A Guide to Everyday Accessibility by the University of Washington Libraries

Short Description:
This book provides an overview of accessibility, discusses core elements of digital accessibility, covers accessibility topics you may encounter while working at a public service desk in the University of Washington (UW) Libraries, explains the accessibility tools that UW Libraries provide, and gives some guidance on creating video captioning. The Appendix section contains additional resources such as cheat sheets that guide you step by step in the practical application of accessible elements.

Long Description:
The University of Washington (UW) Libraries is committed to providing equal access to library collections, services, and facilities for all library users. This book is developed as part of the Accessibility Quicktips workshop series hosted by the UW Libraries Accessibility Working Group (AWG). Questions related to this resource can be directed to uwlib-awg-training@uw.edu.

This book provides an overview of accessibility, discusses core elements of digital accessibility, covers accessibility topics you may encounter while working at a public service desk in the UW Libraries, explains the accessibility tools that UW Libraries provide, and gives some guidance on creating video captioning. The Appendix section contains additional resources such as cheat sheets that guide you step by step in the practical application of accessible elements.

Word Count: 4506

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Context, purpose and audience. There are two broad types of assumptions that designers must identify and address: the first type are assumptions they, as designers, have as they begin a project; the second type are assumptions that are ambient in the project context–assumptions that many of the project stakeholders either hold or frequently experience. In both cases, naming the assumption and developing an articulation for how that assumption can be reconsidered can help direct a project toward greater impact.

This lesson is designed to help participants reframe these two types of assumptions. It can be used with design students from high school to continuing (adult) education. It is best delivered towards the end of the initial phase of design research (“Empathize” phase, to use the parlance of Stanford), after students have conducted interviews and other forms of research.

The lesson offers five reframe patterns. These are meant to help students identify particularly powerful articulations of reframed assumptions by providing five different jumping-off points for ideation. The patterns are best introduced and used lightly: as provocations rather than as a formula to rigidly follow.

We illustrate these reframe patterns using examples from disability studies. Thus, this lesson also serves as a “trojan horse” to infuse core design justice concepts.

This course examines the issues, principles, and challenges toward building relational machines through a combination of studio-style design and critique along with lecture, lively discussion of course readings, and assignments. Insights from social psychology, human-computer interaction, and design will be examined, as well as how these ideas are manifest in a broad range of applications for software agents and robots.

In this seminar, students will design and perfect a digital environment to house the activities of large-scale organizations of people making bottom-up decisions, such as with citizen-government affairs, voting corporate shareholders or voting members of global non-profits and labor unions. A working Open Source prototype created last semester will be used as the starting point, featuring collaborative filtering and electronic agent technology pioneered at the Media Lab. This course focuses on development of online spaces as part of an interdependent human environment, including physical architectures, mapped work processes and social/political dimensions.
A cross-disciplinary approach will be taken; students with background in architecture, urban planning, law, cognition, business, digital media and computer science are encouraged to participate. No prior technical knowledge is necessary, though a rudimentary understanding of web page creation is helpful.

Volume V | Summer 2021

Short Description:
Fifth print edition of the international literary, arts and ideas journal, San Antonio Review.

Long Description:
The fifth print edition of San Antonio Review, an international literary, arts and ideas journal.

This issue of San Antonio Review includes nearly 300 pages of art, poetry, short fiction, reviews and more.

The issue opens with editors’ notes and a “Timeline of Irresponsibility” charting Texas leaders failures in responding to the SARS-Cov-2/COVID-19 pandemic, police violence and Winter Storm Uri, among other contemporary challenges. The feature essay by Baylor University professor Dr. Mia Moody-Ramirez, Ph.D. looks at Texas Republicans’ efforts to limit discussions in public school classrooms by attacking critical race theory. Founding Editor and Publisher William O. Pate II shares an excerpt of his work-in-progress transcription of the third volume of the report from the 1919 Texas House of Representatives Committee Investigation into the Texas Rangers for violence against Mexican Americans during the first quarter of the 20th century. A cartoon by Coyote Shook. Peter Berard, Ph.D., reviews the next world war. Postcard art by and a Q&A with Milicent Fambrough. Paintings by and a Q&A with Andrea Muñoz Martínez. Quotes, recommendations and much more.

Front cover image by A.S. Robertson. Cover design by William O. Pate II. Always read free at sareview.org.

Word Count: 76188

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6.171 is a course for students who already have some programming and software engineering experience. The goal is to give students some experience in dealing with those challenges that are unique to Internet applications, such as:

concurrency;
unpredictable load;
security risks;
opportunity for wide-area distributed computing;
creating a reliable and stateful user experience on top of unreliable connections and stateless protocols;
extreme requirements and absurd development schedules;
requirements that change mid-way through a project, sometimes because of experience gained from testing with users;
user demands for a multi-modal interface.

This class focuses on representation tools used by architects during the design process and attempts to discuss the relationship they develop with the object of design. Representation plays a key role in architectural design, not only as a medium of conveying and narrating a determined meaning or a preconceived idea, but also as a code of creating new meaning, while the medium seeks to establish a relationship with itself. In this sense, mediums of representation, as external parameters to the design process, are not neutral tools of translating an idea into its concrete form. They are neither authentic means of creativity, nor vapid carriers of an idea. Therefore, an important aspect in issues of meaning is how the architect manipulates the play of translating a concept to its concrete version, through the use of a medium of representation. The course is a continuation of the equivalent course taught in the fall semester and specifically focuses on digital media. The course is intended to establish a reciprocal relationship with the design studio, feeding from and contributing to its content.

