:middle line:90% School there. 01:48:43.980 --> 01:48:45.570 align:middle line:90% Next slide. 01:48:45.570 --> 01:48:46.070 align:middle line:90% So who am I? 01:48:46.070 --> 01:48:47.540 align:middle line:84% So I'm an Associate Teaching Professor 01:48:47.540 --> 01:48:48.650 align:middle line:90% in the Information School. 01:48:48.650 --> 01:48:51.560 align:middle line:84% I primarily teach in our undergraduate program. 01:48:51.560 --> 01:48:55.220 align:middle line:84% Our informatics program, which is our undergraduate program, 01:48:55.220 --> 01:48:59.090 align:middle line:84% kind of centers on a lot of the intersection between technology 01:48:59.090 --> 01:48:59.870 align:middle line:90% and human values. 01:48:59.870 --> 01:49:02.390 align:middle line:84% It's sort of our logline from our mission statement. 01:49:02.390 --> 01:49:05.922 align:middle line:84% But so, our curriculum has a mix of information theory, design 01:49:05.922 --> 01:49:07.880 align:middle line:84% courses, design thinking type courses, and then 01:49:07.880 --> 01:49:09.860 align:middle line:84% sort of technical programming classes. 01:49:09.860 --> 01:49:12.620 align:middle line:84% Which often will emphasize sort of applied technologies. 01:49:12.620 --> 01:49:16.350 align:middle line:84% Right, how do you build a system that then does something? 01:49:16.350 --> 01:49:17.270 align:middle line:90% Which is what I teach. 01:49:17.270 --> 01:49:19.010 align:middle line:84% And then also, looking at how technology 01:49:19.010 --> 01:49:21.860 align:middle line:84% may impact equity issues, accessibility issues, 01:49:21.860 --> 01:49:23.760 align:middle line:84% sovereignty issues, justice issues. 01:49:23.760 --> 01:49:26.450 align:middle line:84% So a lot of the point here is that a lot of our students 01:49:26.450 --> 01:49:28.617 align:middle line:90% are primed to-- 01:49:28.617 --> 01:49:30.950 align:middle line:84% students that come into the informatics program, so they 01:49:30.950 --> 01:49:32.617 align:middle line:84% take our program, are often the students 01:49:32.617 --> 01:49:34.590 align:middle line:84% that are interested in these kinds of topics. 01:49:34.590 --> 01:49:36.382 align:middle line:84% So students will come into, even if they're 01:49:36.382 --> 01:49:38.120 align:middle line:84% interested in doing technology based work 01:49:38.120 --> 01:49:40.820 align:middle line:84% and they want to eventually go do some software development 01:49:40.820 --> 01:49:42.445 align:middle line:84% work, which is not all of our students. 01:49:42.445 --> 01:49:44.570 align:middle line:84% A lot them want to go into design or project 01:49:44.570 --> 01:49:47.510 align:middle line:90% management or different ways. 01:49:47.510 --> 01:49:50.385 align:middle line:84% Often they're sort of already interested in learning 01:49:50.385 --> 01:49:52.010 align:middle line:84% about things like accessibility and how 01:49:52.010 --> 01:49:54.020 align:middle line:84% that might be able to then, like those are the kinds of topics 01:49:54.020 --> 01:49:55.728 align:middle line:84% they are engaged in already so we sort of 01:49:55.728 --> 01:49:58.710 align:middle line:90% have primed be able to do that. 01:49:58.710 --> 01:50:00.620 align:middle line:84% So the course that I teach primarily 01:50:00.620 --> 01:50:02.120 align:middle line:84% and that I want to talk about today, 01:50:02.120 --> 01:50:04.640 align:middle line:84% is our 340 Client Side Development course. 01:50:04.640 --> 01:50:07.610 align:middle line:84% So this is of course on Front End Web Development, focused 01:50:07.610 --> 01:50:09.060 align:middle line:90% on making web applications. 01:50:09.060 --> 01:50:11.870 align:middle line:84% So it starts with, it's basically your standard web 01:50:11.870 --> 01:50:15.560 align:middle line:84% development class, but like a big one. 01:50:15.560 --> 01:50:17.510 align:middle line:84% Starts with HTML and CSS, we move 01:50:17.510 --> 01:50:19.910 align:middle line:84% through JavaScript interactivity and we sort of end 01:50:19.910 --> 01:50:23.030 align:middle line:84% with using complex libraries, frameworks 01:50:23.030 --> 01:50:24.680 align:middle line:84% like the React system in particular 01:50:24.680 --> 01:50:26.540 align:middle line:84% is what we're driving at right now. 01:50:26.540 --> 01:50:30.020 align:middle line:84% We have 70 students per section, offer five or six sections 01:50:30.020 --> 01:50:33.330 align:middle line:84% a year, so we're continuing to grow 01:50:33.330 --> 01:50:35.880 align:middle line:84% and so we keep offering more every year. 01:50:35.880 --> 01:50:37.213 align:middle line:90% The course is a required course. 01:50:37.213 --> 01:50:39.380 align:middle line:84% It's one of those sort of required technical classes 01:50:39.380 --> 01:50:40.520 align:middle line:90% for the Informatics degree. 01:50:40.520 --> 01:50:44.360 align:middle line:84% And so students are to get a degree in our program, 01:50:44.360 --> 01:50:46.085 align:middle line:84% they are forced to take this class. 01:50:46.085 --> 01:50:47.960 align:middle line:84% It has a couple of programming prerequisites, 01:50:47.960 --> 01:50:51.488 align:middle line:84% so generally they're expected to take two quarters of what 01:50:51.488 --> 01:50:53.030 align:middle line:84% used to be just Java but we've opened 01:50:53.030 --> 01:50:54.770 align:middle line:84% that up so they take two quarters of either Java 01:50:54.770 --> 01:50:55.430 align:middle line:90% or Python. 01:50:55.430 --> 01:50:57.230 align:middle line:84% They've also taken a quarter of R, 01:50:57.230 --> 01:50:59.750 align:middle line:84% they basically have 3/4 or a full year 01:50:59.750 --> 01:51:01.580 align:middle line:84% of programming backgrounds coming into this 01:51:01.580 --> 01:51:03.500 align:middle line:90% as we're going. 01:51:03.500 --> 01:51:05.600 align:middle line:84% The overall course structure is then 01:51:05.600 --> 01:51:09.470 align:middle line:84% built around a set of weekly practice problems, which 01:51:09.470 --> 01:51:10.730 align:middle line:90% are all automatically graded. 