Wednesday 31 March 2021

Overcoming “Design Bias” by employing Persona based design

The world is disclosed to each of us in our own particular ways. As designers we want our designs to be functional, we want them to be useful but also more importantly, we want them to be usable.

So, my designs need to be useable by more people than "just me." Why? Because I respond to the world in response to how the world is disclosed to me. But I am a population of one.
What about the other billions of people in the world? Are they me?

I (we) can't just make an assumption that everyone is like me. A designed thing, a thing in the world, must therefore be inclusive, not biased (in so far as that is possible).  

And so, in principle, I should ensure that everyone who wants to use my software can use it. Design thinking attempts to authentically shift the focus of design towards designing for inclusion. The challenge is no longer to develop a bare minimum of functionality. The challenge is to design for some one, any number of "some ones". Not design for everybody because "everybody" ends up being nobody. Design for a somebody, a person, and many persons.

As a designer I need to be aware of my own biases (we all have them). Our (my) biases may be gendered, cultural, age related. Our (my) biases skew our (my) understanding of the world. Consequently it is almost inevitable that our (my) designs encode these assumptions and biases, our (my) own ways of perceiving the world. And as an aside; unfortunately, AI, and technology, simply applied without reflection, will almost certainly amplify the various biases. A bias is a pre-judgement, you can consider it a kind of decision-making shortcut, a way to quickly resolve complex questions. They have utility, acting as a shorthand for a personal preference, and bias as preference, mostly, does the job, expressing our preferred choice or configuration. But they frequently go awry.

Design bias is particularly insidious in software design, particularly in systems that use data to drive the performance of the system which in turn generates more data for ‘tweaking’ or driving the performance of the system; basically, algorithmic bias. neural nets, AI, machine learning.
The deep problem with design biases is that they produce systemic effects upon the entire population:
  • Confirmation bias (interpreting information in a way that confirms my preconception)
  • Interaction bias (homophily, preferring interaction with others exhibiting certain traits or behaviours)
  • Automation bias (preferring information presented by a computer or other interface rather than people or situation)
  • Association bias (attributing qualities to new situations based on limited previous experience)
  • Dataset bias (algorithmic bias arising from a skewed, partial, or non-representative dataset)

And there are many many other forms of human cognitive bias that spill over into the designs and things we make.

How can we solve this challenge? Cooper Design, (founded by Alan Cooper author of "About Face" and designer of Microsoft Visual Basic) is often credited with creating the "persona" method. The persona method is a disciplined approach to design for a person with a biography, a person with an age, a height, a history. A person who lives in the work, with their own projects, their own goals. A persona has a name, she/he could be busy, they could be using a design in a public space or while performing some specific activity, they are a fictional somebody, not an average somebody.

The persona approach is one way. A more authentic and valid approach is to bring in experts, people from different communities, backgrounds, abilities. People who represent themselves and people like them.

A11Y - accessibility catalogues and other resources

A curated catalogue of accessibility information created and maintained by Hannah of humbleuidesigns

https://a11yresources.webflow.io

a11yresources "about"

a11y stands for ACCESSIBILITY. 

The A11YPROJECT https://www.a11yproject.com helps you get started, learning, auditing, community and growing the available resources.

A11Y PROJECT "about"



The WCAG Guidelines

WCAG Guidelines

Web Content Accessibility Guidelines (WCAG) - currently at version at version 2.1 - are freely available online at

https://www.w3.org/TR/WCAG21/

"WCAG 2.1 success criteria are written as testable statements that are not technology-specific... and testable with a combination of automated testing and human evaluation."

This version of the WCAG aimed to expand the definitions to include "criteria to address cognitive, language, and learning disabilities" however significant challenges remain and will be the subject of future work.

