Making service learning accessible to computer scientists

This paper identifies some of the challenges of teaching and learning accessibility through the lens of pedagogy (which deals with the theory and practice of education). We argue that accessibility education in computing science presents a set of unique and challenging characteristics for those engaged in accessibility capacity building. Significant moves are being made to embed accessibility within academic curricula and professional domains. However, through a qualitative thematic review of the accessibility pedagogic literature, we find that the field lacks the pedagogic culture necessary to support widespread excellence in teaching and learning. Nonetheless, our review identifies aspects of this small but important literature that indicate how a pedagogic culture for accessibility can be stimulated through research, debate and discussion, to promote a more pedagogically-grounded approach to the field as a whole.

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“…[20], [11]), and engaging people with disabilities for the purposes of service-and collaborative learning (e.g. [21]). …”

Section: Current Pedagogies?mentioning

confidence: 99%

Exploring pedagogical culture for accessibility education in computing science

Lewthwaite

Sloan²

2016

Proceedings of the 13th International Web for All Conference

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“…Policymakers with HCI expertise can raise concerns regarding the implications of government computer systems and regulations, helping legislators and regulators understand complex technical issues. Educators can include these topics in HCI courses: one potential approach is through service learning courses (Mankoff, 2006;Rosmaita, 2007;Shneiderman et al, 2006). Professional societies such as SIGCHI and UPA can present a public face for the profession, actively engaging in discussions and attempting to inform policymakers and the general public.…”

Section: Summary: a Call To Actionmentioning

confidence: 99%

HCI and Societal Issues: A Framework for Engagement

Hochheiser¹,

Lazar²

2007

International Journal of Human-Computer Interaction

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Human-computer interaction (HCI) is much broader than the study of interface design and input devices. It includes considerations of the social, political, ethical, and societal implications of computer systems. Concerns such as privacy, accessibility, universal design, and voting usability have led to active HCI research. Our examination of HCI responses to these and other issues informs a model of social engagement based on societal influences that motivate various responses from the HCI community. This model provides suggestions for engagement with issues that are likely to grow in importance over the next several years. By focusing on these issues, HCI researchers may make still greater contributions toward addressing societal concerns.

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“…However, as pointed out by many (e.g., [3,4,5]), coordination and logistic arrangements for external "real-world" projects can be demanding. Establishing and maintaining relationships to ensure a healthy supply of such projects can be difficult and in the absence of systematic institutional support (e.g., office of Service Learning), faculty often must be "courageous" [1].…”

Section: Introductionmentioning

confidence: 99%

Work in progress: Sustainable projects for software engineering courses: Collaborating with technology courses

Asuncion

Angotti

Sung

2012

2012 Frontiers in Education Conference Proceedings

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Teaching Software Engineering (SE) based on "realworld" projects engages students with practical application of software engineering concepts-students develop a deeper interest in the project deliverables while they acquire the skills of critically analyzing the problem and determining the best course of action. It can be challenging to find and maintain a reliable stream of suitable software projects that match learning outcomes, technical scope, and academic calendar of an SE class. On the other hand, a typical university campus has many nonComputer Science (CS) technology classes that require their students to study, understand, and evaluate existing software applications in specific areas. With purposeful coordination, these non-CS technology classes can serve as effective source of real projects for SE classes. This paper describes our experience of collaborating with the Education Program in their Technology in Education course. While we encountered some challenges, our experience has demonstrated that it is indeed mutually beneficial and rewarding for students in both courses.We offer recommendations on choosing non-CS technology classes and logistical guidelines to ensure the success of such collaborations.

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Making service learning accessible to computer scientists

Cited by 35 publications

References 6 publications

Exploring pedagogical culture for accessibility education in computing science

Exploring pedagogical culture for accessibility education in computing science

HCI and Societal Issues: A Framework for Engagement

Work in progress: Sustainable projects for software engineering courses: Collaborating with technology courses

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