Accessibility is a central theme in every course I teach because the design of technologies that are usable by people with disabilities is not only at the core of my research, but what drives my academic interest.
This course introduces user-centered design concepts and techniques. Students learn the phases of the user-centered design process, including: assessing user needs, ideation and brainstorming, low and high-fidelity prototyping, and evaluating design usability. Students engage in a quarter-long group design project where each stage of the process is scaffolded. Design projects are typically focused on creating accessible designs and students regularly meet with users with disabilities to seek feedback and test their designs. By the end of the term, students have a designed high-fidelity prototype which is evaluated by their users.
This course introduces students to historical and popular input and interaction techniques for desktop, mobile, and other computing environments. Students learn about motor and perceptual psychology, interaction design, and input devices and software in the study of human-computer systems. The course emphasizes using human-performance models in the design of new input and interaction techniques. Students combine and apply these concepts in a quarter-long project where they invent their own accessible interaction technique.
Past projects have included accessible game interactions.