Wednesday, March 15, 2017

Accessibility Sprint - Part 3: Giving non-visual feedback for learning from interacting with PhET simulations

This is the third part of a series of blog posts about a coding sprint about creating interactive online learning that is usable for people with disabilities.

The first post gives an overview of the coding sprint. Each of these subsequent posts describes the work of one team.

Sims Team Goal

Make the University of Colorado Boulder's well respected, freely available, open-source PhET simulations more accessible for students who cannot see the simulation. By providing just the right amount of aural feedback about what is happening in the simulation after an action taken by a learner, blind and low-vision students could interact with the simulation, hear the results, and try additional actions to understand the underlying physics principles.

For example, PhET has been working on making their Balloon and Static electricity simulation accessible by including scene descriptions that screen readers read aloud in order to orient learners that can't just look around to see what looks controllable. The controls are all accessible via keyboard actions. But, when a learner takes an action, for instance removing a charged wall that is keeping the balloon steady, the resulting balloon movement must be described. It would overwhelm the listener if small changes are repetitively described, and it can be confusing if messages end up being read out of logical order. For instance, messages about the balloons movement might end up being read behind a message describing its reaching an object and stopping.

Balloon simulation on laptop screen with sweater, balloon, and wall showing. Scene description listed to the right.
This image shows a balloon simulation of static electricity moving between a shirt and balloon. Beside the visual is information encoded in the DOM that is read when particular actions are taken. This is what will be read using assistive technology to help operate this sim and understand the results when actions are taken.

This group decided to work on extending the messaging being reported by this balloon sim, in order to better report very dynamic events, such as moving the balloon, or the balloon moving itself (attracted to sweater) without overwhelming and overlapping messages. To do this, they designed an UtteranceQueue, which is a FIFO (first in, first out) message queue with certain rules: it takes an object that contains an utterance, an object the utterance is associated with, an expected utterance time (to delay before the next utterance) and a callback that returns a boolean, to allow the utterance to be cancelled, rather than spoken, when it reaches the top of queue. This should allow a simulation programmer to design the set of messages a particular object should report. For example the balloon would report being moved, as well as its state of charge, and whether it is stuck to something. The callback would allow, for example, the balloon movement messages to cancel themselves if the balloon is in fact now stuck to the sweater or wall.

Laptop with balloon sim and code inspector
This image is showing the same balloon sim with the browser code view open to see what is controlling the simulation.

Testing (of the earlier version)

While the above development was occurring, on of the team members, Kelly, tested the feedback announcer function in the existing version of the balloon sim (the one before the code sprint) and got some user feedback for the group. The person that she tested with had worked with the sim before, but not with the new scene narration. Her test subject found the narration volubility to be just about right. He did, however, want to have a way to repeat some narration.


At the end of the day, this group demonstrated the operation of the new UtteranceQueue when the wall is removed and the balloon starts drifting toward the sweater. The movement was described (and not overly repetitive) and when the balloon got to the sweater that event was narrated. No other messages followed.

People who worked in this group: Jesse Greenberg, Darron Guinness, Ross Reedstrom, Kelly Lancaster



Thursday, March 9, 2017

Accessibility sprint - part 2: Creating a mobile-friendly and accessible Infobox for maps

This is the second part of a series of blog posts about a coding sprint that happened the day before CSUN 17. The sprint was about creating interactive online learning that is usable for people with disabilities. This whole software area is called accessibility, and known as inclusive design.

The first post gives an overview of the coding sprint. Each of these subsequent posts describes the work of one team.

Creating a mobile-friendly and accessible Infobox for maps

Team Goal

Create a widget for helping people who are blind or have low vision explore maps that display statistical information (think popular vote winners in the US). This type of map is called a choropleth.

The existing infobox widget takes statistical data in a simple format and works with hot spots on an svg map to bring up an info box as a user mouses over or tabs to different regions on the map. The current version, however, isn't accessible for low vision, doesn't work well with screen readers, and doesn't work on mobile. The team worked on improving these aspects of the widget (which can be reused for any statistical map).

Map of the 2016 US presidential election popular vote results by state, with blue, red, pink and light blue colors for each state. An info box is open for New Mexico with the winner and actual vote totals.
United States 2016 presidential race: Popular vote by state. 