WCAG describes three levels of testable conformance with the guidelines for accessibility: A (lowest), AA, and AAA (highest). https://www.w3.org/WAI/WCAG21/Understanding/conformance#levels

One of the most enabling resources an author, publisher, developer can provide for accessibility is to offer metadata for objects. Metadata is 'data about data', descriptive text, alternate text, transcripts of recordings, visual captioning, audio captioning, and many other approaches. Metadata should be machine readable for users of assistive devices to translate or represent the data in the desired format. https://www.w3.org/WAI/WCAG21/Understanding/understanding-metadata

The WCAG provides an extensive library of techniques and design principles for developers and content publishers to apply. 

https://www.w3.org/WAI/WCAG21/Techniques/

These web-centric techniques and technologies range over 

  • General Techniques for Web Page Design
  • CSS Techniques
  • HTML Techniques
  • PDF Techniques
  • Plain-Text techniques and technologies
  • Synchronized Multimedia Integration Language (SMIL) technology (like .vtt - video text track files) 
  • Accessible Rich Internet Applications (ARIA)
  • And design architectural guidelines for Client-Side Scripting, Server-Side Scripting
  • With commentary on negative criteria or Failure Modes

Further Reading

For more see "How People with Disabilities Use the Web" and in particular review the "Stories of Web Users" for Personas being applied https://www.w3.org/WAI/people-use-web/



An overview of HTML, CSS, and JavaScript

Overview:

The following is a brief overview of the HTML, CSS, and JavaScript, the system used in internet browsers to deliver content, control the rendering or display of the content, and to make web pages dynamic or interactive for users. We can think of these three different but complementary technologies as responsible, respectively, for a web page's: Structure; Appearance; and Behaviour.

Terminology

What is HTML, CSS, and Javascript? Are they separate, can they appear in the same place, the same file, is it software, why do we use them? 

HTML

Hypertext Markup Language (HTML) is the standard markup language for documents designed to be displayed in a web browser. 

"HTML elements are the building blocks of HTML pages. With HTML constructs, images and other objects such as interactive forms may be embedded into the rendered page. HTML provides a means to create structured documents by denoting structural semantics for text such as headings, paragraphs, lists, links, quotes and other items. HTML elements are delineated by tags, written using angle brackets. Tags such as <img /> and <input /> directly introduce content into the page. Other tags such as <p> surround and provide information about document text and may include other tags as sub-elements. Browsers do not display the HTML tags, but use them to interpret the content of the page." (link: Wikipedia entry on HTML: opens in a new window)

CSS

The presentation of HTML is aided by technologies like Cascading Style Sheets.

"CSS is designed to enable the separation of presentation and content, including layout, colors, and fonts. This separation can improve content accessibility, provide more flexibility and control in the specification of presentation characteristics, enable multiple web pages to share formatting by specifying the relevant CSS in a separate .css file which reduces complexity and repetition in the structural content as well as enabling the .css file to be cached to improve the page load speed between the pages that share the file and its formatting. (link: Wikipedia entry on CSS: opens in a new window)

Responsive Design

Responsive web design, and by implication the interface design of applications and apps that use web elements for the user interface, is a design approach that allows for fluid presentation of the view of a web page, app or application. Responsive web design has grown in importance as much of our consumption of technology has shifted from personal computers to mobile devices. Mobile devices pose design challenges screen size varies wildly across desktop computers, laptops, tablets and mobile phones.

"[The] Separation of formatting and content also makes it feasible to present the same markup page in different styles for different rendering methods, such as on-screen, in print, by voice (via speech-based browser or screen reader), and on Braille-based tactile devices. CSS also has rules for alternate formatting if the content is accessed on a mobile device." (link: Wikipedia entry on CSS: opens in a new window)

JavaScript

JavaScript is an interpreted scripting language, a way of programming simple browser-side behaviour for web pages. Server-side programming for more sophisticated and intensive computation will be written in programming languages like Java, Python and others.