01:51:10.730 --> 01:51:12.410 align:middle line:84% So students have some instructions 01:51:12.410 --> 01:51:15.933 align:middle line:84% to write a web page that meets these guidelines, follow 01:51:15.933 --> 01:51:18.350 align:middle line:84% these steps instructions to actually more or less practice 01:51:18.350 --> 01:51:20.720 align:middle line:84% the syntax, and you'll practice applying the ideas 01:51:20.720 --> 01:51:22.640 align:middle line:84% the materials we've sort of gone over. 01:51:22.640 --> 01:51:24.115 align:middle line:84% Those are all auto-graded, students 01:51:24.115 --> 01:51:26.240 align:middle line:84% can auto-check their work to make sure that they're 01:51:26.240 --> 01:51:27.020 align:middle line:90% on the right track. 01:51:27.020 --> 01:51:28.670 align:middle line:84% And if they run their grader and the grader 01:51:28.670 --> 01:51:30.190 align:middle line:84% says they did something wrong, they go fix it. 01:51:30.190 --> 01:51:32.030 align:middle line:84% So they do some iterative development work. 01:51:32.030 --> 01:51:34.610 align:middle line:84% And then we have a larger, quarter-long project 01:51:34.610 --> 01:51:37.400 align:middle line:84% where students design and build their own web application 01:51:37.400 --> 01:51:39.500 align:middle line:84% of their choosing, sort of in groups. 01:51:39.500 --> 01:51:41.000 align:middle line:84% Just say go build something you want 01:51:41.000 --> 01:51:43.400 align:middle line:84% to demonstrate that you've mastered all these skills. 01:51:43.400 --> 01:51:45.108 align:middle line:84% And I have a link to the current syllabus 01:51:45.108 --> 01:51:47.370 align:middle line:84% if anyone wants to see what that looks like. 01:51:47.370 --> 01:51:50.620 align:middle line:84% All right, so next slide, please. 01:51:50.620 --> 01:51:53.160 align:middle line:84% So the way that I've tried to integrate accessibility 01:51:53.160 --> 01:51:56.032 align:middle line:84% into this course, is to really include it from week one. 01:51:56.032 --> 01:51:57.990 align:middle line:84% It's not technically day one, I think we really 01:51:57.990 --> 01:51:59.573 align:middle line:84% dig into accessibility around day two, 01:51:59.573 --> 01:52:02.130 align:middle line:84% but it's from sort of the first week of class. 01:52:02.130 --> 01:52:05.070 align:middle line:84% So I use accessibility in web context 01:52:05.070 --> 01:52:07.560 align:middle line:84% as sort of a primary motivation for why we are 01:52:07.560 --> 01:52:10.560 align:middle line:90% writing HTML semantics at all. 01:52:10.560 --> 01:52:14.340 align:middle line:84% The entire point of writing code to make web pages render, 01:52:14.340 --> 01:52:16.740 align:middle line:84% is to make it visible and accessible to various people 01:52:16.740 --> 01:52:20.005 align:middle line:84% and that includes both sighted users and sort 01:52:20.005 --> 01:52:22.380 align:middle line:84% of who our students often would think of as someone using 01:52:22.380 --> 01:52:24.275 align:middle line:84% the web, but also Blind users who 01:52:24.275 --> 01:52:26.400 align:middle line:84% are accessing through screen readers or other forms 01:52:26.400 --> 01:52:27.330 align:middle line:90% of disabilities. 01:52:27.330 --> 01:52:29.070 align:middle line:84% Screen readers is sort of a primary, 01:52:29.070 --> 01:52:31.733 align:middle line:84% and binaries are sort of the primary stance 01:52:31.733 --> 01:52:33.900 align:middle line:84% that I sort take in trying to support accessibility. 01:52:33.900 --> 01:52:35.358 align:middle line:84% But there's a lot of acknowledgment 01:52:35.358 --> 01:52:39.030 align:middle line:84% about other systems, other forms of accessibility 01:52:39.030 --> 01:52:41.373 align:middle line:90% that we support as well. 01:52:41.373 --> 01:52:42.790 align:middle line:84% So that's where we sort of address 01:52:42.790 --> 01:52:44.230 align:middle line:84% the idea, sort of like this is why 01:52:44.230 --> 01:52:45.170 align:middle line:90% we're doing what we're doing. 01:52:45.170 --> 01:52:46.628 align:middle line:84% Like the whole point of this course 01:52:46.628 --> 01:52:49.490 align:middle line:84% is to be able to support accessibility. 01:52:49.490 --> 01:52:52.300 align:middle line:84% And then we build that into the core structure 01:52:52.300 --> 01:52:53.270 align:middle line:90% in different ways. 01:52:53.270 --> 01:52:55.380 align:middle line:84% So accessibility and making your code, 01:52:55.380 --> 01:52:57.130 align:middle line:84% your web pages accessible is a requirement 01:52:57.130 --> 01:52:58.970 align:middle line:90% for this quarter-long project. 01:52:58.970 --> 01:53:01.580 align:middle line:84% So from day one they're writing to figuring out 01:53:01.580 --> 01:53:03.580 align:middle line:84% what they're proposing, what they want to build. 01:53:03.580 --> 01:53:04.690 align:middle line:84% They have to make sure they're presenting 01:53:04.690 --> 01:53:05.800 align:middle line:90% that in an accessible way. 01:53:05.800 --> 01:53:07.660 align:middle line:84% Making sure they are, from that first step, 01:53:07.660 --> 01:53:12.740 align:middle line:84% thinking through how is this going to be supported. 01:53:12.740 --> 01:53:14.500 align:middle line:84% How will this support non-sighted users? 01:53:14.500 --> 01:53:16.003 align:middle line:90% How will you be able to-- 01:53:16.003 --> 01:53:17.920 align:middle line:84% how will this be an accessible kind of system? 01:53:17.920 --> 01:53:20.140 align:middle line:84% So they're thinking about that at from all stages 01:53:20.140 --> 01:53:23.450 align:middle line:84% of their design, all stages of their implementation. 01:53:23.450 --> 01:53:25.710 align:middle line:84% So the intent, sort of the goal I'm trying to take 01:53:25.710 --> 01:53:28.210 align:middle line:84% is to really treat accessibility as kind of an integral part 01:53:28.210 --> 01:53:28.940 align:middle line:90% of web programming. 01:53:28.940 --> 01:53:30.023 align:middle line:90% It's not a separate topic. 