Demo at the end of the day

Doug Schepers demonstrated the improvements. The demo showed the map tool improved for low vision and screen reader access. For low vision, the state selection outline was thickened, the info box contrast was increased and made resizable, the info box placement was adjusted to make sure the selected state was not covered. The ability to select the next state via tabbing on the states was added. Selection is currently in alphabetical order, and a better system would work on the navigation also. He also demonstrated using a screen reader and being able to select a state and hear it read the info box for each state. It uses ARIA Live Regions to update things. The statistical data is formatted using simple name, value pairs.

The ultimate goal is to define a simple standard for describing statistical map data and provide an open-source, reusable, accessible widget for interacting with these maps.

Doug Schepers and Derek Riemer worked together.

The code is available here:

Monday, March 6, 2017

CSUN 17 Acessibility Coding Sprint for People with Disabilities (Making learning accessible) - Part 1

Last week, my colleagues at OpenStax, Phil Schatz, Ross Reedstrom and I attended the 2nd annual pre-CSUN (but third overall) accessibility coding sprint to help make learning materials useable by people with disabilities.

Prior accessibility coding sprints

The first took place in 2013 and was jointly sponsored by my Shuttleworth Foundation fellowship and Benetech and held at the offices of SRI. You can read more about that one in these earlier posts (2013-accessibility-post-1, post-2, post-3, post-4, and post-5). The second took place last year before the CSUN 2016 Accessibility Technology Conference in sunny San Diego and was again sponsored by funds from my Shuttleworth Foundation fellowship and by Benetech. That one focused specifically on tools for creating accessible math. Read more in Benetech's blog post under "Sprinting towards accessible math", Murray Sargent's follow up post on accessible trees and Jamie Teh's post about creating an open-source proof-of-concept extension of math speech rules used by the NVDA browser to make them sound more natural.

This year's sprint
Four tables with 10 participants conferring and working at laptops
Participants at work

This one again took place in not-quite-as-sunny San Diego (California has been getting lots of rain) before this year's CSUN-17 conference. The focus was on making interactive learning content accessible. And the very cool thing from my perspective is that my fellowship had nothing to do with the organization of this one. Benetech and MacMillan Learning sponsored and organized this one. The attendance was the largest ever with 30-ish in person participant and 5 or so attending remotely. We had several developers that both create accessible software and use assistive technology themselves.

Like previous sprints, we spent time initially getting to know each other and brainstorming and then divided into multiple teams ranging from a single person to five people working together to prototype, explore, or make progress on a particular accessibility feature. In upcoming posts, I will highlight each of the team's goals and what they demonstrated at the end of the day.

Upcoming posts (links will be added as subsequent posts appear)

  • Creating responsive (mobile-friendly) and accessible (screen-reader friendly) Infobox for maps
  • Giving non-visual feedback for learning from interacting with PhET simulations
  • Using alternatives to drag and drop for matching, ordering, and categorization tasks
  • Personalizing website interfaces for better accessibility (both sensory and cognitive)
  • Standardizing the display of math in publications
  • A Nemeth and UEB Braille symbols table
  • Using MathJax to produce Braille output from LaTeX math

Read more

Saturday, January 28, 2017

Geoffrey Cohen's talk at Rice on Inclusive Teaching

Inclusive Teaching

I went to an "Inclusive Teaching" workshop by Geoffrey Cohen, who works with Carol Dweck at Stanford. The workshop was sponsored by Rice's Center for Teaching Excellence and was well attended by Rice faculty and staff. If you don't know Carol Dweck, she pioneered a branch of research on the effects of mindset on performance in a wide variety of settings, concentrating on academic achievement. In this model mindsets fall into two camps. A 'fixed mindset' is a belief that a particular trait, like intelligence for instance, is fixed at birth and basically cannot be changed, versus a 'growth mindset' which is a belief that a particular trait is malleable and improves with practice and effort. There are many, many different experiments that show that regardless of initial measured ability, a growth mindset is associated with higher performance academically over time, and this appears to be due to increased tenacity in the face of challenge, because failure is not seen as a measure of ability. Furthermore, particular interventions can shift a person's mindset and shifting that mindset results in increased performance. When these interventions work, the results are significant and can be long lasting, on the order of years.

Given the potential, I have been interested in how we might incorporate growth-mindset inducing features into OpenStax products, and whenever someone with good ideas and research is around I try to learn what I can from them. These are my notes from this talk.