The course investigates e-Learning systems from a business, policy, technical and legal perspective. The issues presented will be tackled by discussion of the design and structure of the various example systems. The connection between information architectures and the physical workplace of the users will also be examined. The course will be comprised of readings, discussions, guest speakers and group design sessions. Laboratory sessions will be focused on implementation tools and opportunities to create one’s own working prototypes. Students will learn to describe information architectures using the Unified Modeling Language (used to specify, design and structure web applications) and XML (to designate meaningful content).

This project-based course explores new design strategies for social interaction in the computer mediated world. Through weekly readings and design assignments we will examine topics such as:

Data-based portraiture
Depicting growth, change and the passage of time
Visualizing conversations, crowds, and networks
Interfaces for the connected city
Mobile social technologies

The course emphasizes developing visual and interactive literacy.

This project-based course will explore the future of textiles, focusing particularly on blending rich crafting traditions with new technologies. Topics will include textile-based electronics, textile fabrication, algorithmic pattern design, and composites. We will experiment with a wide range of fibers, yarns, and fabrics including traditional materials like wool and cotton as well as metal fibers and yarns, fusible plastics, papers, and resins. We will also explore techniques like felting, laser cutting, CNC knitting, digital printing, and CNC embroidery. Students will complete weekly hands-on assignments and a final project.
WARNING NOTICE:
An activity described in this course is potentially hazardous and requires a high level of safety training, special facilities and equipment, and supervision by appropriate individuals. You bear the sole responsibility, liability, and risk for the implementation of such safety procedures and measures. MIT shall have no responsibility, liability, or risk for the content or implementation of any of the material presented. Legal Notice

This course examines the issues, principles, and challenges toward building machines that cooperate with humans and with other machines. Philosophical, scientific, and theoretical insights into this subject will be covered, as well as how these ideas are manifest in both natural and artificial systems (e.g. software agents and robots).

This class deals with interactive art. Visiting artists will discuss their work from a theoretical and practical perspective. Discussions of the history of interactive digital art and contemporary issues in the field will take place. Students will develop an interactive art project for a final exhibition or submit a short paper.

This module was created in response to an observed need by BranchED and the module authors for efforts to increase the recognition, adaptation, and use of open educational resources (OER) among pre- and in-service teachers and the faculty who work in educator preparation programs. The module's purpose is to position teacher educators, teacher candidates and in-service teachers as empowered content creators. By explicitly teaching educators about content that has been licensed for re-use and informing them about their range of options for making their own works available to others, they will gain agency and can make inclusive and equity-minded decisions about curriculum content. The module provides instructional materials, resources, and activities about copyright, fair use, public domain, OER, and visual literacy to provide users with a framework for selecting, modifying, and developing curriculum materials.

The research project of this Ph.D. in Digital Media has as objective the creation of a tool (object of learning) for pedagogical aid in teaching the production of visual effects in audiovisual productions, more specifically in the interactions between real and virtual images (match moving).

The prototype created during the research has the purpose of assisting teachers and students in the practical exercises of interaction between real and virtual images.

The tool has the ability to assist in data collection at the time of live-action filming, given the large amount and complexity of these data, and its vital need for the reproduction of real conditions in the virtual universe later.

In addition, it has the ability to generate a script (in Maxscript language) for its use in 3DS Max graphics software, automating part of the production process.

It is also part of the research, besides the conception and creation of the tool (learning object), its validation in the pedagogical and design bias (user experience and user interface).

This course explores the properties of non-sequential, multi-linear, and interactive forms of narratives as they have evolved from print to digital media. Works covered in this course range from the Talmud, classics of non-linear novels, experimental literature, early sound and film experiments to recent multi-linear and interactive films and games. The study of the structural properties of narratives that experiment with digression, multiple points of view, disruptions of time, space, and of storyline is complemented by theoretical texts about authorship/readership, plot/story, properties of digital media and hypertext. Questions that will be addressed in this course include: How can we define ‘non-sequentiality/multi-linearity’, ‘interactivity’, ‘narrative’. To what extend are these aspects determined by the text, the reader, the digital format? What are the roles of the reader and the author? What kinds of narratives are especially suited for a non-linear/interactive format? Are there stories that can only be told in a digital format? What can we learn from early non-digital examples of non-linear and interactive story telling?

Professional Resource for telling your story with infographics. Basic design elements and resources are linked. Resources include free downloads from Magnolia Consulting, samples created in Venngage, and examples created by ESU #3.

Selecting appropriate Technologies

Short Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.

Long Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Word Count: 32461

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Selecting appropriate Technologies

Short Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.

Long Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Word Count: 32474

ISBN: 978-0-7731-0777-9

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This multidisciplinary lecture / workshop engages students in a variety of approaches to the study and practice of performance as an area of aesthetic and social interaction. Special attention is paid to the use of diverse media in performance. Interdisciplinary approaches to study encourage students to seek out material histories of performance and practice.