01:53:30.023 --> 01:53:32.650 align:middle line:84% It's not that we're doing web programming, 01:53:32.650 --> 01:53:35.208 align:middle line:84% we're learning how to do this sort of development coding work 01:53:35.208 --> 01:53:37.000 align:middle line:84% and then we're also learning accessibility, 01:53:37.000 --> 01:53:38.830 align:middle line:84% and those two things have to mix together. 01:53:38.830 --> 01:53:40.497 align:middle line:84% I'm trying to really treat it that we're 01:53:40.497 --> 01:53:43.600 align:middle line:84% learning web programming and that means doing it accessibly. 01:53:43.600 --> 01:53:45.730 align:middle line:84% Like, that's the right way of doing it. 01:53:45.730 --> 01:53:50.600 align:middle line:84% I'll often frame this similar to how a core CS class might frame 01:53:50.600 --> 01:53:51.100 align:middle line:90% something. 01:53:51.100 --> 01:53:53.800 align:middle line:84% Oh sorry, go back one slide, please. 01:53:53.800 --> 01:53:54.442 align:middle line:90% Cool. 01:53:54.442 --> 01:53:55.900 align:middle line:84% I'll often frame to this, that this 01:53:55.900 --> 01:53:58.120 align:middle line:84% is how we would-- similar to how you think about coding style, 01:53:58.120 --> 01:53:58.330 align:middle line:90% right? 01:53:58.330 --> 01:53:59.170 align:middle line:84% If you're saying like, Oh you need 01:53:59.170 --> 01:54:00.880 align:middle line:84% to write your code this way because that's 01:54:00.880 --> 01:54:02.620 align:middle line:84% the way you write it, because that makes it readable, 01:54:02.620 --> 01:54:03.450 align:middle line:84% because that makes understandable, 01:54:03.450 --> 01:54:05.680 align:middle line:84% that lets your computer be able to grade it. 01:54:05.680 --> 01:54:07.240 align:middle line:84% That's the same thing we do with accessibility. 01:54:07.240 --> 01:54:08.740 align:middle line:84% The reason we're writing it this way 01:54:08.740 --> 01:54:11.140 align:middle line:84% is because that's the way it needs to be done. 01:54:11.140 --> 01:54:12.640 align:middle line:84% So I'm trying to treat it at that same kind of level 01:54:12.640 --> 01:54:14.060 align:middle line:84% as a sort of a practice and skill 01:54:14.060 --> 01:54:17.500 align:middle line:90% that students just need to do. 01:54:17.500 --> 01:54:18.902 align:middle line:84% So web pages are written this way 01:54:18.902 --> 01:54:20.360 align:middle line:84% because that makes them accessible. 01:54:20.360 --> 01:54:21.818 align:middle line:84% That's why we write-- that's why we 01:54:21.818 --> 01:54:25.242 align:middle line:84% use this HTML in this particular way. 01:54:25.242 --> 01:54:26.450 align:middle line:90% All right next slide, please. 01:54:28.733 --> 01:54:30.150 align:middle line:84% I've included sort of two examples 01:54:30.150 --> 01:54:33.390 align:middle line:84% of how accessibility is most prominently mentioned 01:54:33.390 --> 01:54:34.710 align:middle line:90% within my course. 01:54:34.710 --> 01:54:37.650 align:middle line:84% So as I said there's two main structural pieces to how 01:54:37.650 --> 01:54:40.200 align:middle line:84% the course is built. There's a set of practice problems 01:54:40.200 --> 01:54:41.908 align:middle line:84% that are sort of these automated problems 01:54:41.908 --> 01:54:43.660 align:middle line:84% and there's this overall project. 01:54:43.660 --> 01:54:46.920 align:middle line:84% So this is an example from one of the early practice problems. 01:54:46.920 --> 01:54:49.500 align:middle line:84% I think this might be the second or third problem 01:54:49.500 --> 01:54:52.230 align:middle line:84% that they have to do within like, the first two 01:54:52.230 --> 01:54:53.640 align:middle line:90% weeks of class. 01:54:53.640 --> 01:54:58.740 align:middle line:84% Where they're practicing learning how to write HTML. 01:54:58.740 --> 01:55:00.660 align:middle line:84% One of the objectives of the assignment 01:55:00.660 --> 01:55:02.278 align:middle line:84% is to practice writing HTML syntax. 01:55:02.278 --> 01:55:04.320 align:middle line:84% Getting your angle brackets in place, making sure 01:55:04.320 --> 01:55:06.840 align:middle line:84% you're getting elements nested inside of other elements. 01:55:06.840 --> 01:55:08.550 align:middle line:84% But we frame this around, well you're 01:55:08.550 --> 01:55:11.130 align:middle line:84% trying to write accessible semantic HTML, 01:55:11.130 --> 01:55:13.500 align:middle line:84% so you're trying to make an accessible semantic form 01:55:13.500 --> 01:55:14.790 align:middle line:90% in this case. 01:55:14.790 --> 01:55:17.190 align:middle line:84% So the instructions on what students are asked to do 01:55:17.190 --> 01:55:22.560 align:middle line:84% is to take an existing piece of badly semantically defined web 01:55:22.560 --> 01:55:25.590 align:middle line:84% page and to rewrite chunks of it to make it accessible. 01:55:25.590 --> 01:55:27.840 align:middle line:84% They're going to go fix the tags to make them actually 01:55:27.840 --> 01:55:29.370 align:middle line:90% follow the semantic behaviors. 01:55:29.370 --> 01:55:32.910 align:middle line:84% They're going to add in the alt attributes on images. 01:55:32.910 --> 01:55:35.010 align:middle line:84% They'll add in the ARIA descriptions when needed. 01:55:35.010 --> 01:55:36.927 align:middle line:84% They basically are walked through, well here's 01:55:36.927 --> 01:55:39.570 align:middle line:84% how you would take something that's not accessible, 01:55:39.570 --> 01:55:42.537 align:middle line:84% that if you were sitting down to write web without actually 01:55:42.537 --> 01:55:45.120 align:middle line:84% thinking about any of this, how you might throw together a web 01:55:45.120 --> 01:55:45.720 align:middle line:90% page. 01:55:45.720 --> 01:55:48.480 align:middle line:84% And actually try to go ahead and make that page accessible. 01:55:48.480 --> 01:55:50.522 align:middle line:84% And then I just said this is an automated system, 01:55:50.522 --> 01:55:52.770 align:middle line:84% so they go ahead and they write their code 01:55:52.770 --> 01:55:55.050 align:middle line:84% to make these changes or following 01:55:55.050 --> 01:55:57.582 align:middle line:84% through these instructions, which have also what to do 01:55:57.582 --> 01:55:59.790 align:middle line:84% and then the motivation on why we're doing this, what 01:55:59.790 --> 01:56:01.652 align:middle line:90% the benefit there is thereof. 