Social belonging / Stereotype threat / White men can't jump

The talk concentrated on social belonging. You may have seen some of the research on what is called 'stereotype threat'. It seems counterintuitive, but it appears that if you think that people believe your group isn't good at something, and your performance could confirm that negative stereotype, your performance suffers. That is a very causal way of explaining it, and, of course, these are really just correlations, but now I will just tell you some of the weird and wooly experiments that have been done. All of these divide subjects as evenly as possible into two groups, one of which gets the 'treatment' (in this case a negative treatment) and the other of which doesn't, and then average scores are compared.
Things that decrease performance:
  • If you ask people to list their gender before taking a math test, female scores drop significantly.
  • If you ask people to list their race before taking an academic test, black student scores drop significantly. (There is such a thing as 'stereotype lift' also. White scores increase a little if asked to list their race, but the increase is much less than the decrease for groups where a negative stereotype is part of the culture).
  • If you tell people a test is a measure of intelligence, certain minorities and females do worse than giving the same test and characterizing it differently (skills …)
  • If a black researcher asks white men to jump as high as they can, they jump less high than if they are asked by a white researcher.

Digression: Unconscious bias in hiring

Cohen went in to a significant digression about experiments that show unconscious bias in hiring. I think this was mainly to give examples of how interventions can fix things that are unconscious and hard to just 'goodwill' away.

Research demonstrating bias

Specifically, there are a set of experiments that show that when comparing two candidates, people adjust their expectations to favor candidates that fit their stereotypes. For example, when presenting two candidates for a police promotion, one of which is male and one of which is female, and giving these candidates either more 'on-the-job' experience or more 'book-learning' experience, if you first show the candidates and then ask which is more important 'on-the-job' or 'book-learning', the hiring manager picks whichever criteria the male has.

Techniques that can decrease bias

But just like with mindset, there are interventions that can eliminate or improve these biases.
  • If you ask people to come up with the criteria for the best candidate before they see the candidates, they stick with those criteria and, in the case of the police promotion will (on average) pick a female candidate matching the stated criteria, over a male candidate that does not.
  • When people hire a group into a position, for instance hiring three managers at once, or three developers etc. - they are more likely to select a diverse group, than if they hire three people in successive rounds.

Social Belonging interventions that increase student performance

Then he came back to listing a set of 'interventions' that have been shown to have positive effects for females in male dominated fields, minorities in white dominated achievement areas, first generations college students, etc. These particular interventions did not show positive or negative effects for other groups, but studies that measure attitudes first do show benefits for all students coming in with particular mindsets and attitudes.
  • Having students read about 'real' students who felt they were not smart enough, or did not belong, but then found that they did. Or attend a panel of students discussing these feelings, especially if the audience identifies with the students (gender, race, economics, etc).  
  • Having students choose three sentences from among a long list that are important to them and then write a paragraph about each. Cohen called this 'value affirmation'. The values listed have a wide variety of things, and include non-academic values like 'sense of humor', 'relationship with family' (This intervention reduced F's in a course by 50%, from 20% to 9%).
  • For K-12 students, having a teacher write 'I am giving you these comments because I have high standards and I know that you can meet them.' to accompany corrections and comments on an assignment. Teachers pre-wrote these and research assistants attached them to student work. Teachers and researchers were blind to who got these and who didn't.
  • For K-12 students, having a teacher initiate an exercise where students write the end of this sentence 'I wish that my teacher knew that …'

This summary from Carol Dweck's website, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning, has more about a lot of the research that Cohen described.

Wednesday, December 7, 2016

Edit (Math) or Bust - Sprint Nov. 16 - 19 (Part 1)

Thanks to the Shuttleworth Foundation, where I had a fellowship from 2011 to 2014, OpenStax (my current employer), and all of the participants (listed below), I was able to host a sprint at the OpenStax offices Nov. 16th - 19th to investigate easier ways to edit and convert mathematics within open textbooks, as well as to make it easier to adapt and customize OpenStax college textbooks.

Participants sitting in a u-shape with laptops, and large screen showing demo.
Some of the participants at the sprint during demos.


Two themes emerged at the sprint around common pain points. Encouragingly, we (the developers among us) were able to create prototypes that start to address those pain points.  

Different math formats result in tedious re-work. First, we realized that a substantial number of education institutions and one major OER partner have been using Pressbooks with the BCcampus textbook extension to adapt the OpenStax textbooks. However, because Pressbooks and OpenStax use different math formats, if the textbooks have mathematics in them, after import, the math has to be hand recreated which is very time consuming.