"Alongside HTML and CSS, JavaScript is one of the core technologies of the World Wide Web.[10] JavaScript enables interactive web pages and is an essential part of web applications. The vast majority of websites use it for client-side page behavior,[11] and all major web browsers have a dedicated JavaScript engine to execute it.

As a multi-paradigm language, JavaScript supports event-driven, functional, and imperative programming styles. It has application programming interfaces (APIs) for working with text, dates, regular expressions, standard data structures, and the Document Object Model (DOM)." (link: Wikipedia entry on JavaScript: opens in a new window)

Example

Create local copies of three new files using a plain text editor using the code/text below. Save the files as plain text. Make sure the 'dot' suffix indicated is correct. These three files provide the HTML, JS and CSS for a web page. Open the HTML file in a browser to confirm the result illustrated here.
An example of HTML+JS+CSS working together.



1. Save a the text below into a new text file “intro.html”
<!DOCTYPE html>
<html>
<head>
    <title>Intro to HTML CSS and Javascript</title>
    <script type="text/javascript" src="FirstExternalJSFile.js">
    </script>
    <link rel="stylesheet" type="text/css" href="FirstCSSFile.css">
</head>
<body bgcolor="#FFFFFF">
  <h1 style="text-align: left;">Overview:</h1>
  <p>This page is an example of the HTML, CSS, and JavaScript system. This is the same system used in internet browsers to deliver content, control the rendering or display of the content, and to make web pages dynamic or interactive for users.</p>
  <p> The text displayed below displays a string named "helloMessage" which this HTML document knows about because it loaded a JavaScript source file in the script tag in the head section.</p>
  <p>This is some text marked up as paragraph</p>
  <div class="heading">This heading uses the CSS</div>
  <div class="body">Paragraph text can also use the div instruction.</div>
  <h2 id="helloMessage"</h2>
</body>
</html>


2. Save a the text below into a new text file “FirstExternalJSFile.js”
window.onload = writeMessage;
function writeMessage() 
    {
        // JavaScript can include comments which are not displayed
        document.getElementById("helloMessage").
        innerHTML = "Hello, World! A message from the file 'FirstExternalJSFile.js'";
    }

3. Save a the text below into a new text file “FirstCSSFile.css”
body {
        font:14px arial;
        text-align:left;
      }
div.heading {
        font:16px arial;
        font-weight:bold;
        margin-bottom:15px;
        text-align:center;
        color:blue;
      }

Tuesday 30 March 2021

Info on the new EU regs on digital accessibility

(re-posted from AHEAD Ireland Journal issue 12)
Is Ireland ready for the new regulations from the EU on digital accessibility? What should we be doing and how can disabled people benefit? Read how HE institutions in the UK experienced the changes http://bit.ly/3ecXRyL  (#AHEADJournal)

Wednesday 24 March 2021

Updates to Microsoft's "Seeing AI"

"I want a free app for my iPhone that reads text around me and in documents, recognises products and my friends, describes my environment and recognises currency types, the content in photos and recognises colours."

No problem -Download 'Seeing AI', now multi-lingual and with many more useful 'channels' in-app like screens, currencies, product recognition, recognise friends, environment description and others. 

https://www.microsoft.com/en-us/ai/seeing-ai

Friday 12 March 2021

Disability Act, 2005, Ireland

Disability Act, 2005

The purpose of this Act is to advance and support the participation of people with disabilities in society by the provision of disability-specific services to improve access to mainstream public services. The Act obliges public services to make buildings and services accessible for people with disabilities and requires them to take positive actions to employ people with disabilities (there is a targeted quota of 3%, whereby public bodies are expected to recruit at least 3% of staff with disabilities).

One of the requirements of this Act is to establish Access Officers to carry out the remit of the Act and UCD has appointed Tina Lowe, as the Campus Accessibility Officer, under the guidance of the Director of UCD Access and Lifelong Learning. 