01:56:01.652 --> 01:56:03.360 align:middle line:84% They can run it through there the grader. 01:56:03.360 --> 01:56:06.480 align:middle line:84% The grader will say, yes you have done this thing correctly 01:56:06.480 --> 01:56:07.860 align:middle line:84% or no this does not look correct. 01:56:07.860 --> 01:56:09.340 align:middle line:84% And then students can go back and revise it. 01:56:09.340 --> 01:56:10.882 align:middle line:84% So they can until they understand how 01:56:10.882 --> 01:56:12.810 align:middle line:90% you're able to get it correct. 01:56:12.810 --> 01:56:15.450 align:middle line:84% I also have examples of how accessibility is built 01:56:15.450 --> 01:56:17.040 align:middle line:90% into the project requirements. 01:56:17.040 --> 01:56:19.608 align:middle line:84% Where it is one of the six things 01:56:19.608 --> 01:56:20.650 align:middle line:90% that students have to do. 01:56:20.650 --> 01:56:22.150 align:middle line:84% One of them is making it accessible. 01:56:22.150 --> 01:56:25.530 align:middle line:84% So it's again, a major chunk of this project. 01:56:25.530 --> 01:56:30.150 align:middle line:84% Where they have to make sure things are accessible. 01:56:30.150 --> 01:56:33.143 align:middle line:84% This is I think the screenshot from the actual final project, 01:56:33.143 --> 01:56:34.560 align:middle line:84% requirements they have to turn in. 01:56:34.560 --> 01:56:36.660 align:middle line:84% But they had to do this from the various drafts they're 01:56:36.660 --> 01:56:37.450 align:middle line:90% learning along the way. 01:56:37.450 --> 01:56:39.630 align:middle line:84% So they've had to do it the whole way through the class. 01:56:39.630 --> 01:56:42.130 align:middle line:84% And I've then being able to read both checklists to students 01:56:42.130 --> 01:56:44.760 align:middle line:84% like hey, these are the things that we cover, the low hanging 01:56:44.760 --> 01:56:46.773 align:middle line:90% fruit for you to think about. 01:56:46.773 --> 01:56:47.940 align:middle line:90% Make sure you're doing this. 01:56:47.940 --> 01:56:51.030 align:middle line:84% Like this should just be your baseline knowledge 01:56:51.030 --> 01:56:52.860 align:middle line:84% to understand how to make this accessible. 01:56:52.860 --> 01:56:55.198 align:middle line:84% And then sort of more details are provided as well. 01:56:55.198 --> 01:56:57.240 align:middle line:84% KRISTEN SHINOHARA: Have less than 2 minutes left. 01:56:57.240 --> 01:56:58.990 align:middle line:84% JOEL ROSS: Great, I'm going well then, OK. 01:56:58.990 --> 01:57:01.080 align:middle line:90% Next slide, please. 01:57:01.080 --> 01:57:03.410 align:middle line:84% So in terms of whether this works or not, 01:57:03.410 --> 01:57:06.260 align:middle line:84% in terms of success, anecdotally I 01:57:06.260 --> 01:57:09.830 align:middle line:84% think students do actually think about accessibility. 01:57:09.830 --> 01:57:11.420 align:middle line:84% I haven't done a thorough research 01:57:11.420 --> 01:57:13.560 align:middle line:84% on how well this is working or not. 01:57:13.560 --> 01:57:15.998 align:middle line:84% But anecdotally, students will actually 01:57:15.998 --> 01:57:17.040 align:middle line:90% engage with these topics. 01:57:17.040 --> 01:57:18.457 align:middle line:84% I'll have students in office hours 01:57:18.457 --> 01:57:20.720 align:middle line:84% asking, Oh well if I build my system this way, 01:57:20.720 --> 01:57:24.020 align:middle line:90% will it actually be accessible? 01:57:24.020 --> 01:57:25.850 align:middle line:84% They'll actually ask complex questions 01:57:25.850 --> 01:57:28.370 align:middle line:84% like, well I'm trying to make a form that works this way, 01:57:28.370 --> 01:57:31.220 align:middle line:84% how can I make sure that can be accessible? 01:57:31.220 --> 01:57:32.720 align:middle line:84% It is a requirement for the project, 01:57:32.720 --> 01:57:35.250 align:middle line:90% but that's all that as well. 01:57:35.250 --> 01:57:37.520 align:middle line:84% One of the big challenges though with this integrated, 01:57:37.520 --> 01:57:40.100 align:middle line:84% like making accessibility part of your web system, 01:57:40.100 --> 01:57:42.200 align:middle line:84% is that as with all programming students 01:57:42.200 --> 01:57:43.783 align:middle line:84% tend to focus on mastering the syntax. 01:57:43.783 --> 01:57:45.325 align:middle line:84% Like getting something to work before 01:57:45.325 --> 01:57:46.860 align:middle line:84% they think about the design of it. 01:57:46.860 --> 01:57:47.750 align:middle line:84% So they'll think about, well, how 01:57:47.750 --> 01:57:49.458 align:middle line:84% can I get my function to run, before they 01:57:49.458 --> 01:57:51.230 align:middle line:84% think about is my function actually built 01:57:51.230 --> 01:57:52.560 align:middle line:90% in a way that makes sense? 01:57:52.560 --> 01:57:53.810 align:middle line:90% The same thing applies in web. 01:57:53.810 --> 01:57:55.310 align:middle line:84% So students will often focus on, how 01:57:55.310 --> 01:57:57.500 align:middle line:84% can I get the thing to show up on the page at all? 01:57:57.500 --> 01:57:59.270 align:middle line:84% And then, only then, do they begin thinking about, 01:57:59.270 --> 01:58:01.270 align:middle line:84% OK was I actually doing it in an accessible way? 01:58:01.270 --> 01:58:03.770 align:middle line:84% So it's often hard to get them to be thinking about both 01:58:03.770 --> 01:58:06.187 align:middle line:84% of those things simultaneously, because they're struggling 01:58:06.187 --> 01:58:09.412 align:middle line:84% with syntax while also trying to struggle with general ideas. 01:58:09.412 --> 01:58:11.120 align:middle line:84% Some of the accessibility issues fall off 01:58:11.120 --> 01:58:12.710 align:middle line:84% as our apps become more interactive. 