We need a simple visual math editor, with a LaTeX-editing fallback for complex cases: Secondly, although there are many individual math editing tools, there is not a simple, easy to use math editor (that will also support advanced features) for the web that can be plugged into different tools, and that can produce the right math output for the plugged in environment.

Here is what we did during the sprint

  • Because participants had experience with a wide variety of editing tools and math conversion tools, we spent the first part of the sprint demoing a wide variety of tools and processes to create and adapt textbooks that have mathematics within them.
  • Then we generated an extensive list of "pain points" within these processes.
  • Next we generated a set of users stories from the points of view of three different users: faculty adapting and customizing textbooks, students answering homework problems for scientific and mathematical subjects, and professional teams copy editing and maintaining open textbooks.
  • From those we generated an extensive list of ideas of things that we could realistically do together at the sprint and tied those to the user stories they could serve.
  • Two technical themes emerged and the developers divided into
    • Team A that would concentrate on getting textbooks from one of three editing environments represented at the sprint (OpenStaxCNX, Pressbooks, Manuscripts), and especially solving the problem of getting OpenStax math format converted to Pressbooks math format.
    • Team B worked on an editor widget for writing equations visually or using LaTeX and then getting them back into a document as MathML, LaTeX, or an image.
  • Both teams were composing existing tools, not writing things from scratch, which is one of the fantastic results of opensource software. More details to come.
  • Each day we did demos and retrospectives from the sprint.
The next blog post will have more information about the prototypes that were created with links to demonstrations and source.


  • OpenStax ( - Kathi Fletcher, Phil Schatz (, Ross Reedstrom, Dante Soares, Ryan Stickney. The OpenStax team is interested in improving math editing for their internal textbook production and interested in making customization of the textbooks less cumbersome for organizations adapting the textbooks. Two of those organizations are here at the sprint.
  • OERPUB ( - Marvin Reimer is an experienced developer who worked with Kathi during her Shuttleworth Foundation (SF) fellowship ( and works with and Marvin wrote a google docs, latex, etc converter that also publishes to OpenStaxCNX.
  • Katalyst Education (  Christopher Sweeney, Tomasz Stach, Wojciech Ludwin, Krzysztof MÄ™drzycki, Iris Gau, Michael Moran. Katalyst Education has been working with OpenStax on Internationalizing the OpenStax user interface (OpenStaxCNX) and will also be publishing free college textbooks in Polish. They are helping with OpenStax’s efforts to create online versions of the textbooks that have the same numbering and collation as the PDF versions of the books, and they are committed to developing an easy tool for authors and editors who wish to adapt OpenStax textbooks.
  • BCcampus - Lauri Aesoph and Brad Payne (remote). BCcampus has been managing the B.C. Open Textbook Project since this project was announced by British Columbia Ministry of Advanced Education in 2012. Brad Payne, Senior Technical Analyst, developed the Pressbooks Textbook plugin for Pressbooks and provides technical support for and continuing development of this and the B.C. Open Textbook Project. Lauri Aesoph, Manager of Open Education, manages the ongoing effort to import all OpenStax textbooks into Pressbooks to allow easier adaptation of these books by faculty in B.C. and elsewhere.
  • Matias Piipari of - developer of the scholarly authoring tool Manuscripts, which includes MathJax based math rendering, an equation editor, and ability to convert between math formats on importing and exporting documents.
  • Omar Al-Ithawi - Software Engineer at  Edraak, an Arabic MOOC platform based in Jordan. Omar recently released a MathJax extension for Arabic and RTL.

Wednesday, February 12, 2014

Linking to Objectives in the OERPUB editor (a prototype between MIT OEIT folks and OERPUB)

Decorative, colorful concept map
Learning Objectives, Concept Maps
Image: By Sborcherding at en.wikibooks
[Public domain],
from Wikimedia Commons
The exploration: When creating textbooks and interactive learning activities, wouldn't it be cool if authors (and eventually others) could easily link material to learning objectives? This is the second exploration that OERPUB, Lumen Learning, and MIT's Office of Educational Innovation and Technology (OEIT) took on together in Salt Lake City. Linking materials (textbook, activities, videos, quizzes) to learning objectives makes them easier to find, and could also allow navigation by objective rather than by a single linear path through the material.