The following link brings you directly to the Disability Act 2005. Disability Act 2005

Source: this post is a copy of the UCD statement/response on the Disability Act 2005 (UCD, n.d.; last accessed 12/Mar/2021) URL: https://www.ucd.ie/all/aboutus/informationforall/disabilityact2005/)

Find out about EDI at UCD

For information on Equality, Diversity & Inclusion Networks at UCD visit https://www.ucd.ie/equality/groups/edinetworks/

EDI at UCD encompasses the Multicultural Employee Network at UCD (MENU), the Staff Disability Network, Women @ STEM, the LGBTI Staff Network, and a support for network for Carers.

Life on Paws Podcast - Irish Guide Dogs

The "Life on Paws" podcast is recorded and produced by Jessica Viola who is doing a Masters in Journalism in DIT, Dublin. 

In this episode Jessica interviews Tina Lowe and Zita O’Brien. Tina is UCD's Campus Accessibility Officer and Zita is a Guide Dog trainer who has raised 12 pups including Tina’s Guide Dog Forrest. 
https://guidedogs.ie/life-on-paws-podcast/

Life on Paws Podcast is an initiative of Irish Guide Dogs for the Blind.

Wednesday 10 March 2021

Sensory Places and Spaces (podcast on MoLI)

Joining Jennie Ryan – MoLI’s Learning Manager and Rachel Ennis – MoLI’s Visitor Experience Manager, is Tina Lowe, Campus Accessibility Officer at University College Dublin, and Barbara Viola, Personal Assistant to Tina Lowe. For more about UCD’s Access and Lifelong learning work, visit ucd.ie/all.

Making a museum for everyone

 https://moli.ie/radio/making-a-museum-for-everyone/


Thursday 4 March 2021

Questions for your research proposal

 - ask yourself...
  1. Is the Title phrased as a question that research may inform the reader what you're doing? 
  2. Research target(s)? (an App, computer program, a device, a service) 
  3. Research subjects(s)? (self and close contacts only) 
  4. Research scenario(s)? (attaining some kind of goal)
  5. Have you identified at least one (or perhaps even two) specific research method(s) that is/are suitable for this study? 

iOS VoiceOver Tips

 VoiceOver is the built-in screen reader for iOS devices. Users control VoiceOver with gestures like swipe and tap.


iOS screen gestures with VoiceOver ON

swipe LEFT or RIGHT reads the next app on the screen

2 finger swipe UP reads through the entire home screen

2 finger tap pauses

2 finger tap continues

1 finger swipe UP to change UP the value of a currently active setting

1 finger swipe DOWN to change DOWN the value of a currently active setting

3 finger swipe LEFT/RIGHT changes home screen (note chirp audio feedback before VoiceOver proceeds)

2 finger swipe DOWN continues reading from the current point

1 finger touch as a pointer to read current touch area

ROTOR gesture (like a physical dial motion), twist with thumb and finger, again and again; in combination with 1 finger swipe UP to change UP the value of a currently active setting

touch top of screen status line to + 3 finger swipe UP to activate control centre

2 finger swipe LEFT/RIGHT to move between controls

2 finger scrub gesture LEFT+RIGHT+ to return (go back) to home screen

2 finger double tap toggles VoiceOver speech on/off

3 finger triple tap toggles screen curtain (privacy) on/off

distinction between soft swipe and hard swipe


NCBI Podcasts

An interview with NASA Scientist Dr Craig Moore on NCBI Live.

Dr. Moore is an engineer with a vision impairment working at NASA in Washington D.C.
Working at NASA for over 30 years, Dr. Moore is involved in the development of software to monitor the safety of rockets and life support systems for long duration missions

https://www.youtube.com/watch?v=2KoiDnfu1WQ

The NCBI Live Event Podcasts are available on:

Tuesday 2 March 2021

Navigating to the accessibility options in Word...

It can be a little confusing navigating to the accessibility options in Word and the other Microsoft Apps for the first time. While the help system is always there (to help) sometimes you just need a nudge to see the menu item or ribbon icon the first time...