01:58:12.710 --> 01:58:15.530 align:middle line:84% In particular because some of the ARIA support for web 01:58:15.530 --> 01:58:20.900 align:middle line:84% applications becomes harder to communicate to students 01:58:20.900 --> 01:58:23.540 align:middle line:84% and to be able to get them to master these ideas. 01:58:23.540 --> 01:58:25.220 align:middle line:84% Particularly as the overall structure 01:58:25.220 --> 01:58:26.877 align:middle line:90% of building a complex web app. 01:58:26.877 --> 01:58:28.460 align:middle line:84% Where the coding requirements increase 01:58:28.460 --> 01:58:30.585 align:middle line:84% and so the accessibility requirements also increase 01:58:30.585 --> 01:58:33.588 align:middle line:84% and so keeping both of those going is a big challenge. 01:58:33.588 --> 01:58:35.630 align:middle line:84% Which kind of leads to the open question of that, 01:58:35.630 --> 01:58:37.713 align:middle line:84% while I'm trying to sort of permeate accessibility 01:58:37.713 --> 01:58:40.280 align:middle line:84% in the whole course, should it be made more explicit? 01:58:40.280 --> 01:58:41.600 align:middle line:84% Is the thing that rather than just being, 01:58:41.600 --> 01:58:43.310 align:middle line:84% Oh Yeah accessibility is important, Let's just do it. 01:58:43.310 --> 01:58:44.960 align:middle line:84% And then kind of letting it just always 01:58:44.960 --> 01:58:47.510 align:middle line:84% be there as sort of a low-level background, 01:58:47.510 --> 01:58:49.250 align:middle line:90% always have to be accessible. 01:58:49.250 --> 01:58:51.623 align:middle line:84% Or should be made more explicit and more concrete. 01:58:51.623 --> 01:58:54.290 align:middle line:84% Like this is why we're trying to apply it in this particular way 01:58:54.290 --> 01:58:57.020 align:middle line:84% and try to keep raising that and bringing back that idea. 01:58:57.020 --> 01:58:58.760 align:middle line:84% KRISTEN SHINOHARA: Thank you, I think we're right about time. 01:58:58.760 --> 01:58:59.030 align:middle line:90% Yeah. 01:58:59.030 --> 01:58:59.420 align:middle line:90% Thank you. 01:58:59.420 --> 01:59:00.920 align:middle line:84% JOEL ROSS: I think the end of my slide. 01:59:00.920 --> 01:59:01.820 align:middle line:84% KRISTEN SHINOHARA: All right, awesome. 01:59:01.820 --> 01:59:03.390 align:middle line:84% JOEL ROSS: Cool and then links to my last slide. 01:59:03.390 --> 01:59:03.750 align:middle line:90% So I'm good. 01:59:03.750 --> 01:59:04.610 align:middle line:90% Thank you so much. 01:59:04.610 --> 01:59:05.818 align:middle line:90% KRISTEN SHINOHARA: Thank you. 01:59:05.818 --> 01:59:08.750 align:middle line:84% And we're on to our next speaker, Jennifer Mankoff. 01:59:12.040 --> 01:59:16.255 align:middle line:84% JENNIFER MANKOFF: Hi, can you all hear me OK? 01:59:16.255 --> 01:59:17.880 align:middle line:84% KRISTEN SHINOHARA: Yes, I can hear you. 01:59:17.880 --> 01:59:19.640 align:middle line:90% JENNIFER MANKOFF: Excellent. 01:59:19.640 --> 01:59:21.415 align:middle line:84% I guess I'm the very last talk, so pretty 01:59:21.415 --> 01:59:23.540 align:middle line:84% much everything I have to say has been said already 01:59:23.540 --> 01:59:26.180 align:middle line:84% but maybe I'll have something new to add. 01:59:26.180 --> 01:59:29.090 align:middle line:84% So I'm at the University of Washington as well. 01:59:29.090 --> 01:59:31.970 align:middle line:84% I'm in the Paul G. Allen School of Computer Science 01:59:31.970 --> 01:59:35.960 align:middle line:84% and Engineering and I teach a variety of-- 01:59:35.960 --> 01:59:39.330 align:middle line:84% Oh could you go to next slide, please. --of classes. 01:59:39.330 --> 01:59:43.130 align:middle line:84% Including an undergraduate HCI class, 01:59:43.130 --> 01:59:46.430 align:middle line:84% that is primarily about interaction programming 01:59:46.430 --> 01:59:48.260 align:middle line:84% but has an early accessibility assignment 01:59:48.260 --> 01:59:50.427 align:middle line:84% that then they have to carry through what they learn 01:59:50.427 --> 01:59:52.010 align:middle line:90% and that's in Android. 01:59:52.010 --> 01:59:55.370 align:middle line:84% And if you could go to the next slide, please. 01:59:55.370 --> 01:59:57.950 align:middle line:84% And then I teach a Masters, a Professional Master's class 01:59:57.950 --> 02:00:02.480 align:middle line:84% and also a PhD class, where we are focused on accessibility. 02:00:02.480 --> 02:00:05.240 align:middle line:84% And I just wanted to say that, sort of in addition 02:00:05.240 --> 02:00:08.600 align:middle line:84% to the many really wonderful ideas we've heard today, 02:00:08.600 --> 02:00:10.220 align:middle line:84% there's a couple of things that we've 02:00:10.220 --> 02:00:12.553 align:middle line:84% been playing with that I thought might be worth sharing. 02:00:12.553 --> 02:00:18.440 align:middle line:84% So one is we have emphasized getting the students to find 02:00:18.440 --> 02:00:21.660 align:middle line:84% first-person accounts relevant to projects that they do. 02:00:21.660 --> 02:00:23.570 align:middle line:84% So for example, YouTube videos by people 02:00:23.570 --> 02:00:28.850 align:middle line:84% talking about how they do this or that who have disability. 02:00:28.850 --> 02:00:31.280 align:middle line:84% Rather than trying to hook them up with people 02:00:31.280 --> 02:00:32.600 align:middle line:90% with disabilities to test with. 02:00:32.600 --> 02:00:34.308 align:middle line:84% And that was a very intentional decision, 02:00:34.308 --> 02:00:37.370 align:middle line:84% particularly in the Professional Master's class, 02:00:37.370 --> 02:00:40.940 align:middle line:84% because I felt that the students weren't at this stage yet. 02:00:40.940 --> 02:00:43.400 align:middle line:84% I felt they had plenty to learn from these first-person 02:00:43.400 --> 02:00:45.800 align:middle line:84% accounts and that it was a burden to the disability 02:00:45.800 --> 02:00:50.000 align:middle line:84% community, potentially, to have the early kinds of work 02:00:50.000 --> 02:00:52.610 align:middle line:84% that they were doing in projects sometimes 02:00:52.610 --> 02:00:54.770 align:middle line:84% be informed by direct interaction 02:00:54.770 --> 02:00:57.680 align:middle line:84% unless the right opportunity arose. 