The Scenario: An author is writing a textbook or course in the OERPUB editor. Perhaps it is a physics course, and the course has a set of objectives that it teaches (or hopes to). The author is writing a section on lattices and the ways that x-rays scatter through crystalline structures. Since the physics department at MIT has defined this as a learning objective, it would be great if the author could easily specify that a reading teaches this objective.

The Components: MIT's OEIT has a service for storing and looking up learning objectives, called MC3. MC3 has an API for returning learning objectives. Before we got together, Cole Shaw took the OERPUB editor and embedded it in a page that connects with the MC3 server. The screenshots below show his prototype. He added a new "widget" to the editor for adding an activity and wired it up to include an objectives drop down. The choices in the drop down are coming from the MIT's objectives server. He copied an existing widget and modified it.

shows the editor with a drop down added to choose which server to get objectives from and which set of objectives to use.
Cole added a top toolbar for choosing where objectives
should be looked up.

Shows a drop down "Bragg's Law Outcom 3B1" is chosen from amoung a set of options.
Here is the drop down in an activity added to the document. The choices
are looked up live. Once one is chosen, it is added to the activity.

And then when we all got together, Cole and Tom Wooward worked together to take Cole's work and make it a widget that works in the github-bookeditor. That is shown below. Tom also showed Cole some of the ways to configure educational widgets within the editor. (That also tells us where we need to improve documentation for developers.)
Shows a "Read"ing activity, with "Bragg's Law" chosen as the objective
This is the same widget, but in the github-bookeditor. The
server to query is hard-coded. This will live on a branch
to show how such a thing can be done.

Really making this kind of thing widely useful for general users of the editor, requires more thought, time, and effort. MIT is hosting their own course objectives, and their software provides the store and lookup service. But these aren't general purpose. The user interface would need to provide ways of configuring which objectives are relevant, etc.

If we did come up with a way to do something like this, I would love to see a way to make choosing an objective a standard option on all content sections and educational widgets. In other words, an author could attach an objective to essentially anything within the HTML and the editor would provide an easy UI for doing that and a simple encoding as metadata to store in the document. I think that would probably be's educationalAlignment.   

Technical notes and links:

Tuesday, February 11, 2014

Sprinting to embed assessments and learning objectives with MIT, Lumen Learning, and OpenAssessment

Shows a quiz in a textbook page too small to see
Idea: Wouldn't it be cool to have a really easy way to embed interactive assessments in textbooks, epubs, and courses?

People: The folks I have just been meeting with thought so and we got together to explore a few prototypes. I have been in Salt Lake City working in the Marriott Library at University of Utah, hosted by David Wiley of Lumen Learning, and joined by Brandon Muramatsu and Cole Shaw of MIT's Office of Education Innovation and Technology (OEIT), Justin Ball and colleague James from Atomic Jolt consulting, and Tom Woodward of OERPUB via Daft Labs.

Scenario: The following scenario sets up our first exploration. Lumen Learning is adapting a biology textbook from Open Stax College. They are creating courseware for college faculty that takes each section and adds interactive, formative assessments, and discussions and analytics and other cool stuff. They are creating completely open banks of questions to go along with the books and these will live at Open Assessments is building a quiz player that works like a youtube video player. You find a quiz you like and use a simple embed code to include that anywhere you want.

Exploration: So what we wanted to explore was including the ability to find and add a quiz from Open Assessments in the OERPUB editor. So, imagine you are creating a textbook section, or a learning activity for college biology and you have just written the section on parts of the cell, and you want to help students retain what they have learned. So you click on the 'quiz' button in the editor, and search for quizzes about cells, preview the quiz, and pop it in. This is what we put together yesterday. Keep in mind this is code written quickly to see how to do this kind of thing while we had all the experts together. It isn't polished and beautiful. But the impressive thing is that we got this done in a couple of hours. The following screen shots show what we did.

"Insert an Assessment", with two fields, "Assessment url", or "Search"
After clicking on the quiz widget in the editor, search
for "cells".

"Insert an Assessment", with "Search" field filled in with "cells"
The search uses's API,
and returns one result. Click on "select" to preview it.
Shows "Question 2 of 3" about parts of a cell, with "golgi body" selected as the answer.
Preview the assessment to make sure it is what you want. The
preview is live, so you can check the answers and all the
questions in the quiz.

The quiz is embedded in the content and will play in the editor
and also in the textbook as long as there is an internet
connection. The quiz is being played by
The actual quiz is stored as a qti file at openassessments.

Technical notes and links:
Upcoming posts