02:00:57.680 --> 02:01:01.820 align:middle line:84% Another thing that we played with in the Masters class 02:01:01.820 --> 02:01:05.810 align:middle line:84% was actually to have them work on bug fixes for the NVDA 02:01:05.810 --> 02:01:07.620 align:middle line:90% screen reader. 02:01:07.620 --> 02:01:10.490 align:middle line:84% And there, what we did was that we 02:01:10.490 --> 02:01:13.580 align:middle line:84% started by letting them pick from several entry level bugs 02:01:13.580 --> 02:01:16.610 align:middle line:84% and then we had them write up a report 02:01:16.610 --> 02:01:18.140 align:middle line:84% that they could submit with the bug. 02:01:18.140 --> 02:01:20.570 align:middle line:84% And then we only allowed the best of those 02:01:20.570 --> 02:01:24.110 align:middle line:84% to actually be submitted with a commitment for some level 02:01:24.110 --> 02:01:26.840 align:middle line:84% of follow through with the open source community 02:01:26.840 --> 02:01:30.600 align:middle line:84% for actually getting these bugs fixed. 02:01:30.600 --> 02:01:32.270 align:middle line:84% And then the last thing that we really 02:01:32.270 --> 02:01:37.190 align:middle line:84% emphasized, which I think is critical and echo some of what 02:01:37.190 --> 02:01:40.220 align:middle line:84% Elaine Short was saying, is to really bring in a disability 02:01:40.220 --> 02:01:41.660 align:middle line:90% studies perspective. 02:01:41.660 --> 02:01:45.500 align:middle line:84% And in particular that is not only taught but directly used 02:01:45.500 --> 02:01:47.028 align:middle line:84% to critique assignments and students 02:01:47.028 --> 02:01:48.320 align:middle line:90% are designing their own things. 02:01:48.320 --> 02:01:50.750 align:middle line:84% And the two words that I kind emphasize the most 02:01:50.750 --> 02:01:52.520 align:middle line:84% with students and using that critique 02:01:52.520 --> 02:01:54.470 align:middle line:90% is our agency and control. 02:01:54.470 --> 02:02:00.170 align:middle line:84% So how can we make sure that the inventions they're developing 02:02:00.170 --> 02:02:02.355 align:middle line:84% are not only informed by a first-person perspective, 02:02:02.355 --> 02:02:03.980 align:middle line:84% but are directly contributing to either 02:02:03.980 --> 02:02:05.900 align:middle line:84% giving more agency or more control to people 02:02:05.900 --> 02:02:08.683 align:middle line:90% with disabilities. 02:02:08.683 --> 02:02:10.100 align:middle line:84% So that's kind of all, I was going 02:02:10.100 --> 02:02:11.597 align:middle line:90% to say about what we teach. 02:02:11.597 --> 02:02:13.430 align:middle line:84% I guess I'll just add one other thing, which 02:02:13.430 --> 02:02:16.250 align:middle line:84% is that we've been, in addition to doing accessibility 02:02:16.250 --> 02:02:18.650 align:middle line:84% in the Android context, I found it very fruitful 02:02:18.650 --> 02:02:22.340 align:middle line:84% to do things in the Arduino and 3D printing realm. 02:02:22.340 --> 02:02:26.000 align:middle line:84% There's a lot of things that are happening in the DIY community, 02:02:26.000 --> 02:02:29.300 align:middle line:84% to do it yourself community with 3D printing and accessibility. 02:02:29.300 --> 02:02:34.070 align:middle line:84% And we found a lot of excitement with what kinds of things 02:02:34.070 --> 02:02:36.950 align:middle line:84% could be invented that were physical in the world 02:02:36.950 --> 02:02:38.840 align:middle line:84% or that would allow people to use hardware, 02:02:38.840 --> 02:02:40.550 align:middle line:84% for example to control their iPhone 02:02:40.550 --> 02:02:44.640 align:middle line:84% and then accomplish different tasks through Bluetooth. 02:02:44.640 --> 02:02:46.640 align:middle line:84% So there's a lot of fun things to be done there. 02:02:46.640 --> 02:02:48.307 align:middle line:84% And I don't have it on my slides but I'm 02:02:48.307 --> 02:02:50.330 align:middle line:84% happy to provide links I'll add them maybe 02:02:50.330 --> 02:02:55.790 align:middle line:84% in the slide notes to the classes that 02:02:55.790 --> 02:02:57.570 align:middle line:90% have these assignments in them. 02:02:57.570 --> 02:02:59.780 align:middle line:84% But what I wanted to focus on the majority today 02:02:59.780 --> 02:03:02.960 align:middle line:84% was actually to talk about teaching accessibly. 02:03:02.960 --> 02:03:05.820 align:middle line:84% So if we could go to the next slide. 02:03:05.820 --> 02:03:09.290 align:middle line:84% I think about teaching accessibly from two 02:03:09.290 --> 02:03:11.840 align:middle line:84% perspectives dynamics and statistics. 02:03:11.840 --> 02:03:16.420 align:middle line:84% So the dynamics are things I'm sure you've heard before 02:03:16.420 --> 02:03:18.800 align:middle line:84% or certainly have been talked about before, 02:03:18.800 --> 02:03:22.640 align:middle line:84% like best practices for accessible teaching. 02:03:22.640 --> 02:03:25.190 align:middle line:84% Sorry I was going to talk about statics there. 02:03:25.190 --> 02:03:28.400 align:middle line:84% The dynamics are things that we are discovering 02:03:28.400 --> 02:03:30.660 align:middle line:84% in our research are really critical to accessible 02:03:30.660 --> 02:03:31.160 align:middle line:90% teaching. 02:03:31.160 --> 02:03:33.830 align:middle line:84% And we heard about some of them today, 02:03:33.830 --> 02:03:38.000 align:middle line:84% like being flexible with the due dates for assignments. 02:03:38.000 --> 02:03:41.090 align:middle line:84% We have been studying students with and without disability 02:03:41.090 --> 02:03:43.520 align:middle line:84% identities during COVID and we found 02:03:43.520 --> 02:03:46.790 align:middle line:84% that teaching is much more accessible for all of them, 02:03:46.790 --> 02:03:49.340 align:middle line:84% people with and people without disabilities, because 02:03:49.340 --> 02:03:51.020 align:middle line:90% of the level of flexibility. 02:03:51.020 --> 02:03:53.360 align:middle line:84% The fact that instructors are checking in 02:03:53.360 --> 02:03:57.890 align:middle line:84% and the general attention to not gatekeeping student 02:03:57.890 --> 02:04:01.940 align:middle line:84% participation in classes, not creating requirements 02:04:01.940 --> 02:04:05.210 align:middle line:84% for participation that are about being present 02:04:05.210 --> 02:04:07.280 align:middle line:84% rather than learning goals, which I think 02:04:07.280 --> 02:04:09.050 align:middle line:90% is common in many classes. 02:04:09.050 --> 02:04:11.970 align:middle line:84% And so these kinds of dynamic things 02:04:11.970 --> 02:04:13.590 align:middle line:84% are making a really big difference 02:04:13.590 --> 02:04:15.840 align:middle line:90% in how included people feel. 02:04:15.840 --> 02:04:18.510 align:middle line:84% So on the next slide, some specific examples 02:04:18.510 --> 02:04:20.640 align:middle line:84% are providing flex time so that students 02:04:20.640 --> 02:04:23.260 align:middle line:84% can work around unpredictable events, 02:04:23.260 --> 02:04:25.680 align:middle line:84% including unpredictable symptoms of a disability. 02:04:25.680 --> 02:04:29.080 align:middle line:84% And I forgot to mention I have an invisible disability, 02:04:29.080 --> 02:04:31.950 align:middle line:84% I'm a white woman with dark, curly hair. 02:04:31.950 --> 02:04:36.090 align:middle line:84% But the disability side of this for me 02:04:36.090 --> 02:04:37.872 align:middle line:84% has really given me a lot of insight, 02:04:37.872 --> 02:04:39.330 align:middle line:84% in addition to the interviews we're 02:04:39.330 --> 02:04:45.360 align:middle line:84% doing, into how often disability may not be recognized and still 02:04:45.360 --> 02:04:46.230 align:middle line:90% have an impact. 02:04:46.230 --> 02:04:49.920 align:middle line:84% Either on people who don't have an official diagnosis 02:04:49.920 --> 02:04:52.590 align:middle line:84% or who maybe don't identify with a disability. 02:04:52.590 --> 02:04:55.110 align:middle line:84% But these same kinds of accessibility actions 02:04:55.110 --> 02:05:00.420 align:middle line:84% can help them as can help somebody who has official DRS 02:05:00.420 --> 02:05:02.800 align:middle line:90% accommodations, for example. 02:05:02.800 --> 02:05:05.370 align:middle line:84% Another thing that was really valuable to students 02:05:05.370 --> 02:05:07.710 align:middle line:84% during COVID and is a good accessibility practice 02:05:07.710 --> 02:05:10.120 align:middle line:84% is to teach using a variety of modalities, obviously 02:05:10.120 --> 02:05:12.150 align:middle line:90% a good education in general. 02:05:12.150 --> 02:05:15.270 align:middle line:84% And relatedly to assess using a variety of overlapping 02:05:15.270 --> 02:05:17.910 align:middle line:84% and also different modalities, so that people 02:05:17.910 --> 02:05:20.670 align:middle line:84% can present and learn in the ways that 02:05:20.670 --> 02:05:23.250 align:middle line:84% make the most sense to them given 02:05:23.250 --> 02:05:25.140 align:middle line:90% whatever they're dealing with. 02:05:25.140 --> 02:05:27.960 align:middle line:84% And then also thinking about skills-based grading 02:05:27.960 --> 02:05:30.780 align:middle line:84% rather than great grading on the amount of work that's done 02:05:30.780 --> 02:05:33.760 align:middle line:90% or completion or effort. 02:05:33.760 --> 02:05:35.490 align:middle line:84% So those are just some of the dynamics 02:05:35.490 --> 02:05:38.640 align:middle line:84% that we observed in our studies of students that were really 02:05:38.640 --> 02:05:40.560 align:middle line:90% helpful for accessibility. 02:05:40.560 --> 02:05:43.393 align:middle line:84% You could go on to the next slide, please. 02:05:43.393 --> 02:05:45.060 align:middle line:84% And I just want to say a little bit more 02:05:45.060 --> 02:05:47.460 align:middle line:84% again about why this is so helpful to students 02:05:47.460 --> 02:05:49.930 align:middle line:84% with and without disability identities. 02:05:49.930 --> 02:05:53.070 align:middle line:84% So for students who are entering college, 02:05:53.070 --> 02:05:54.830 align:middle line:84% they may not know how to advocate 02:05:54.830 --> 02:05:56.580 align:middle line:84% for their own disability rights because it 02:05:56.580 --> 02:05:58.590 align:middle line:84% may have been provided for them by their school 02:05:58.590 --> 02:06:00.510 align:middle line:84% and/or their parents up until then. 02:06:00.510 --> 02:06:02.370 align:middle line:84% People can sometimes be new to disability 02:06:02.370 --> 02:06:04.260 align:middle line:90% or have a temporary disability. 02:06:04.260 --> 02:06:08.610 align:middle line:84% And the ability to have a diagnosis and have DRS services 02:06:08.610 --> 02:06:11.160 align:middle line:84% is not equitably available to all people. 02:06:14.910 --> 02:06:18.940 align:middle line:84% There's research showing that Black students for example, 02:06:18.940 --> 02:06:21.840 align:middle line:84% are more likely to be separated in their education 02:06:21.840 --> 02:06:23.550 align:middle line:84% but less likely to have a diagnosis. 02:06:23.550 --> 02:06:26.520 align:middle line:84% And diagnosis is also costly and so less available to students 02:06:26.520 --> 02:06:29.040 align:middle line:90% from low SES groups. 02:06:29.040 --> 02:06:32.488 align:middle line:84% And then also, there's temporary and/or situational disabilities 02:06:32.488 --> 02:06:33.030 align:middle line:90% that come up. 02:06:33.030 --> 02:06:37.620 align:middle line:84% And so for all of these reasons, when instructors started 02:06:37.620 --> 02:06:42.330 align:middle line:84% creating more accessible classrooms because of COVID, 02:06:42.330 --> 02:06:44.760 align:middle line:84% suddenly a wide variety of people 02:06:44.760 --> 02:06:47.040 align:middle line:84% were realizing how much they benefited 02:06:47.040 --> 02:06:49.530 align:middle line:84% from these things, who did not have any official DRS 02:06:49.530 --> 02:06:51.540 align:middle line:90% documentation. 02:06:51.540 --> 02:06:53.450 align:middle line:84% If we could go on to the next slide. 02:06:53.450 --> 02:06:54.900 align:middle line:84% KRISTEN SHINOHARA: You have a little more than 2 minutes 02:06:54.900 --> 02:06:55.500 align:middle line:90% left. 02:06:55.500 --> 02:06:56.730 align:middle line:90% JENNIFER MANKOFF: OK. 02:06:56.730 --> 02:06:59.753 align:middle line:84% So another thing that has become really important to me 02:06:59.753 --> 02:07:01.170 align:middle line:84% in teaching accessibly is actually 02:07:01.170 --> 02:07:03.840 align:middle line:84% to make sure my TAs are educated about disability rights. 02:07:03.840 --> 02:07:06.123 align:middle line:84% And we, for example, did a study showing 02:07:06.123 --> 02:07:08.040 align:middle line:84% that the kinds of microaggressions that people 02:07:08.040 --> 02:07:12.420 align:middle line:84% experience on many fronts are much more damaging when they 02:07:12.420 --> 02:07:14.820 align:middle line:84% come from people who have power over your education, 02:07:14.820 --> 02:07:16.800 align:middle line:90% like TAs and instructors. 02:07:16.800 --> 02:07:18.730 align:middle line:90% So that's critical. 02:07:18.730 --> 02:07:20.430 align:middle line:84% And then of course presenting accessibly 02:07:20.430 --> 02:07:22.630 align:middle line:90% is also really important. 02:07:22.630 --> 02:07:25.420 align:middle line:84% And then if we could go on to the next slide. 02:07:25.420 --> 02:07:28.350 align:middle line:84% I'll just also comment that of course static stuff is also 02:07:28.350 --> 02:07:31.110 align:middle line:84% important, like Alt text for images and accessible PDFs 02:07:31.110 --> 02:07:32.950 align:middle line:90% and captioning. 02:07:32.950 --> 02:07:34.890 align:middle line:84% And I just want to briefly, since I 02:07:34.890 --> 02:07:38.160 align:middle line:84% know I'm running short on time, on the next slide 02:07:38.160 --> 02:07:40.650 align:middle line:84% mention that they're actually a lot less common than they 02:07:40.650 --> 02:07:43.830 align:middle line:84% should be and often only done when somebody knows they have 02:07:43.830 --> 02:07:45.047 align:middle line:90% a blind student in the class. 02:07:45.047 --> 02:07:47.130 align:middle line:84% But I have a child, for example, with a disability 02:07:47.130 --> 02:07:48.880 align:middle line:84% who uses a screen reader but is not blind. 02:07:48.880 --> 02:07:53.575 align:middle line:84% So there again, it's more common that people use screen reading 02:07:53.575 --> 02:07:54.450 align:middle line:90% than you might think. 02:07:54.450 --> 02:07:57.840 align:middle line:84% And it's also a lot easier to fix a slide deck 02:07:57.840 --> 02:07:59.520 align:middle line:84% if you do it every time you update it, 02:07:59.520 --> 02:08:01.500 align:middle line:84% than to only do it when a blind student comes 02:08:01.500 --> 02:08:02.347 align:middle line:90% into the classroom. 02:08:02.347 --> 02:08:03.930 align:middle line:84% The result there is often that it just 02:08:03.930 --> 02:08:05.610 align:middle line:84% doesn't get done in a timely fashion 02:08:05.610 --> 02:08:09.010 align:middle line:84% and the student has trouble falling along as a result. 02:08:09.010 --> 02:08:11.758 align:middle line:90% The next slide, please. 02:08:11.758 --> 02:08:13.800 align:middle line:84% One of the things we've done to make that easier, 02:08:13.800 --> 02:08:15.870 align:middle line:84% is actually developed a course website 02:08:15.870 --> 02:08:18.750 align:middle line:84% that I have a link to here, or on the next slide I think, 02:08:18.750 --> 02:08:24.870 align:middle line:90% that is all done with markdown. 02:08:24.870 --> 02:08:28.320 align:middle line:84% So we have done the site in Jekyll 02:08:28.320 --> 02:08:30.270 align:middle line:84% but then we use remark for the slides 02:08:30.270 --> 02:08:32.400 align:middle line:84% and then we're using other kinds of markdown 02:08:32.400 --> 02:08:34.980 align:middle line:90% for diagrams and math. 02:08:34.980 --> 02:08:36.690 align:middle line:84% And there's a hidden link to markdown, 02:08:36.690 --> 02:08:39.060 align:middle line:84% so I have an image of the course website on the slide 02:08:39.060 --> 02:08:40.710 align:middle line:84% and only if you're tabbing through the links 02:08:40.710 --> 02:08:41.580 align:middle line:90% does this even come up. 02:08:41.580 --> 02:08:42.950 align:middle line:84% And then on the very right side, you 02:08:42.950 --> 02:08:45.210 align:middle line:84% can see an example of what the markdown for a slide deck 02:08:45.210 --> 02:08:45.710 align:middle line:90% looks like. 02:08:45.710 --> 02:08:48.300 align:middle line:90% And it's basically plain text. 02:08:48.300 --> 02:08:50.130 align:middle line:84% And so this is one of the things we've 02:08:50.130 --> 02:08:54.120 align:middle line:84% been using to make sure that everything we do is accessible 02:08:54.120 --> 02:08:56.880 align:middle line:84% and then there's one more slide and I think I'm done. 02:08:56.880 --> 02:09:01.420 align:middle line:84% So we are happy to share that if it's useful to anyone. 02:09:01.420 --> 02:09:03.840 align:middle line:84% And I think that it's an interesting opportunity. 02:09:03.840 --> 02:09:06.720 align:middle line:84% Although there are some issues with presenters, 02:09:06.720 --> 02:09:09.270 align:middle line:84% like our blind TA has found Google Slides 02:09:09.270 --> 02:09:12.000 align:middle line:84% to be more accessible when he's presenting. 02:09:12.000 --> 02:09:14.500 align:middle line:84% So I'll stop there, because I know I'm really short on time. 02:09:14.500 --> 02:09:17.730 align:middle line:84% And I want to thank you all for listening. 02:09:17.730 --> 02:09:20.110 align:middle line:84% KRISTEN SHINOHARA: Perfect timing actually. 02:09:20.110 --> 02:09:20.860 align:middle line:90% Great. 02:09:20.860 --> 02:09:22.440 align:middle line:84% So I think we're headed to breakouts. 02:09:22.440 --> 02:09:25.020 align:middle line:84% And I want to thank everybody, before we 02:09:25.020 --> 02:09:29.130 align:middle line:84% leave to breakouts, so much for all of your wonderful talks. 02:09:29.130 --> 02:09:32.000 align:middle line:84% I actually was taking a lot of notes myself.